Search:

Teacher Education in a Transnational World : by Bruno-Jofre, Rosa.; Johnston, James Scott.;
Teacher Education in a Transnational World discusses the historical, sociological, and philosophical issues associated with teacher education in a global context.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2016. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Teachers - Training of.;
On-line resources: CGCC online access;
unAPI

My Teacher Was a Marine. by Paderewski, Elliot.;
Cover -- Copyright -- Title Page -- For the Teacher -- Back Cover.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Teachers-Training of.;
On-line resources: CGCC online access;
unAPI

A Year in the Life of a Third Space Urban Teacher Residency : Using Inquiry to Reinvent Teacher Education. by Taylor, Monica.; Klein, Emily J.;
Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Teachers--Training of.;
On-line resources: CGCC online access;
unAPI

Internationalizing Teaching and Teacher Education for Equity : Engaging Alternative Knowledges Across Ideological Borders. by Rahatzad, Jubin.; Dockrill, Hannah.; Sharma, Suniti.(DLC)1611400; Phillion, JoAnn.(DLC)1557592;
Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Teachers - Training of.;
On-line resources: CGCC online access;
unAPI

The New Teacher [electronic resource (video)] : Meeting the Challenges / by Films for the Humanities & Sciences (Firm)(SAGE)1984150; Films Media Group.(SAGE)1996584;
Intro to The New TeacherToday's new teachers are responsible for ensuring diverse students-including students with disabilities and ELLs- meet higher educational standards, pass high-stakes testing, and are equipped to succeed in a technology-driven workplace. How well prepared are these new teachers? This video explores Stanford University's Teacher Preparation Strategies, which include redesigned schedules, team teaching, mentoring, and teacher portfolios. Strategies stress collaboration between administrators, principals, staff development personnel, and teachers.12 & up.Mode of access: Internet.System requirements: FOD playback platform.Title from distributor's description.
Subjects: Educational films.; Internet videos.; Videorecording.; Teachers;
© [2014], c2000., Films Media Group,
On-line resources: http://cgcc-access.sage.eou.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?aid=22322&xtid=60345 -- Part of the Films on Demand collection.;
unAPI

The PLC+ Playbook, Grades K-12 : A Hands-On Guide to Collectively Improving Student Learning. by Fisher, Douglas.; Frey, Nancy.; Almarode, John T.; Flories, Karen T.; Nagel, Dave.;
THE PLC+ PLAYBOOK - FRONT COVER -- THE PLC+ PLAYBOOK -- COPYRIGHT PAGE -- CONTENTS -- LIST OF VIDEOS -- ABOUT THE AUTHORS -- ACKNOWLEDGMENTS -- WELCOME TO THE PLC+ PLAYBOOK -- MODULE 1: THE PURPOSE AND STATUS OF YOUR PLC+ -- MODULE 2: CROSSCUTTING VALUES AND OPPORTUNITIES TO GROW YOUR PLC+ TEAM -- MODULE 3: ON YOUR OWN: THE PLUS IS YOU -- MODULE 4: COLLECTIVE EFFICACY AND CREDIBILITY IN A PLC+ -- MODULE 5: GUIDING QUESTION 1: WHERE ARE WE GOING? ANALYZE STANDARDS -- MODULE 6: WHERE ARE WE GOING? CROSSCUTTING VALUES CHECK -- MODULE 7: GUIDING QUESTION 2: WHERE ARE WE NOW? DATA COLLECTION -- MODULE 8: WHERE ARE WE NOW? DATA ANALYSIS, COMMON CHALLENGES, AND MISCONCEPTION ANALYSIS -- MODULE 9: WHERE ARE WE NOW? CROSSCUTTING VALUES CHECK -- MODULE 10: GUIDING QUESTION 3: HOW DO WE MOVE LEARNING FORWARD? STRENGTHENING OUR TEACHING PRACTICES -- MODULE 11: HOW DO WE MOVE LEARNING FORWARD? ASSIGNMENT ANALYSIS -- MODULE 12: HOW DO WE MOVE LEARNING FORWARD? LEARNING WALKS -- MODULE 13: HOW DO WE MOVE LEARNING FORWARD? MICROTEACHING -- MODULE 14: HOW DO WE MOVE LEARNING FORWARD? CROSSCUTTING VALUES CHECK -- MODULE 15: GUIDING QUESTION 4: WHAT DID WE LEARN TODAY? -- MODULE 16: WHAT DID WE LEARN TODAY? BUILD EXPERT NOTICING -- MODULE 17: WHAT DID WE LEARN TODAY? COMMON ASSESSMENTS -- MODULE 18: WHAT DID WE LEARN TODAY? DETERMINING IMPACT AND COMPARING PROGRESS AND ACHIEVEMENT -- MODULE 19: WHAT DID WE LEARN TODAY? CROSSCUTTING VALUES CHECK -- MODULE 20: GUIDING QUESTION 5: WHO BENEFITED AND WHO DID NOT BENEFIT? -- MODULE 21: WHO BENEFITED AND WHO DID NOT BENEFIT? RESPONDING TO IMPROVE STUDENT LEARNING -- MODULE 22: WHO BENEFITED AND WHO DID NOT BENEFIT? CROSSCUTTING VALUES CHECK -- DEAR EDUCATOR -- REFERENCES.Help your PLC+ group to work wiser, not harder. This practical guide to planning and implementing PLC+ groups equips professional learning communities with the tools, templates, and step-by-step instructions needed to bring the PLC+ framework to life in a collaborative setting. Twenty-three modules support PLC+ groups as they work through one entire cycle of learning, addressing the five questions and four cross-cutting themes-equity, high expectations, individual and collective efficacy, , and effective activation and facilitation.  Engage in deeper learning around the ideas and concepts central to PLC+ and make greater equity and efficacy a reality in your school or district..Description based on publisher supplied metadata and other sources.
Subjects: Electronic books.; Teachers-Training of.;
On-line resources: CGCC online access;
unAPI

