Ideal for preservice mathematics teachers who are taking methods courses or are student teaching, this research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment. Highlighting inquiry-based, learner-centered teaching and grounded in a cognitive perspective, Becoming a Reflective Teacher of Mathematics, Third Edition features: Detailed observation instruments for observing other teachers Reflective activities that provide a structure for beginning teachers to think about their teaching Guidelines and instruments for supervisors to use…mehr
Ideal for preservice mathematics teachers who are taking methods courses or are student teaching, this research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment. Highlighting inquiry-based, learner-centered teaching and grounded in a cognitive perspective, Becoming a Reflective Teacher of Mathematics, Third Edition features: Detailed observation instruments for observing other teachers Reflective activities that provide a structure for beginning teachers to think about their teaching Guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers The Third Edition of Becoming a Reflective Teacher of Mathematics is aligned with the latest standards for teaching mathematics including the Common Core State Standards-Mathematics, and the latest assessments for mathematics teacher certification which place a high priority on reflective practice. Thoroughly revised and updated throughout, the Third Edition continues to provide preservice and in-service mathematics teachers with practical ideas for developing and honing reflective and self-analytical skills needed to advance and improve instruction.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Alice F. Artzt is Professor of Secondary Mathematics Education, Queens College of the City University of New York, USA. Eleanor Armour-Thomas is Professor of Educational Psychology, Queens College of the City University of New York, USA. Frances R. Curcio is Professor of Secondary Mathematics Education, Queens College of the City University of New York, USA. Theresa J. Gurl is Assistant Professor of Secondary Mathematics Education, Queens College of the City University of New York, USA.
Inhaltsangabe
Contents. Preface to the Third Edition. A Note to Professors. PART 1: PHILOSOPHICAL BASIS FOR THE MODEL. 1. Toward an Understanding of Student Centered Teaching. 2. A Framework for the Examination of Instructional Practice. 3. A Framework for the Examination of Teacher Cognitions. 4. Putting it All Together. PART II: HOW TO USE THE MODEL. 5. Using the Model to Examine Teachers' Instructional Practice and Cognitions. 6. Using the Model to Examine Your Own Instructional Practice and Cognitions. 7. Using a Portfolio to Document How You Engage in Self Assessment and Reflection. PART III: EVIDENCE THE MODEL IN ACTION. 8. Case Studies of the Model in Action: Five Cases.APPENDIX A. Research Results of Exploratory Study. Appenidx A.1: Summary of Patterns of Lesson Dimensions. Appendix A.2: Summary of Patterns of Cognitions. APPENDIX B. Observation Guidelines. Appendix B.1: Observation 1 Nature of the Content. Appendix B.2: Observation 2 Questioning. Appendix B.3: Observation 3 Motivation and Teaching Strategies. Appendix B.4: Observation 4 Homework. Appendix B.5: Observation 5 Use of Class Time. Appendix B.6: Observation 6 Verbal Behavior of Students. Appendix B.7: Observation 7 Task Orientation of Students. Appendix B.8: Observation 8 Assessment. Appendix B.9: Observation 9 Teacher Expectations and Stereotyping. Appendix B.10: Observation 10 Culminating Activity. Appendix B.11: Rubric for Grading the Observation Reports. APPENDIX C. Observation Charts Made by Pre service Teachers. Appendix C.1: Nadine's Teacher Student Discourse Bar Graph. Appendix C.2: Lisette's Teacher Use of Class Time Chart. Appendix C.3: Marla's Verbal Interaction Chart. Appendix C.4: Karen's Line Graph of On task Behaviors. Appendix C.4: Jill's Chart of On task behaviors. Appendix C.5: Jill's Line Graph of On task Behaviors. APPENDIX D. Guides and Forms for Supervised Observations. Appendix D.1: Guides for Observation Written Reports and Conferences. Appendix D.2: Written Observation Report Before the Lesson. Appendix D.3: Written Observation Report After the Lesson. Appendix D.4: Self Assessment of Instructional Practice. Appendix D.5: Summary Self Assessment Form. Appendix D.6: Evaluation of Teacher Cognitions. Appendix D.7: Videotaped Lesson Final Conference. APPENDIX E. Portfolio Assignment and Rubrics. Appendix E.1: Portfolio Guidelines. Appendix E.2: Three Sample Lesson Plans. Appendix E.3: Assessment One Quiz or One Unit Exam. Appendix E.4: One Wee of Homework and a Project. Appendix E 5: Peer Observation Report. Appendix E.6: Unit Plan. Appendix E.7: Portfolio Check Sheet. References. Author Index. Subject Index.
Contents. Preface to the Third Edition. A Note to Professors. PART 1: PHILOSOPHICAL BASIS FOR THE MODEL. 1. Toward an Understanding of Student Centered Teaching. 2. A Framework for the Examination of Instructional Practice. 3. A Framework for the Examination of Teacher Cognitions. 4. Putting it All Together. PART II: HOW TO USE THE MODEL. 5. Using the Model to Examine Teachers' Instructional Practice and Cognitions. 6. Using the Model to Examine Your Own Instructional Practice and Cognitions. 7. Using a Portfolio to Document How You Engage in Self Assessment and Reflection. PART III: EVIDENCE THE MODEL IN ACTION. 8. Case Studies of the Model in Action: Five Cases.APPENDIX A. Research Results of Exploratory Study. Appenidx A.1: Summary of Patterns of Lesson Dimensions. Appendix A.2: Summary of Patterns of Cognitions. APPENDIX B. Observation Guidelines. Appendix B.1: Observation 1 Nature of the Content. Appendix B.2: Observation 2 Questioning. Appendix B.3: Observation 3 Motivation and Teaching Strategies. Appendix B.4: Observation 4 Homework. Appendix B.5: Observation 5 Use of Class Time. Appendix B.6: Observation 6 Verbal Behavior of Students. Appendix B.7: Observation 7 Task Orientation of Students. Appendix B.8: Observation 8 Assessment. Appendix B.9: Observation 9 Teacher Expectations and Stereotyping. Appendix B.10: Observation 10 Culminating Activity. Appendix B.11: Rubric for Grading the Observation Reports. APPENDIX C. Observation Charts Made by Pre service Teachers. Appendix C.1: Nadine's Teacher Student Discourse Bar Graph. Appendix C.2: Lisette's Teacher Use of Class Time Chart. Appendix C.3: Marla's Verbal Interaction Chart. Appendix C.4: Karen's Line Graph of On task Behaviors. Appendix C.4: Jill's Chart of On task behaviors. Appendix C.5: Jill's Line Graph of On task Behaviors. APPENDIX D. Guides and Forms for Supervised Observations. Appendix D.1: Guides for Observation Written Reports and Conferences. Appendix D.2: Written Observation Report Before the Lesson. Appendix D.3: Written Observation Report After the Lesson. Appendix D.4: Self Assessment of Instructional Practice. Appendix D.5: Summary Self Assessment Form. Appendix D.6: Evaluation of Teacher Cognitions. Appendix D.7: Videotaped Lesson Final Conference. APPENDIX E. Portfolio Assignment and Rubrics. Appendix E.1: Portfolio Guidelines. Appendix E.2: Three Sample Lesson Plans. Appendix E.3: Assessment One Quiz or One Unit Exam. Appendix E.4: One Wee of Homework and a Project. Appendix E 5: Peer Observation Report. Appendix E.6: Unit Plan. Appendix E.7: Portfolio Check Sheet. References. Author Index. Subject Index.
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