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Books on the topic 'Practice-based teacher education'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Developing outstanding practice in school-based teacher education. Northwich: Critical Publishing, 2014.

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2

1938-, Daiker Donald A., and Morenberg Max 1940-, eds. The Writing teacher as researcher: Essays in the theory and practice of class-based research. Portsmouth, NH: Boynton/Cook Publishers, 1990.

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3

Bubb, Sara. Improving induction: Research-based best practice for schools. London: Routledge/Falmer, 2003.

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4

Kashlev, Sergey, A. Poznyak, and T. Krasnova. Pedagogy: theory and practice of the pedagogical process. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1514399.

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The structuring of the content of the course "Pedagogy" is based on the idea of a holistic pedagogical process as a leading phenomenon of pedagogical reality. The textbook integrates the innovative experience of developing the theory and practice of the pedagogical process, giving an idea of the teacher as a specialist in the organization of the pedagogical process; pedagogy as a science of the pedagogical process; the pedagogical process as a phenomenon of reality; about a variety of pedagogical tools that can be in the arsenal of the teacher; pedagogical conditions that make up the pedagogical process; the formation of the basic culture of the individual in the pedagogical process. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students studying in the fields of Education and Pedagogical Sciences, as well as teachers of educational institutions, graduate students and master's students of pedagogical specialties, students and teachers of the system of advanced training and retraining of specialists in the field of education, teachers and managers of institutions of general secondary education, additional education of children and youth.
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5

Taber, Keith. Classroom-based research and evidence-based practice: A guide for teachers. Thousand Oaks, CA: Sage Publications, 2007.

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6

1941-, Garcia Jesus, and Braun Joseph A. 1947-, eds. An introduction to standards-based reflective practice for middle and high school teaching. New York: Teachers College Press, 2010.

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7

Herman, Jerry John. School-based management: Current thinking and practice. Springfield, Ill: C.C. Thomas, 1993.

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8

Peskett, T. J. Parents' and teachers' perceptions of contemporary educational practice: A study based on eight primary schools. [s.l.]: typescript, 1988.

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9

Empowering the children's and young people's workforce: Practice based knowledge, skills and understanding. London: Routledge, Taylor & Francis Group, 2014.

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10

Parushina, Natal'ya, Oksana Gubina, Vitaliy Gubin, Inna Butenko, Natal'ya Suchkova, Svetlana Deminova, and Svetlana Timofeeva. Theory and practice of analysis of financial statements of organizations. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1023563.

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The textbook discusses the theoretical and practical aspects of the analysis of financial statements of organizations in various fields of activity. The theory and practice of the analysis of reporting forms are based on the use of modern regulatory documents in the field of accounting and tax accounting, auditing, statistics. The textbook reflects the features of the analysis of financial, accounting, tax, statistical reporting of organizations based on the use of a system of analytical indicators and the interconnection of reporting forms. Examples of execution of analytical documents of the economist-analyst are given, which allow to visualize the process of conducting and summarizing the results of the analysis of reporting indicators in organizations of various types of activity. Meets the requirements of the federal state educational standards of higher education of the latest generation and includes a course of lectures, discussion questions, tests, practical situations and tasks. For undergraduate and graduate students, graduate students, teachers of economic universities and colleges, auditors, accountants, economists, employees of tax, statistical and financial services.
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11

Baburina, Ol'ga. World economy and international economic relations. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039802.

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The main provisions of the theory of the world economy and international economic relations are presented. The strengthening of the integrity of the world economy is justified. The most important indicators from the point of view of system analysis are given. The concepts, concepts and dynamics of development of key forms of international economic relations are revealed. The construction of the balance of payments of various countries is analyzed. In the proposed publication, to control the level of mastering the discipline on each topic, tests, topics of reports and abstracts are given, practice-oriented tasks are developed based on objective statistical data of recent years. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For bachelors studying in the field of Economics, it can be useful for teachers who lead the disciplines "World economy", "World economy and international economic relations", as well as for anyone interested in the processes taking place in the modern world economic system and the role of Russia in it.
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12

SAVEL'EVA, Ekaterina, Anna Fedchenko, and Ol'ga Gegechkori. Fundamentals of labor organization in digital ecosystems. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1063619.

