Synopsis
Teaching Strategies is an introductory core text known for its practical, applied help with commonly used classroom teaching strategies and tactics. Accommodating both traditional and non-traditional education students as well as site-based teacher education programs, the text focuses on topics such as lesson-planning, questioning, and small-group and cooperative-learning strategies. Continuing its hallmark strength?solid coverage of teaching strategies and applications?this new edition includes even more teaching applications and a new feature that highlights real-life voices from the field.
- New! Chapter 1: "The Professional Challenges of Teaching" focuses on the teacher's role as a professional and introduces key overarching topics such as meeting standards, working with diverse students, and decision making.
- New! Professional Voices from the Field features illustrate topics in the text through real-world case studies in which teachers describe methods or strategies that they have used in their own classrooms.
- Houghton Mifflin Video Cases, four- to six-minute video modules presenting real classroom scenarios, enable students to observe the day-to-day challenges and rewards of teaching from the convenience of their computers. Available on the Online Teaching and Study Centers, HM Video Cases are enhanced by classroom artifacts, Viewing Questions, Interview Transcripts, Key Terms, and bonus video footage.
- Increased standards coverage now features INTASC, PRAXIS II, and NCATE correlation charts inside the textbook covers. A California State Standards correlation chart will also be included for texts sold in California.
- Technology Insight boxes appear in each chapter to further emphasize technology-related issues. These boxes have been updated to include new information on such topics as cooperative learning with multimedia technology and using gradebook software.
- Improved pedagogy, including more reflection questions, enhanced marginal notes, and redesigned chapter-opening graphic organizers helps facilitate student comprehension and recall.
About the Authors
Donald C. Orlich is Professor Emeritus with the Science Mathematics Engineering Education Center at Washington State University. He has been active in public education since 1955 and has directed numerous in-service education projects relating to the improvement of instruction. In 2001, the 160,000-member Association for Curriculum Development and Supervision honored him with its Outstanding Affiliate Article Award. In 2003, the University of Montana honored him with the Educational Leadership Excellence Award.
Robert J. Harder is director of International Programs and Professor of Education at Washington State University. His current focus is the internationalization of higher education through education, research, and extension partnerships. He is the author of many monographs and articles.
Richard C. Callahan is president of Callahan Associates, a consulting firm that provides organizational development and proposal management to major corporations. Prior to entering the private sector, he taught at Washington State University. For the past decade, he has provided assessment and evaluation training and technical assistance to many school districts in the Northwest. He has published widely on issues of student assessment, program evaluation, applied measurement, and large-scale testing.
Michael S. Trevisan is professor and director of the Assessment and Evaluation Center in the College of Education at Washington State University. For the past decade, he has provided assessment and evaluation training and technical assistance to many school districts in the Northwest. He has published widely on issues of student assessment, program evaluation, applied measurement, and large-scale testing.
Abbie H. Brown is an associate professor in the College of Education at East Carolina University. His interests include instructional design/technology, instructional media production, and educational uses of the Internet. He is an experienced classroom teacher and is co-author of a number of books, including MAKING THE MOST OF THE WEB IN YOUR CLASSROOM: A TEACHER'S GUIDE TO BLOGS, PODCASTS, WIKIS, PAGES, AND SITES (2008), THE ESSENTIALS OF INSTRUCTIONAL DESIGN (2006), TECHNOLOGY AND THE DIVERSE LEARNER (2004), and MULTIMEDIA PROJECTS IN THE CLASSROOM (2002).
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