This edited volume provides novice teachers with a practical guide to help them transition from teacher education students to independent, reflective and autonomous classroom teachers.
This edited volume provides novice teachers with a practical guide to help them transition from teacher education students to independent, reflective and autonomous classroom teachers. It also serves as a scaffolding tool for mentor teachers assigned to support novice teachers during their first years in the field. Novice teachers can use this comprehensive resource as a way to connect the overarching conceptual themes and big ideas from their Teacher Education courses to their classroom practices. This book is designed to encourage novice teachers to make more intentional and pedagogically sound decisions during their beginning teaching experiences, whether it is fieldwork observations, student teaching, or the first years in the classroom.
The book covers a variety of issues, including: getting to know your students, families and communities; curriculum development; and pedagogical decisions. Each of these sections contain specific chapters devoted to a particular concept such as assessment, instruction for diversity, integrating technology across the curriculum, action research and more. This book serves as a bridge between pedagogical theory and the realities of the 21st century classroom.
AcknowledgmentsIntroductionDavid Schwarzer and Jaime GrinbergSection I – Getting to Know Your Students, Families, and CommunitiesChapter 1: Connecting Students' Cultural Expressions to the CurriculumDanne DavisChapter 2: It Takes a Village: Families, Contexts, and DiversityKatia Goldfarb, Jaime Grinberg, and Sejal RanaChapter 3: Shifting the Locus of Control: Five Strategies for Creating a 21st Century Student Centered ClassroomMayida Zaal & Maheen AhmadChapter 4: Keys to Accessible Instruction for Students with DisabilitiesJennifer Goeke, Pohun Chen, and Niobel TorresChapter 5: Planning Instructions for English Learners: Strategies Teachers Need to KnowMayra C. DanielSection II – Curriculum DevelopmentChapter 6: Engaging Students through Interdisciplinary Lessons and UnitsSandra Rodriguez-Arroyo and Melanie BloomChapter 7: Shaping Effective Learning Through Student EngagementSusan WrayChapter 8: Developing Academic Literacy: What Novice Teachers Can Learn from the Case of Teaching Latino/Bilingual Learners Science and MathematicsSandra Musanti and Sandra Mercuri Chapter 9: Using Traditional Assessments to Effectively Inform Your TeachingNicole Barnes and Charity DaceyChapter 10: Authentic Performance AssessmentsCharity Dacey and Nicole Barnes Chapter 11: Making "IT" Meaningful: Intentional Technology Integration through TPACKChristopher LukeSection III – Pedagogical DecisionsChapter 12: No One Gets Left Behind: Grouping Students with Intention, Skill, and ResponsivenessDavid Keiser and Anne LockwoodChapter 13: Developing, Implementing, and Assessing Problem Based LearningStephanie Curtis, Joseph DiGiacomo, and Vincent WalencikChapter 14: Creating a Dialogical Learning Community to Promote Dialogical Teaching and LearningJaime Grinberg, David Schwarzer, and Michael MolinoChapter 15: Fostering a Scientific Approach to Teaching and Learning: Deductive and Inductive TeachingHelenrose Fives and Melissa SusnoskyChapter 16: Collaboration in the Inclusive ClassroomJennifer Goeke, Pohun Chen, and Niobel TorresSection IV – Putting it All TogetherChapter 17: “Where do I start?” - Guiding Novice Teachers to Improve Their Practice Through Self-Reflection and Action ResearchMary Petron and Barburhan UzumAfterword: Using the Master Checklist in a Masterful WayDavid SchwarzerAbout the EditorsAbout the Contributors