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The textbook comprehensively presents the regularities of the formation of the theory and practice of labor organization in digital ecosystems. The key issues of digital labor organization are considered: development and implementation of project-network forms of division and cooperation of labor; design of optimal labor processes based on modern information and communication technologies; formation of rational labor mobility and labor flows; development and implementation of sound norms and rules in the field of digital labor; training of labor agents to work in the digital space; creation of balanced remuneration systems, recruitment and retention of labor agents, etc. Methodological principles of digital labor organization are highlighted, as well as approaches for studying and solving theoretical and practical issues of modern labor organization. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying in the areas of training 38.03.03 "Personnel Management", 38.03.02 "Management", 38.03.01 "Economics", studying labor organization issues, as well as project managers, HR specialists, labor organization engineers, ergonomists, production coordinators in distributed communities, community development program coordinators, course students, graduate students, teachers.
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13

Arter, Judith A. Student assessment mini-lessons for your staff: Staff meeting activities to help your staff understand large-scale standards-based assessment and promote student achievement through improved classroom assessment practice. Portland, OR: Northwest Regional Educational Laboratory, 1998.

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14

Arter, Judith A. Student assessment mini-lessons for your staff: Staff meeting activities to help your staff understand large-scale standards-based assessment and promote student achievement through improved classroom assessment practice. Portland, OR: Northwest Regional Educational Laboratory, 1998.

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15

Arter, Judith A. Student assessment mini-lessons for your staff: Staff meeting activities to help your staff understand large-scale standards-based assessment and promote student achievement through improved classroom assessment practice. Portland, OR: Northwest Regional Educational Laboratory, 1998.

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16

Astaf'eva, Ol'ga, Natal'ya Moiseenko, Aleksandr Kozlovskiy, Tat'yana Shemyakina, and Viktor Serov. Risk management in construction. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1842952.

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The monograph is devoted to the issues of risk management in the organizations of the investment and construction complex. The issues of risk classification are consistently considered, approaches to determining the types and types of risks are established. Attention is paid to approaches to the construction of a risk management mechanism and the specifics of the impact on the identified risks in terms of minimizing possible damage. The issues of state regulation are highlighted, a complex economic problem related to the study of the effectiveness of the chosen strategy of real investment projects based on the use of various methods and models of risk analysis is considered. Modern educational and methodological materials tested in the practice of enterprises and organizations of the construction complex of Moscow and the Moscow region were used. For a wide range of readers interested in the issues of risk management in construction. It will be useful for students, postgraduates and teachers of economic universities.
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17

Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.

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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
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18

Preparing Science Teachers Through Practice-Based Teacher Education. Harvard Education Publishing Group (HEPG), 2020.

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19

Hammerness, Karen, Scott McDonald, and David Stroupe. Preparing Science Teachers Through Practice-Based Teacher Education. Harvard Education Publishing Group (HEPG), 2020.

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20

Menter, Ian, Elizabeth White, and Kim Jones. Developing Outstanding Practice in School-Based Teacher Education. Critical Publishing, 2014.

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21

Menter, Ian, Elizabeth White, and Kim Jones. Developing Outstanding Practice in School-Based Teacher Education. Critical Publishing, 2014.

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22

Menter, Ian, Elizabeth White, and Kim Jones. Developing Outstanding Practice in School-Based Teacher Education. Critical Publishing, 2014.

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23

Bernhardt, Philip E., Thomas R. Conway, and Greer Richardson. Engaged Clinical Practice: Preparing Mentor Teachers and University-Based Educators to Support Teacher Candidate Learning. Rowman & Littlefield Publishers, Incorporated, 2020.

