Provides a deeper understanding of the various concepts and relevance of dispositions to teaching and other professions that serve in school settings.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
R. Lee Smith is associate dean and associate professor in special education at Indiana University-South Bend. He has published in the area of teacher education and special education. Denise Skarbek is an assistant professor in special education at Indiana University-South Bend.James Hurst is a faculty member of the Counseling and Human Services program at Indiana University-South Bend. He is a licensed clinical psychologist, and he teaches graduate counseling courses in counseling theory, ethics, psychopatholgy, and group counseling.
Inhaltsangabe
Chapter 0 3 A Model for Defining the Construct of Caring in Teacher Education Chapter 1 1 A Brief Historical Context for Dispositions in Teacher Education Chapter 2 2 A Contemporary Rationale for Dispositions in Education Chapter 4 4 Dispositions and Multicultural Education Chapter 5 5 School Counselors as Models and Teachers of Dispositional Attitudes and Behaviors: Within and Beyond the School Setting Chapter 6 6 Dispositions in the Helping Professions Chapter 7 7 Using Moral Development Theory to Promote the Growth of Ethical Dispositions withing K-12 Students Chapter 8 8 Exploring Dispositions in Teacher Education Through Children's Literature Chapter 9 9 Teaching and Evaluating Dispositions in a Preservice Education Course Chapter 10 10 Exploring Dispositions in Student Teaching and Field Experience Chapter 11 11 Teaching Critical Thinking Skills and Dispositions: A Graduate Case Study Chapter 12 12 Unleashing the Dispositional Imperative: Legal and Policy Implications Chapter 13 13 Teacher Education and the Benedictine Tradition Chapter 14 14 Dispositionsas Habits of Body, Mind, and Spirit: Quaker and Native American Perspectives Chapter 15 15 Dispositions and Teacher Beliefs: A Heuristic to Inform Efforts Toward Improving Educational Outcomes Part 16 Appendix A: Definition of Dispositions by the National Council for Accreditation of Teacher Education (NCATE) Part 17 Appendix B: Standards and Related Dispositions for Beginning Teacher Licensing from the Interstate New Teacher Assessment & Support Consortium (INTASC) Part 18 Index Part 19 About the Contributors
Chapter 0 3 A Model for Defining the Construct of Caring in Teacher Education Chapter 1 1 A Brief Historical Context for Dispositions in Teacher Education Chapter 2 2 A Contemporary Rationale for Dispositions in Education Chapter 4 4 Dispositions and Multicultural Education Chapter 5 5 School Counselors as Models and Teachers of Dispositional Attitudes and Behaviors: Within and Beyond the School Setting Chapter 6 6 Dispositions in the Helping Professions Chapter 7 7 Using Moral Development Theory to Promote the Growth of Ethical Dispositions withing K-12 Students Chapter 8 8 Exploring Dispositions in Teacher Education Through Children's Literature Chapter 9 9 Teaching and Evaluating Dispositions in a Preservice Education Course Chapter 10 10 Exploring Dispositions in Student Teaching and Field Experience Chapter 11 11 Teaching Critical Thinking Skills and Dispositions: A Graduate Case Study Chapter 12 12 Unleashing the Dispositional Imperative: Legal and Policy Implications Chapter 13 13 Teacher Education and the Benedictine Tradition Chapter 14 14 Dispositionsas Habits of Body, Mind, and Spirit: Quaker and Native American Perspectives Chapter 15 15 Dispositions and Teacher Beliefs: A Heuristic to Inform Efforts Toward Improving Educational Outcomes Part 16 Appendix A: Definition of Dispositions by the National Council for Accreditation of Teacher Education (NCATE) Part 17 Appendix B: Standards and Related Dispositions for Beginning Teacher Licensing from the Interstate New Teacher Assessment & Support Consortium (INTASC) Part 18 Index Part 19 About the Contributors
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