Provides a comprehensive reference for scholars, educators, stakeholders, and the general public on matters influencing and directly affecting education in today’s schools across the globe
This enlightening handbook offers current, international perspectives on the conditions in communities, contemporary practices in schooling, relevant research on teaching and learning, and implications for the future of education. It contains diverse conceptual frameworks for analyzing existing issues in education, including but not limited to characteristics of today’s students, assessment of student learning, evaluation of teachers, trends in teacher education programs, technological advances in content delivery, the important role for school leaders, and innovative instructional practices to increase student learning.
The Wiley Handbook of Teaching and Learning promotes new, global approaches to studying the process of education, demonstrates the diversity among the constituents of schooling, recognizes the need for and presents a variety of approaches to teaching and learning, and details exemplary practices in education. Divided into four sections focused on general topics—context and schooling; learners and learning; teachers and teaching; and educators as learners and leaders—and with all-new essays that look at what has been, what is, and what could be, this book is destined to inspire thoughtful contemplation from readers about what it means to teach and learn.
- Examines teaching, learners, and learning from a contemporary, international perspective, presenting alternative views and approaches
- Provides a single reference source for teachers, education leaders, and agency administrators
- Summarizes recent research and theory
- Offers evidence-based recommendations for practice
- Includes essays from established and emerging U.S. and international scholars
- Each chapter includes a section encouraging readers to think ahead and imagine what education might be in the future
Scholars from around the world provide a range of evidence-based ideas for improving and modifying current educational practices, making The Wiley Handbook of Teaching and Learning an important book for the global education community and those planning on entering into it.
Table of Contents:
Notes on Contributors ix
Introduction: Issues Affecting Teaching and Learning in Today’s Schools 1
Gene E. Hall, Linda F. Quinn, and Donna M. Gollnick
Part 1 The Context of Schooling 5
1 The Complexity of American Teacher Education 7
David Imig, Scott Imig, Michael Neel, and Loretta Holmberg‐Masden
2 School Reform—A Never‐Ending Story: Avoiding Attractive Pitfalls and Exploring Promising Perspectives 29
Roland Vandenberghe
3 The Culture and Teaching Gap: What Is It, and How Can Teacher Educators Help to Close It? 59
Roderick L. Carey, Abiola Farinde‐Wu, H. Richard Milner IV, and Lori Delale‐O’Connor
4 The Role of the Community in Learning and Development 79
Elizabeth Spier, Raquel L. González, and David Osher
5 Building Capacity in Order to Strengthen Teaching and Learning 107
Sharon Harsh
6 Implementing and Sustaining Language Curriculum Reform in Singapore Primary Schools 151
Jason Loh and Foong Poh‐Yi
Part 2 Learners and Learning 173
7 Educational Neuroscience: Are We There Yet? 175
John T. Almarode and David B. Daniel
8 Turning Toward Students: Adopting a Student‐Centered Stance in Mandate‐Centered Times 199
Alison G. Dover and Brian D. Schultz
9 Learning Anytime, Anywhere through Technology: Reconsidering Teaching and Learning for the iMaker Generation 225
Timothy D. Green and Loretta C. Donovan
10 The Place of Learning in the Systematization and Standardization of Early Childhood Education 257
Susan Grieshaber and Sharon Ryan
11 Exceptional Education is Special 277
Dena D. Slanda and Mary E. Little
12 Case Study: Nevada’s English Language Learner Strategy: A Case Study on Policymaking and Implementation 301
Magdalena Martinez
Part 3 Teachers and Teaching 321
13 Next Generation Research in Dialogic Learning 323
Lauren B. Resnick, Christa S. C. Asterhan, and Sherice N. Clarke, with Faith Schantz
14 Guiding and Promoting Student Learning: Applying Theory to Practice 339
LeAnn G. Putney, Connie L. Malin, Teresa Miller, Sarah Crosby, and Bobbie Stanley
15 A Smile is Universal: Building Sensitivity to and Understanding of Culturally and Linguistically Diverse Learners through International Field Experiences 365
Amanda J. Laichak
16 Envisioning Alternative Futures: Elliot Eisner’s Challenge to Industrial Educational Practice 391
Richard Siegesmund
17 CASE STUDY: Trajectories in Developing Novice Teacher Leadership Potential: A Tale of Two Countries 417
Ping Gao
18 CRITIQUE: What Effect Size Doesn’t Tell Us 431
Barrie Bennett
Part 4 Educators as Learners and Leaders 445
19 The Importance of Teacher Induction for Improving Teaching and Learning 447
Matthew C. Nishimoto
20 Teacher Leadership: Past, Present, and Future 473
Barnett Berry
21 Principal Instructional Leadership: From Prescription to Theory to Practice 505
Philip Hallinger
22 Case Study: Restorative Justice: An Alternative Approach to School Discipline 529
Tom Cavanagh
Part 5 Evaluation and Assessment 549
23 Back to the Future: Assessment from 1990 to 2016 551
Elliott Asp
24 Views of Classroom Assessment: Yesterday, Today, and Tomorrow 577
Julie Oxenford‐O’Brian and Kay P. Uchiyama
25 Rethinking Teacher Quality in the Age of Smart Machines 603
Yong Zhao
26 Rethinking the Intersection of Instruction, Change, and Systemic Change 619
Barrie Bennett and Stephen Anderson
27 CRITIQUE: On the Limits to Evidence‐Based Learning of Educational Science 639
James G. Ladwig
Epilogue: Reflections of the Co‐Editors 661
Gene E. Hall, Linda F. Quinn, and Donna M. Gollnick
Index 663
About the Author :
GENE E. HALL is Professor Emeritus in Educational Leadership, College of Education, University of Nevada, Las Vegas.
LINDA F. QUINN is Professor in the University of Nevada, Las Vegas, Department of Teaching and Learning.
DONNA M. GOLLNICK is Vice President for Quality Assurance, TEACH-NOW, Washington, DC.