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24

Bernhardt, Philip E., Thomas R. Conway, and Greer M. Richardson. Engaged Clinical Practice: Preparing Mentor Teachers and University-Based Educators to Support Teacher Candidate Learning and Development. Rowman & Littlefield Publishers, Incorporated, 2020.

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25

Henning, John E., Dianne M. Gut, and Pamela C. Beam. Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Practice. Taylor & Francis Group, 2018.

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26

Henning, John E., Dianne M. Gut, and Pamela C. Beam. Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Practice. Routledge, 2018.

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27

Henning, John E., Dianne M. Gut, and Pamela C. Beam. Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Practice. Taylor & Francis Group, 2018.

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28

Henning, John E., Dianne M. Gut, and Pamela C. Beam. Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Practice. Taylor & Francis Group, 2018.

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29

Henning, John E., Dianne M. Gut, and Pamela C. Beam. Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Practice. Taylor & Francis Group, 2018.

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30

Henning, John E., Dianne M. Gut, and Pamela C. Beam. Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Practice. Taylor & Francis Group, 2018.

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31

Bubb, Sara, Ruth Heilbronn, Maxine Bailey, Cath Jones, and Michael Totterdell. Improving Induction: Research Based Best Practice for Schools. Taylor & Francis Group, 2017.

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32

Dorfman, Jay. Theory and Practice of Technology-Based Music Instruction. 2nd ed. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197558980.001.0001.

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Technology is an increasingly popular part of music education in schools that attracts students to school music who might not otherwise be involved. In many teacher preparation programs, music technology is an afterthought that does not receive the same extensive treatment as do traditional areas of music teaching such as band, orchestra, choir, and general music. This book helps to establish a theoretical and practical foundation for how to teach students to use technology as the major means for developing their musicianship. From its discussions of lesson planning, lesson delivery, and assessment, readers will learn how to gain comfort in the music technology lab. Theory and Practice of Technology-Based Music Instruction also includes “profiles of practice” that dive into the experiences of real teachers in music technology classes, their struggles, their successes, and lessons we can learn from both. In this second edition, new profiles feature teachers of color who use technology extensively in their varied types of music teaching. This edition encourages readers to think about issues of inequity and social justice in music education technology and how teachers might begin to address those concerns. Also updated are sections about new standards that may guide music education technology practice, about distance and technology-enhanced learning during the global pandemic, and about ways to integrate technology in emerging contexts.
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33

Wang, Amber Yayin. Competency-Based Teacher Education for English As a Foreign Language: Theory, Research, and Practice. Routledge, 2021.

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34

Wang, Amber Yayin. Competency-Based Teacher Education for English As a Foreign Language: Theory, Research, and Practice. Taylor & Francis Group, 2021.

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35

Wang, Amber Yayin. Competency-Based Teacher Education for English As a Foreign Language: Theory, Research, and Practice. Taylor & Francis Group, 2021.

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36

Wang, Amber Yayin. Competency-Based Teacher Education for English As a Foreign Language: Theory, Research, and Practice. Taylor & Francis Group, 2021.

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37

Daiker, Donald, and Max Morenberg. The Writing Teacher as Researcher: Essays in the Theory and Practice of Class-Based Research. Boynton/Cook, 1990.

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38

Bubb, Sara, Ruth Heilbronn, Maxine Bailey, Cath Jones, and Michael Totterdell. Improving Induction: Research Based Best Practice for Schools. Taylor & Francis Group, 2003.

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39

Bubb, Sara, Ruth Heilbronn, Maxine Bailey, Cath Jones, and Michael Totterdell. Improving Induction: Research Based Best Practice for Schools. Taylor & Francis Group, 2003.

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40

Bubb, Sara, Ruth Heilbronn, Maxine Bailey, Cath Jones, and Michael Totterdell. Improving Induction: Research Based Best Practice for Schools. Taylor & Francis Group, 2003.

