| Description |
1 online resource |
| Series |
Advances in teaching and teacher education ; 2 |
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Advances in teaching and teacher education ; 2.
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| Contents |
Machine generated contents note: pt. 1 What Is It and Why Does It Matter? -- 1.My Journey with Dispositions -- 1.What Do Students Think about Teaching and Learning? -- 2.What Do Students Think about Teachers? -- 3.Talk as Functions of Discourse -- 4.Teacher Types -- 5.What Role Do Structure and Power Play? -- 6.Dispositions -- 2.Dispositions in Action: What Do They Look Like? -- 1.Assessment as Defining Expectations -- 2.Instruction as Interaction -- 3.Management as Relationships -- 3.What Are Dispositions, Really? -- 1.INTASC Standards -- 2.Dispositions in Action -- 3.Why Dispositions in Action May Be Useful -- 4.Connections to Other Teacher Quality Frameworks -- 5.Can Dispositions Be Taught? -- 6.Do Context and Content Matter? -- 7.What about Collaboration and Shared Vision? -- 4.How Do Dispositions Align with Child Development? -- 1.Child Development in the Elementary School Years -- 2.Adolescent Development -- 3.Moral Development -- 4.Child Development and Dispositions |
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Note continued: 5.Why Dispositions? Why Now? -- 1.Dispositions and the 21st Century -- 2.Dispositions and Emotional Intelligence -- 3.Dispositions and Mindfulness -- 4.Dispositions and Democracy -- 5.Dispositions and the Teacher Shortage -- 6.Dispositions and the Testing Industry/Culture -- 7.Dispositions and Devaluing of Teacher Education -- 8.Dispositions and the Need for Higher Level Thinking -- 9.Dispositions and Media Literacy -- 10.Responsive Dispositions Now -- pt. 2 What Does It Look Like? Responsive Dispositions in the Classroom -- 6.Assessment: The Disposition to Be Critical and Challenging / Lois Boone -- 7.Instruction: The Disposition to Be Facilitative / Sarah Chapman -- 8.Instruction: The Disposition to Be Creative / Jessi Hall -- 9.Management: The Disposition to Empower / Kim Tufts -- 10.Management: The Disposition to Connect / Brooke Huffman -- 11.Professionalism: The Disposition towards Change / Kellie Johnson |
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Note continued: 12.Professionalism: The Disposition to Be Inclusive / Kalie Eppley -- pt. 3 Just Do It Processes and Tools -- 13.Using DIA: Breaking it Down -- 1.Vignette One: Language Arts Classroom -- 2.Vignette Two: Math and Science Classroom -- 3.Vignette Three: Language Arts Classroom -- 4.Vignette Four: Math Classroom -- 5.Vignette Five: Science Classroom -- 6.What Did We Find? -- 7.Interview Data -- 8.DIA Results -- 14.The It Factor Tool Kit -- 1.DIA for Administrators and Human Resource Departments -- 2.DIA for Teacher Preparation Programs -- 3.DIA for Teachers -- 4.DIA for Parents -- 5.Tools to Get "IT" -- 6.Self-evaluation Narrative -- 7.Multiple Choice Word Preference Scale -- 8.DIA Observation Tool -- 9.Student Interview Guide -- 10.Resources |
| Summary |
"The impact a teacher has on students may be profound and lasting. Thus, teacher preparation is grounded in standards to assure that all teacher candidates know the content and have the skills needed to become good teachers, but what makes a teacher great? The answer is not clear-cut or easily measured with tests. But we all know a great teacher when we see one. The best teachers have an It Factor that sets them apart from others. It is seemingly intangible and unteachable, as it's often said that, "Some people are just born to be teachers." This book challenges that assumption and uncovers the It Factor. Teacher and student voices helped to develop language and tools to examine how teachers are disposed to think and act and how this affects student learning. If we can identify what makes teachers great, we can teach it. Students have a sea of information, opinions and messaging at their fingertips. They find themselves navigating through a myriad of facts and "alternative facts." Opinions, beliefs, and fallacies share the same platform and status as well grounded information and vetted ideas, fueling tensions among individuals and distance between groups. Developing students who are caring, critical thinkers and problem-solvers may be more important now than ever. The teachers who are right for this challenge have more than content knowledge and teaching skills. To meet this challenge, teachers need to have "It," that something inside that makes them not just good teachers, but great ones"-- Provided by publisher |
| Bibliography |
Includes bibliographical references |
| Notes |
Print version record and CIP data provided by publisher; resource not viewed |
| Subject |
Effective teaching.
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Motivation in education.
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EDUCATION / Administration / General
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EDUCATION / Organizations & Institutions
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Effective teaching
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Motivation in education
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| Form |
Electronic book
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| LC no. |
2018006164 |
| ISBN |
900436448X |
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9789004364486 |
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