Handbook for Teacher Educators : Transfer, Translate or Transform. by Rodrigues, Susan.;
TABLE OF CONTENTS -- CONTRIBUTING AUTHORS -- 1. FROM PHILOSOPHY AND RESEARCH TO PEDAGOGY AND PRACTICE -- 1.1 INTRODUCTION -- 1.1.1 The Signature Pedagogy of a Teacher Educator -- 1.2 AN OVERVIEW OF THE BOOK -- 1.2.1 The Structure of the Book -- 1.3 CONCLUSION -- REFERENCES -- AFFILIATIONS -- 2. UNDERSTANDING PEDAGOGY -- 2.1 INTRODUCTION -- 2.2 BEDROCK PRINCIPLES INFORMING PROFESSIONAL IDENTITY -- 2.3 UNDERSTANDING EARLY YEARS PEDAGOGY -- 2.4 BECOMING A PEDAGOGICALLY REFLECTIVE EARLY YEARS TEACHER -- 2.4.1 Why is Critical Reflection Necessary for Supporting a Participatory Approach to Learning as Part of Teacher Education Prog -- 2.5 GENERIC PEDAGOGICAL APPROACHES -- 2.6 PEDAGOGIES SUPPORTING MEANING-MAKING AND META-COGNITIVE LEARNING. -- 2.6.1 Examining How Language Impacts on Learning Outcomes -- 2.7 BACKGROUND TO COLLABORATIVE INTERACTIVE DISCUSSIONS (CID) -- 2.7.1 Creating a CID -- 2.7.2 Running a CID As a Learning Tool for a Group -- 2.7.3 Structure of a CID at a Glance. (See Figure 2.1) -- 2.7.4 Implementing a CID for Groups of 3-6 -- 2.7.5 Discussion -- 2.8 PERSONAL MEANING-MAKING MAP (PMMM) -- 2.9 CONCLUSION -- REFERENCES -- AFFILIATIONS -- 3. DEVELOPING REFLECTIVE PRACTICE -- 3.1 INTRODUCTION -- 3.1.1What is Reflective Practice? -- 3.1.2 Why Reflective Practice? -- 3.1.3 Using the 9 Steps of Reflection Pedagogical Approach -- 3.2 ACTION RESEARCH: A STRATEGY TO SUPPORT REFLECTION -- 3.2.1 Teacher Action Research: Pedagogical and Participatory -- 3.2.2 Underlying Principles and Processes of Action Research -- 3.3 DEVELOPING REFLECTIVE PRACTICE THROUGH COTEACHING -- 3.4 CONCLUSION -- REFERENCES -- AFFILIATIONS -- 4. DEVELOPING SUBJECT KNOWLEDGE -- 4.1 INTRODUCTION -- 4.2 SUBJECT KNOWLEDGE -- 4.3 CURRICULUM KNOWLEDGE -- 4.4 PEDAGOGIC KNOWLEDGE -- 4.5 PERSONAL PERSPECTIVES -- 4.6 THINKING FURTHER ABOUT SUBJECT KNOWLEDGE AND SUBJECT PEDAGOGY.4.6.1 Knowing Your Subject -- 4.6.2 Knowing and Understanding Your Subject -- 4.7 THINKING FURTHER ABOUT PEDAGOGICAL SUBJECT KNOWLEDGE -- 4.7.1 Scaffolding the Learning -- 4.7.2 Being Aware of Learners Capabilities -- 4.7.3 Meditational Techniques -- 4.7.4 Auditing Personal Subject Knowledge -- 4.8 REFLECTING ON THE DIFFERENCES BETWEEN TEACHING CHILDREN AND OTHER ADULTS -- 4.9 CROSS-CURRICULAR KNOWLEDGE -- 4.10 THINKING ABOUT SHORTCOMINGS IN YOUR SUBJECT KNOWLEDGE -- 4.10.1 Initial Needs Analysis -- 4.10.2 