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41

Total School Cluster Grouping and Differentiation: A Comprehensive, Research-Based Plan for Raising Student Achievement and Improving Teacher Practice. Prufrock Press, 2014.

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42

Alperin, Holly, and Sarah Benes. Lesson Planning for Skills-Based Health Education. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215535.

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Lesson Planning for Skills-Based Elementary Health Education is a highly practical resource for elementary health educators or general classroom teachers looking for innovative, tried-and-true ways to implement health education. The text offers effective skills-based learning activities, lessons, units, and assessments for your classroom that you can use as they are or with modifications to meet the needs of your students. You can use this text to build a completely new curriculum or to supplement your existing curriculum, providing a smooth transition from a content-based approach to a skills-based approach. The authors explain the rationale and foundation for making that transition, putting the lesson plans, activities, and assessments into context as you learn how to implement a skills-based approach. The 130 lessons and activities in Lesson Planning for Skills-Based Elementary Health Education have been • created by the authors and experienced teachers broadly recognized for their expertise in skills-based health education; • organized to map to the skills in the National Health Education Standards and align with a five-step skill-development model; • designed to be adaptable to meet the needs of all students; and • enhanced with student worksheets that are available in both English and Spanish. Lesson Planning for Skills-Based Elementary Health Education is an ideal companion to The Essentials of Teaching Health Education, a foundational text by Benes and Alperin that presents teaching and assessment strategies for planning and implementing a skills-based approach to teaching health education. Together, these two books can help you effectively teach skills-based health education from day one. Lesson Planning for Skills-Based Elementary Health Education offers a detailed, easy-to-use learning activity template and employs a teacher-friendly format that has been proven effective in the field. The text is organized into two parts. Part I delves into key aspects of planning, implementing, and assessing a skills-based approach, offering you a strong foundation in the core concepts of the approach. Each of the part II chapters is devoted to a skill addressed in the National Health Education Standards, providing you with the following material: • An overview of the skill • Key considerations for teaching the skill • A unit outline • Assessments • Lesson plans • Learning activities Lesson Planning for Skills-Based Elementary Health Education offers you all you need to put a skills-based approach into practice: the solid foundational information that explains the concepts and the resources, tools, and strategies to help you implement the lesson plans and activities that will aid your students in developing proficiency in the skills emphasized in the national standards. AUDIENCE Resource for elementary health education teachers and administrators. Supplemental text for undergraduate- and graduate-level courses in health education teaching methods.
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43

Lynch, David, and Tony Yeigh. Teacher Education in Australia: Investigations into programming, practicum and partnership. Oxford Global Press; London, 2013. http://dx.doi.org/10.53333/oxfgp/180226.

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In the last decade in Australia teacher education has undergone numerous critical reviews, yet little on the teacher education front appears to have changed. Related to this, the teaching profession's struggles to cope with a changing world have been publicly documented and an increasing push for improved school outcomes from Australian governments, at both the state and federal level, appear as regular pieces in the national press. This forms a complex situation involving competing concerns, and raises questions concerning what to make of the situation and how to move teacher education forward in Australia. This book seeks to answer these questions by providing an evidence-based framework for investigating and directing teacher education practice into the future.
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44

Dorfman, Jay. Theory and Practice of Technology-Based Music Instruction. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199795581.001.0001.

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Based on educational theory and on recognized music teaching methods, Theory and Practice of Technology-Based Music Instruction develops a framework for examining music teaching that uses technology to introduce, reinforce, and assess skills and concepts. The framework guides in-depth discussions about theoretical and philosophical foundations of technology-based music instruction (TBMI), materials for teaching, teaching behaviors, and assessment of student work, teacher work, and fit of technology into the music program. The book includes examples of TBMI lessons from real teachers, and analyses of the successful and developing parts of these lessons. The book also addresses issues of accountability and standards; recommendations for professional development; and the future of the field, embodied in emerging technologies, alternative ensembles, and social issues. It will be a key volume for teachers implementing new curricular offerings and for music teacher educators as a foundation for teaching with technology beyond a focus on software and hardware.
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45

Bardel, Camilla, Christina Hedman, Katarina Rejman, and Elisabeth Zetterholm, eds. Exploring Language Education: Global and Local Perspectives. Stockholm University Press, 2022. http://dx.doi.org/10.16993/bbz.

