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Indigo An Introduction to Standards-Based Reflective Practice for Middle and High School Teaching | Erin Mills Town Centre
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This easy-to-use introductory guide to teaching in contemporary middle and high schools provides teachers with the tools to become reflective practitioners. It shows pre- and inservice teachers how to use standards to choose instructional materials and methods that are appropriate with particular students at a particular time in a particular setting for a particular purpose. While the authors are specialists in English and social studies, this resource is appropriate for aspiring middle and high school teachers of any subject. With a personal voice that will appeal to readers, this book:
Links directly to the most recent version of standards for beginning teachers published by the Council of Chief State School Officers (CCSSO).
Illustrates how teachers can be reflective about, rather than reactive to, standards.
Features an autobiographical approach to help readers understand how prior educational experiences may shape their future teaching.
Contains numerous reflective vignettes by practicing teachers.
“This important book is certain to be useful in a variety of teacher education courses and a valuable resource for both pre- and inservice teachers.”
— Sandra J. Odell , Editor, Journal of Teacher Education “In this wonderful book, the authors give us a compelling and helpful analysis of today’s teaching problems in secondary schools, especially the often puzzling intersection of standards-based practice and classroom diversity.”
— Miles Myers , former Executive Director of NCTE and Co-Director of the National Writing Project.
This easy-to-use introductory guide to teaching in contemporary middle and high schools provides teachers with the tools to become reflective practitioners. It shows pre- and inservice teachers how to use standards to choose instructional materials and methods that are appropriate with particular students at a particular time in a particular setting for a particular purpose. While the authors are specialists in English and social studies, this resource is appropriate for aspiring middle and high school teachers of any subject. With a personal voice that will appeal to readers, this book:
Links directly to the most recent version of standards for beginning teachers published by the Council of Chief State School Officers (CCSSO).
Illustrates how teachers can be reflective about, rather than reactive to, standards.
Features an autobiographical approach to help readers understand how prior educational experiences may shape their future teaching.
Contains numerous reflective vignettes by practicing teachers.
“This important book is certain to be useful in a variety of teacher education courses and a valuable resource for both pre- and inservice teachers.”
— Sandra J. Odell , Editor, Journal of Teacher Education “In this wonderful book, the authors give us a compelling and helpful analysis of today’s teaching problems in secondary schools, especially the often puzzling intersection of standards-based practice and classroom diversity.”
— Miles Myers , former Executive Director of NCTE and Co-Director of the National Writing Project.
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