Identifying Gaps, Weaknesses or an Out-Datedness in Knowledge -- 4.10.3 Reading -- 4.10.4 Accessing and Using Web Based Resources -- 4.10.5 CPD Courses -- 4.10.6 Working with Colleagues -- 4.10.7 Joining Subject Associations -- 4.10.8 Internet and Associated Resources -- 4.11 KEY LEARNING POINTS -- REFERENCES -- AFFILIATIONS -- 5. PROFESSIONAL AND PERSONAL INTEGRITY -- 5.1 INTRODUCTION -- 5.2 INTEGRATING KNOWING, DOING, AND THINKING -- 5.3 CULTURAL INTEGRITY -- 5.4 EVIDENCE-BASED DECISION MAKING -- 5.5 EVALUATING TEACHING -- 5.6 DIMENSIONS OF TEACHING -- 5.7 COLLEGIAL INTEGRITY -- 5.8 CONCLUDING THOUGHTS -- REFERENCES -- AFFILIATIONS -- 6. RESEARCH-INFORMED PRACTICE AND ETHICS -- 6.1 INTRODUCTION -- 6.2 AREAS OF CONCERN -- 6.3 FOSTERING LEARNING -- 6.3 STUDENTS' RIGHTS -- 6.4 ETHICS OF GOOD PRACTICE -- 6.5 RESEARCH-INFORMED PRACTICE AND TEACHER EDUCATION -- 6.6 CONCLUDING THOUGHTS -- REFERENCES -- AFFILIATIONS -- 7. WORKING WITH OTHERS -- 7.1 INTRODUCTION -- 7.2 WORKING IN A TEAM -- 7.2.1 Collaboration and Cooperation -- 7.2.2 Team and Group Work -- 7.2.3 Working in Interdisciplinary Teams -- 7.3 WORKING WITH COLLEAGUES -- 7.3.1 Educational Psychologists in Teacher Education -- 7.3.2 Educational Technologists in Teacher Education -- 7.3.3 Professional Development Between Teachers in Teacher Education -- 7.4 WORKING WITH OTHER INSTITUTIONS.7.5 THE CONNECTED TEACHER EDUCATOR -- 7.6 CONCLUDING THOUGHTS -- REFERENCES -- AFFILIATIONS -- 8. QUALITY ASSURANCE IN STUDENT TEACHER EDUCATION: AUSTRALIAN AND UK PERSPECTIVES -- 8.1 INTRODUCTION -- 8.2. CHANGING DEMANDS IN TEACHER EDUCATION FROM AN AUSTRALIAN PERSPECTIVE -- 8.3. CHANGING DEMANDS IN TEACHER EDUCATION FROM A UK PERSPECTIVE -- 8.4. HOW TO MEET GRADUATE CAPABILITIES IN TEACHER EDUCATION PROGRAMMES -- 8.5. HOW TO CREATE INNOVATIVE AND CHALLENGING QUALITY ASSURANCE PRACTICES WITHIN TEACHER EDUCATION PROGRAMMES -- 8.6 CONCLUSION -- REFERENCES -- AFFILIATIONS -- 9. TEACHER EDUCATION: A TRANSFER, TRANSLATE OR TRANSFORM MODEL -- 9.1 INTRODUCTION -- 9.1.1 The influence of Sacred, Secret and Cover Stories in Teacher Education -- 9.1.2 Identifying a Teacher Educator's Signature Pedagogy -- 9.2 CHAPTER OVERVIEWS -- 9.3 TRANSFER, TRANSLATE OR TRANSFORM -- REFERENCES -- AFFILIATIONS -- INDEX.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2016. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Teacher educators.; Teachers -- Training of.;
On-line resources: CGCC online access;
unAPI

