Preparing Teachers For A Changing World: What Teachers Should Learn And Be Able To Do 9780787996345 pdf 下载 极速 mobi txt pdb lrf 网盘

　　Based on rapid advances in what is known about how people

learn and how to teach effectively, this important book examines

the core concepts and central pedagogies that should be at the

heart of any teacher education program. Stemming from the results

of a commission sp***ored by the National Academy of Education,

Preparing Teachers for a Changing World recommends the creation of

an informed teacher education curriculum with the common elements

that represent state-of-the-art standards for the profession.

Written for teacher educators in both traditional and alternative

programs, university and school system leaders, teachers, staff

development professionals, researchers, and educational

policymakers, the book addresses the key foundational knowledge for

teaching and discusses how to implement that knowledge within the

classroom.

Preparing Teachers for a Changing World recommends that, in

addition to strong subject matter knowledge, all new teachers have

a basic understanding of how people learn and develop, as well as

how children acquire and use language, which is the currency of

education. In addition, the book suggests that teaching

professionals must be able to apply that knowledge in developing

curriculum that attends to students' needs, the demands of the

content, and the social purposes of education: in teaching specific

subject matter to diverse students, in managing the classroom,

assessing student performance, and using technology in the

classroom.

Preface.

Committee on Teacher Education Members.

Cooperating University Liais***.

Acknowledgments.

About the Authors.

1. Introduction (John Bransford, Linda Darling-Hammond, Pamela

LePage).

2. Theories of Learning and Their Roles in Teaching (John

Bransford, Sharon Derry, David Berliner, Karen Hammerness With

Kelly Lyn Beckett).

3. Educating Teachers for Developmentally Appropriate Practice

(Frances Degen Horowitz, Linda Darling-Hammond, John Bransford With

James Comer, Kathy Rosebrock, Kim Austin, Frances Rust).

4. Enhancing the Development of Students' Language(s) (Guadalupe

Valdes, Ge***e Bunch, Catherine Snow, Carol Lee With Lucy

Matos).

5. Educational Goals and Purposes: Developing a Curricular

Vision for Teaching (Linda Darling-Hammond, James Banks, Karen

Zumwalt, Louis Gomez, Miriam Gamoran Sherin, Jacqueline Griesdorn,

Lou-Ellen Finn).

6. Teaching Subject Matter (Pamela Grossman, Alan Schoenfeld

With Carol Lee).

7. Teaching Diverse Learners (James Banks, Marilyn

Cochran-Smith, Luis Moll, Anna Richert, Kenneth Zeichner, Pamela

LePage, Linda Darling-Hammond, Helen Duffy With Morva

McDonald).

8. Assessment (Lorrie Shepard, Karen Hammerness, Linda

Darling-Hammond, Frances Rust With Joan Baratz Snowden, Edmund

Gordon, Cris Gutierrez, Arturo Pacheco).

9. Classroom Management (Pamela LePage, Linda Darling-Hammond,

Hanife Akar With Cris Gutierrez, Evelyn Jenkins-Gunn, Kathy

Rosebrock).

10. How Teachers Learn and Develop (Karen Hammerness, Linda

Darling-Hammond, John Bransford With David Berliner, Marilyn

Cochran-Smith, Morva McDonald, Kenneth Zeichner).

11. The Design of Teacher Education Programs (Karen Hammerness,

Linda Darling-Hammond With Pamela Grossman, Frances Rust, Lee

Shulman).

12. Implementing Curriculum Renewal in Teacher Education:

Managing Organizational and Policy Change (Linda Darling-Hammond,

Arturo Pacheco, Nicholas Michelli, Pamela LePage, Karen Hammerness

With Peter Youngs).

13. References.

Name Index.

Subject Index.

　　John D. Bransford joined the University of Washington in

Seattle in 2003 where he holds the title of the James W. Mifflin

University Professorship and Professor of Education. Prior to this

he was Centennial Professor of Psychology and Education and

codirector of the Learning Technology Center at Vanderbilt

University. Early works by Bransford and his colleagues in the

1970s included research in the areas of human learning, memory, and

problem solving, and helped shape the “cognitive revolution” in

psychology. Author of seven books and hundreds of articles and

presentati***, Bransford is an internationally renowned scholar in

cognition and technology. He and his colleagues have developed and

tested innovative computer, videodisc, CD-ROM, and Internet

programs including the J***er Woodbury Problem Solving Series in

Mathematics, The Scientists in Action Series, and the Little Planet

Li***cy Series—programs that have received many awards.

　　Linda Darling-Hammond is the Charles E. Ducommun Professor of

Education at Stanford University, where she has served since 1998

as faculty sp***or for the Stanford Teacher Education Program and

codirector of the Stanford Educational Leadership Institute. While

serving as William F. Russell Professor at Teachers College,

Columbia University, she was the founding executive director of the

National Commission for Teaching and America’s Future, the

blue-ribbon panel whose 1996 report What Matters Most: Teaching for

America’s Future catalyzed major policy changes to improve the

quality of teaching and teacher education. She is past president of

the American Educational Research Association. Among her more than

200 publicati*** are Teaching as the Learning Profession (coedited

with Gary Sykes), recipient of the National Staff Development

Council’s Outstanding Book Award for 2000, and The Right to Learn,

recipient of the American Educational Research Association’s

Outstanding Book Award for 1998.

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　　"this book will be a valuable resource to guide curriculum

design, education policy, and teachers' prof development."

(Childhood Education, Winter 2007-2008)