Review of Research in Education

Changing Teaching Practice in P-20 Educational Settings
43rd Auflage
ISBN: 978-1-5443-8976-9
Verlag: Sage Publications, Inc

Buch, Englisch, Band 43, 504 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 723 g

Reihe: Review of Research in Education

Edited by Terri D. Pigott, Ann Marie Ryan, and Charles Tocci, the purpose of this volume is to present high-quality reviews that examine change to teaching practice from a variety of perspectives and a range of disciplines with an eye toward the enormous scope of the field. Taken as a whole, this volume presents a compelling profile of the core challenges and opportunities facing those engaged in the work of changing teaching practice and those who research these efforts. Divided into four sections, the first section of this volume delves into the history and policy of changing teaching practice, the second set of chapters consider the capacity of teachers to make changes, the third set of chapters review literature examining how to change practice in numerous settings in various ways, and the final section of the volume centers on emerging issues for practice. This volume considers some of the most critical problems facing educators and scholars today: how our history shapes our present-day possibilities, how we develop the capacity of educators to change and improve practice, the innumerable aspects that can be changed, which dimensions of teaching should we prioritize, and what emerging issues will shape this work in the coming years?

Autoren/Hrsg.

Pigott, Terri D.

Ryan, Ann Marie

Tocci, Charles

Pigott, Terri D

Fachgebiete

• Interdisziplinäres Wissenschaften Wissenschaften: Forschung und Information Forschungsmethodik, Wissenschaftliche Ausstattung

Inhaltsverzeichnis

Introduction: Changing Teaching Practice in PK-20 Educational Settings - Charles Tocci, Ann Marie Ryan, Terri D. Pigott
Teaching for Diversity: Intercultural and Intergroup Education in the Public Schools, 1920s to 1970s - Lauri D. Johnson, Yoon K. Pak
From Mass Schooling to Education Systems: Changing Patterns in the Organization and Management of Instruction - Donald J. Peurach, David K. Cohen, Maxwell M. Yurkofsky, James P. Spillane
Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners - Katrina Liu, Arnetha F. Ball
How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies - Rachel Garrett, Martyna Citkowicz, Ryan Williams
How We Learn about Teacher Learning - Mary M. Kennedy
Action Research and Systematic, Intentional Change in Teaching Practice - Meghan McGlinn Manfra
(Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem - Rebecca Colina Neri, Maritza Lozano, Louis M. Gomez
Teaching Practices That Support Student Sensemaking Across Grades and Disciplines: A Conceptual Review - Miranda Suzanne Fitzgerald, Annemarie Sullivan Palincsar

A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education - Mariana Souto-Manning, Beverly Falk, Dina López, Lívia Barros Cruz, Nancy Bradt, Nancy Cardwell, Nicole McGowan, Aura Perez, Ayesha Rabadi-Raol, Elizabeth Rollins

Changing How Writing Is Taught - Steve Graham
Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings - Kara Mitchell Viesca, Kathryn Strom, Svenja Hammer, Jessica Masterson, Cindy Hammer Linzell, Jessica Mitchell-McCollough, Naomi Flynn
How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching? - Rhonda Suzanne Bondie, Christine Dahnke, Akane Zusho
Teaching Academically Underprepared Postsecondary Students - Dolores Perin, Jodi Patrick Holschuh
Components, Infrastructures, and Capacity: The Quest for the Impact of Actionable Data Use on P–20 Educator Practice - Philip J. Piety
Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research - M. Shelley Thomas, Shantel Crosby, Judi Vanderhaar
Teaching in Community Schools: Creating Conditions for Deeper Learning - Julia Daniel, Karen Hunter Quartz, Jeannie Oakes
About the Editors
About the Contributors