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.
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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