Teaching as Decision Making: Successful Practices for the Elementary Teacher, Third Edition

This new general elementary methods book offers a balanced presentation of skills, inquiry, and social approaches to teaching, structured around the concept of instructing for understanding. The authors stress that the truly effective teacher not only has knowledge of teaching strategies but also understands the importance of asking and answering such questions as: What learner characteristics affect the success of this strategy? What contextual factors will influence its outcome? What philosophical/ethical stance does it represent? This book includes coverage that reflects a “backward design” structure and consideration of student characteristics first; then, identification of complex tasks and assessment; and finally, daily instructional planning. It emphasizes authentic assessment and the importance of considering assessment when planning instruction. For professionals in the field of teaching grades K-12.

"Alane J. Starko" is Department Head and professor in the Department of Teacher Education at Eastern Michigan University. A former elementary classroom teacher and teacher of the gifted, she has been an active consultant in the areas of classroom differentiation, creativity, and education of the gifted and talented. Alane has been a board member and service publications editor for the National Association for Gifted Children. In addition to her work on both editions of Teaching as Decision Making, she is author of "Creativity in the Classroom: Schools of Curious Delight, It's About Time," and a variety of articles, and she is coauthor (with Gina Schack) of two books on authentic research with young people.

"Marvin Pasch" recently retired from his role as aprofessor in the Department of Teacher Education at Eastern Michigan University and is now the Senior Editor for Social Studies for the State of Michigan Merit Award Program's Sample Curriculum and Plans for Education (SCOPE) project. During his higher education career, he was a college administrator at EMU and Cleveland State University for 16 years and a faculty member for almost 30 years. He taught junior and senior high school social studies for 11 years. He has a 35-year interest in instructional planning and program evaluation and has published articles in the "Journal of Staff Development, Journal of Teacher Education, Social Education, Science Teacher," and "Educational Leadership."

"Wendy Burke" is an Assistant Professor in the Department of Teacher Education at Eastern Michigan University. A former high school English teacher, she has been an active consultant in the areas of novice teacher induction and mentoring, professional development, and school reform. Wendy is on the Editorial Review Board of "The Teacher Educator."

"Christella D. Moody" was a public school teacher in Chicago Public Schools for 11 years and then spent 15 years in the Ann Arbor (Michigan) Public Schools as a teacher, school administrator, coordinator of multiethnic instruction, and coordinator of staff development. She has consulted in more than 10 states on effective teaching and multicultural education. She is the historian of the National Alliance of Black School Educators and the developer of the Young Educators Society for the State of Michigan. She is currently president of Current Directions Publishing Co. and executive director of the C. D. Moody Educational Foundation.

"Trevor G.Gardner" is Vice President for Academic Administration at Northern Caribbean University in Mandeville, Jamaica. A former professor in the Department of Teacher Education at Eastern Michigan University, he was also an elementary and secondary teacher, a high school principal, and a school board member. He is an international consultant in school discipline and positive parent participation, having created the Rational Approach to Practical School Discipline (RAPSD), which is featured in Chapter 12, as well as the Participating Parents for Progress (PPP). Over the past 19 years he has consulted with more than 100 schools and colleges on discipline, multicultural education, and desegregation.