James D. Kirylo

Teaching with Purpose

An Inquiry into the Who, Why, And How We Teach

• Gebundenes Buch

Produktbeschreibung

For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people's most treasured gifts-their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authentic learning can unfold cannot be overstated. Indeed, it is the teacher who understands self or does not; it is the teacher who is prepared or is not; it is the teacher who has command of subject matter or does not; it is the teacher who inculcates in an appropriate way or does not; and, it is the teacher who is patient, understanding, empathetic, and enthusiastic or is not. To that end, Teaching With Purpose underscores what it means to be an insightful teacher, foundationally emphasizing that the central aspect toward richly transforming education is through the professionalization of what it means to be a teacher. Written in accessible language, and attentive to connecting theory to practice, the benefits and features of this book are mindful of a diverse readership.

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Produktdetails

• Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
• Seitenzahl: 202
• Erscheinungstermin: 6. Mai 2016
• Englisch
• Abmessung: 235mm x 157mm x 17mm
• Gewicht: 488g
• ISBN-13: 9781475812930
• ISBN-10: 1475812930
• Artikelnr.: 44440658

Autorenporträt

James D. Kirylo is associate professor of education at the University of South Carolina. His published works include Paulo Freire: The Man from Recife and A Critical Pedagogy of Resistance, among other books and articles in a variety of professional journals.

Inhaltsangabe

Preface Acknowledgments Introduction Section I: From the Inside Out Chapter
1: An Earned Privilege Chapter 2: Establishing a Philosophy of Education
Chapter 3: The Decisive Relevance of Dispositions Chapter 4: Six
Dispositions of Significance Chapter 5: Reflective Thinking-Thoughtful
Action Section II: Entering Into Relationships Chapter 6: Hardwired to be
in Relationship Chapter 7: From Right Where Students Are Chapter 8:
Cultivating Dialogue Chapter 9: The Flow of Integrity Chapter 10: Other
types of Relationships Chapter 11: To be in Relationship is to Celebrate
Diversity Section III: The Goal Is To Inspire Chapter 12: The Character of
Inspiration Chapter 13: Inspiration & the Autobiographical Nature of
Teaching Chapter 14: Inspiration Ignites Artistry in Motion Section IV: The
Glue That Is Educational Psychology Chapter 15: The Critical Relevance of
Theory Chapter 16: Paving the way Toward Child/Developmental Psychology
Chapter 17: An Overview: Behaviorism, Cognitivism, and Humanism Section V:
Five Components of Knowledge Chapter 18: Knowledge of Pedagogy & Classroom
Management Chapter 19: Knowledge of Learning, Students, & Subject Matter
Section VI: Assessment Is To "Sit With" Chapter 20: Two Different
Processes: Assessment & Evaluation Chapter 21: The Emergence of a Testing
Movement Chapter 22: Moving into an Era of High-Stakes Testing Chapter 23:
Four Harmful Effects of High-Stakes Testing Chapter 24: Emphasizing
Formative & Portfolio Assessments Section VII: Teacher Leadership Chapter
25: Teacher as Leader Chapter 26: The Challenge of Poverty Chapter 27: It
Takes a Village Appendices Appendix A: Derivative & Historical Unfolding of
Inspiration Appendix B: A Response to the Tylerian Rationale Appendix C: A
Sampling of Parental Voice & Testing References