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The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition. The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based on a selection of talks presented at the 1st ELE Conference (‘Exploring Language Education’), which was held at Stockholm University in 2018. Employing a broad thematic scope, the volume reflects the variety of perspectives on language education brought together at the conference by authors working in diverse areas of the field and in different parts of the world. With the first ELE conference the organizers wished to call attention to the intersection of the global and the local, in terms of linguistic and cultural diversity, which may inform both research questions and language education practices. Issues related to multilingualism, Global Englishes, and experienced tensions between research and practice are examples of generally shared issues that were brought up by many speakers. The chapters of the book represent this variety of themes and illustrate how different regions and communities are contingent on local prerequisites and circumstances, leading to a number of particular challenges and assets when it comes to language education. The chapters represent different parts of the broad array of research directions that can be discerned under the large umbrella of Language Education, zooming in on the Western context, specifically Sweden, Canada and the United States. Two of the plenary speakers from the conference, Nina Spada and John Levis contribute in the volume. In Spada’s text different ways to bridge the gap between research and practice in language education are discussed, an issue highly relevant to all of those interested in collaborative research between researchers and teachers. The second chapter, written by Levis, presents current research on phonology and the importance of pronunciation in second or foreign language communication. These two are followed by three chapters reporting on empirical studies. Amanda Brown and colleagues present their work on translanguaging in the English L2 classroom, giving an extensive overview of ideological stances from the last decades on the use of mother tongues vs. target language only in the language classroom. Liss Kerstin Sylvén reports on a recent study on very young Swedish learners of English, their exposure of English before school age and outside school and the role that this exposure plays for the development of English language proficiency. Finally, Gudrun Erickson and colleagues, present a questionnaire answered by a large number of modern language teachers in Sweden. The study explores the teachers’ answers on questions about their professional satisfaction, their use of the target language in the classroom, and the curricular status of foreign languages studied after English. Despite many critical points raised by these teachers, the survey reveals that they would not change profession, were they given the chance. The book ends with an Afterword by Stellan Sundh, University of Uppsala.
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46

Abad, José Vicente, ed. Research on Language Teaching and Learning: Advances and Projection. Fondo Editorial Universidad Católica Luis Amigó, 2021. http://dx.doi.org/10.21501/9789588943701.

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In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.
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47

Taber, Keith. Classroom-Based Research and Evidence-Based Practice: A Guide for Teachers. SAGE Publications, Incorporated, 2007.

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48

Classroom-based Research and Evidence-based Practice: A Guide for Teachers. Sage Publications Ltd, 2007.

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49

Taber, Keith. Classroom-based Research and Evidence-based Practice: A Guide for Teachers. Sage Publications Ltd, 2007.

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50

Church, Amelia, and Amanda Bateman, eds. Talking with Children. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108979764.

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Early childhood teachers know that the quality of child-teacher interactions has an impact on children's social and educational outcomes. Talking with children is central to early learning, but the significant details of high quality conversations in early childhood settings are not always obvious. This Handbook brings together experts from across the globe to share evidence of teachers talking with children in early learning environments. It applies the methodology of conversation analysis to questions about early childhood education, and shows why this method of studying discourse can be a valuable resource for professional development in early childhood. Each chapter of this Handbook includes an up-to-date literature review; shows how interactional pedagogy can be achieved in everyday interactions; and demonstrates how to apply this learning in practice. It offers unique insights into real-life early childhood education practices, based on robust research findings, and provides practical advice for teaching and talking with children.
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