Your Teacher Training Companion [electronic resource] : Essential skills and knowledge for very busy trainees by McGrath, Jim(DLC)1809006; Coles, Anthony.;
Your Teacher Training Companion-Front Cover; Your Teacher Training Companion; Title Page; Copyright ; Dedication ; Brief Contents; Full Contents; Figures; Handouts; About the authors; Also by the same authors; Whom is this book for?; How to get the most out of this book; This book is different from any textbook you've ever read before; Health warning; Acknowledgements; Part I: Managing your placement; Tutorial 1: What you need to know to survive your placement; 1.1 Alex's reflection; 1.2 Don't be afraid to ask questions or say 'I don't know'; 1.3 School targets and budgets1.4 School management and how to avoid alienating people1.5 Alex's reflection; 1.6 School structure; 1.7 School policies and procedures; 1.8 Alex's reflection; 1.9 Record of mentor meeting; Figure 1.1 Understanding your journey from unconscious incompetence to unconscious competence; Handout 1.1 Mentor and trainee roles and responsibilities; Further reading; Tutorial 2: What you need to know about classroom management; 2.1 Alex's reflection; 2.2 Behaviour management; 2.3 Alex's reflection; 2.4 Classroom environment; 2.5 Alex's reflection; 2.6 Working in partnership with teaching assistants2.7 Alex's reflection2.8 Record of mentor meeting; Figure 2.1 Consider using teacher- and learner-centred classroom layouts for classroom management purposes; Handout 2.1 Example of a typical classroom agreement; Further reading; Tutorial 3: What you need to know about effective lesson planning; 3.1 Alex's reflection; 3.2 Lesson preparation - the lesson rationale; 3.3 Schemes of work; 3.4 Alex's reflection; 3.5 Lesson plans; 3.6 Lesson evaluations; 3.7 Alex's reflection; 3.8 Record of mentor meeting; Figure 3.1 Evolution of a lesson plan; Figure 3.2 Sources of inspiration for a lesson planHandout 3.1 Example of a completed lesson planFurther reading; Tutorial 4: What you need to know about teaching methods; 4.1 Alex's reflection; 4.2 Teaching methods; 4.3 Learner-centred teaching methods; 4.4 Alex's reflection; 4.5 Learner-centred teaching methods continued; 4.6 Alex's reflection; 4.7 Teacher-centred teaching methods; 4.8 Alex's reflection; 4.9 Record of mentor meeting; Figure 4.1 Learner- and teacher-centred teaching methods; Handout 4.1 Teacher- and learner-centred teaching worksheet; Further reading; Tutorial 5: What you need to know about learning theory5.1 Alex's reflection5.2 Honey and Mumford, VAK and the Coffield Report; 5.3 Alex's reflection; 5.4 The humanistic school; 5.5 Alex's reflection; 5.6 The behaviourist school; 5.7 Alex's reflection; 5.8 Cognitivism and Bloom's taxonomy; 5.9 Alex's reflection; 5.10 Constructivism; 5.11 Alex's reflection; 5.12 Record of mentor meeting; Figure 5.1 Relationship between schools of learning and nature vs nurture; Handout 5.1 Comparison of Bloom's taxonomy of the cognitive domain with Anderson and Krathwohl's; Handout 5.2 Bloom's domains of learning worksheet; Further readingTutorial 6: What you need to know about assessment and feedback<P>The second edition of <I>Your Teacher Training Companion</I> is your one-stop-shop for the essential knowledge and skills you need to pass your course with confidence. Guiding you through your time in school and your studies, it will ensure you develop both the practical teaching skills and academic skills required to become a successful teacher. </P><P>Written in an accessible, no-nonsense style, it succinctly covers the most important aspects of becoming a teacher, showing you how to balance the competing demands of teaching in school, your course and social life. It is illustrated throug
Subjects: Electronic books.; Teachers -- Training of -- United States.;
© 2015., Taylor and Francis,
On-line resources: CGCC Online Access;
unAPI

Models of Mentoring in Language Teacher Education. by Nguyen, Hoa Thi Mai.;
Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Language teachers--Training of.;
On-line resources: CGCC online access;
unAPI

Newly Hired Teachers of Science : A Better Beginning. by Luft, Julie A.; Dubois, Shannon L.;
Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Science teachers--Training of.;
On-line resources: CGCC online access;
unAPI