This new Encyclopedia draws upon articles in The International Encyclopedia of Education, 2nd Edition (described by Choice as being "a premier resource when judged on virtually every criteria applied to a reference work") with revisions as well as new articles. The purpose of the volume is to provide classroom researchers, teacher educators, and teachers with a sound, reasonable body of knowledge that can be used to guide their efforts to understand and improve the teaching-learning process. While individual research studies may yield different results and recommendations the compilation of such studies by experts in the field provide useful guidelines within which researchers, teacher educators and teachers can operate. The entries in this encyclopedia will provide a body of knowledge to inform, guide and/or justify their teaching practices. The second edition is divided into two parts: teaching and teacher education. Part one contains eight sections: the nature and characteristics of teachers, theories and models of teaching, instructional programs and strategies, teaching skills and techniques, school and classroom factors, students and the teaching-learning process, teaching for specific objectives, and the study of teaching. Part two contains three sections: concepts and issues in teacher education, generic initial teacher education, and continuing teacher education.
For those in university and college departments of education, teacher education institutes, educational research and development establishments, and inservice and continuing education centres.
Section Headings and Selected Papers.
Part A: Teaching. Section I: The Nature and Characteristics of Teachers. Teacher expertise (D.C. Berliner). Teacher stress and burnout (R.L. Schwab). Section II: Theories and Models of Teaching. Paradigms for research on teaching (R.B. Burns). Heuristic models of teaching (G. Nuthall). Section III: Instructional Programs and Strategies. Open education (G. Thibadeau). Science laboratory instruction (E. Hazel). Section IV: Teaching Skills and Techniques. Seating arrangements (N.M. Lambert). Time: allocated and instructional (L.W. Anderson). Section V: School and Classroom Factors. Frame factors (U. Torper). School culture and peer groups (J. Hill). Section VI: Students and the Teaching-Learning Process. Cognitive styles and learning (S. Messick). Aspirations and expectations of students (L.J. Saha). Section VII: Teaching for Specific Objectives. Motor skills: learning and instruction (J.M.M. Van der Sanden). Metacognitive strategies: teaching and assessing (P.R.-J. Simons). Section VIII: The Study of Teaching. Classroom observation (M. Galton). Synthesizing research on teaching (M.J. Dunkin). Part B: Teacher Education. Section I: Concepts and Issues in Teacher Education. Curriculum of teacher education programs (M. Ben-Peretz). Teacher education accreditation and standards (J. Raths). Section II: Generic Initial Teacher Education. Microteaching in teacher education (G. MacLeod). Laboratory and professional development schools (J.A. Stallings et al.). Section III: Continuing Teacher Education. Teacher recruitment and induction (R. Bolam). Professional socialization of teachers (C. Lacey).
- © Pergamon 1996
- 10th January 1996
- Hardcover ISBN:
University of South Carolina, USA
@from:Andrew Hannan @qu:...a collection of well-written essays summarising the current wisdom on questions of enduring interest. @source:British Journal of Educational Studies @from:Marilyn Osborn @qu:...virtually indispensable for libraries and an invaluable source of reference for students, researchers, teachers and policy makers. @source:Comparative Education @from:Christine E Deer @qu:...the authors have been chosen 'to represent a wide variety of geographical and cultural perspectives' with authors drawn from North America, Europe, Asia, Australia and New Zealand. This diversity makes the encyclopedia invaluable. The quality of writing is uniformly high...Each of the 11 sections has an introduction by the editor setting the scene and explaining the conceptual organisation. These introductions are extremely well written and I cannot commend them too highly...It provides students, staff and other interested parties with an overciew of a field and a set of further readings; it provides a marker on current topics in the field and finally it opens many directions for further research which is much needed in the field of teacher education. @source:Australian Journal of Educational Research @from:Christine E Deer @qu:...This encyclopedia, like its predecesor, provides academics and particulary students with an important and productive way to gain 'an overview of a specific area of education in a relatively short time....the organisation of the encyclopedia reflects its great value to readers wishing to have an overview of a topic in a short period of time...The conceptual clarity that is provided gives a great foundation for a research program in teacher education....an important reference book for any library concerned with teaching and teacher education. It provides students, staff and other interested parties with an overview of a field and a set of further readings; it provides a marker on current topics in the field and finally it opens many directions for further research which is much needed in the field of teacher education. @source:Australian Journal of Education @from:Sonia Martins de Almeida Nogueira @qu:This book brings together extensive information on the current issues in teacher education and teaching, offering many interesting ideas about theoretical and practical studies in teacher education, and contributes to the reflection, discussion, and studies in comparative education. @source:Comparative Education Review