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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Serie: Wiley Handbooks in Education
- Sprache: Englisch
Provides a comprehensive reference for scholars, educators, stakeholders, and the general public on matters influencing and directly affecting education in today's schools across the globe This enlightening handbook offers current, international perspectives on the conditions in communities, contemporary practices in schooling, relevant research on teaching and learning, and implications for the future of education. It contains diverse conceptual frameworks for analyzing existing issues in education, including but not limited to characteristics of today's students, assessment of student learning, evaluation of teachers, trends in teacher education programs, technological advances in content delivery, the important role for school leaders, and innovative instructional practices to increase student learning. The Wiley Handbook of Teaching and Learning promotes new, global approaches to studying the process of education, demonstrates the diversity among the constituents of schooling, recognizes the need for and presents a variety of approaches to teaching and learning, and details exemplary practices in education. Divided into four sections focused on general topics--context and schooling; learners and learning; teachers and teaching; and educators as learners and leaders--and with all-new essays that look at what has been, what is, and what could be, this book is destined to inspire thoughtful contemplation from readers about what it means to teach and learn. * Examines teaching, learners, and learning from a contemporary, international perspective, presenting alternative views and approaches * Provides a single reference source for teachers, education leaders, and agency administrators * Summarizes recent research and theory * Offers evidence-based recommendations for practice * Includes essays from established and emerging U.S. and international scholars * Each chapter includes a section encouraging readers to think ahead and imagine what education might be in the future Scholars from around the world provide a range of evidence-based ideas for improving and modifying current educational practices, making The Wiley Handbook of Teaching and Learning an important book for the global education community and those planning on entering into it.
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Veröffentlichungsjahr: 2018
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Table of Contents
Cover
Introduction
Purpose
About the Authors
Organization of Chapters
Part 1: The Context of Schooling
1 The Complexity of American Teacher Education
1.1 Introduction
1.2 Aggressive Policy Environment
1.3 Deprofessionalization of Teachers
1.4 Changes in Pedagogy
1.5 Demographic Changes
1.6 A Proliferation of Providers
1.7 Conclusion
References
2 School Reform—A Never‐Ending Story
2.1 Introduction
2.2 Policy Development: A New Style and Approach
2.3 Policy Development and Policy Actions
2.4 Policy Development and Policy Actions: Some Reflections
2.5 Exploring the Implementation Process
2.6 The Sense‐Making Process: Two Illustrations
2.7 Pitfalls and Promising Perspectives: Four Important Conclusions
References
3 The Culture and Teaching Gap
3.1 Introduction
3.2 What Issues Are Important to Consider in Addressing the Culture and Teaching Gap?
3.3 How Can Teacher Education Programs Help to Close the Culture and Teaching Gap?
3.4 How Should We Restructure Teacher Education Programs?
3.5 Conclusions
References
4 The Role of the Community in Learning and Development
4.1 Introduction
4.2 Collaboration with Community Institutions
4.3 Collaboration with Community Members and Families
4.4 Challenges to Developing Partnerships with Families and Communities
4.5 What’s Next for School, Community, and Family Collaboration
References
5 Building Capacity in Order to Strengthen Teaching and Learning
5.1 Introduction
5.2 Capacity and Capacity‐Building
5.3 Capacity‐Building in Teaching and Learning
5.4 Build Learning Capacity to Increase Learning and Achievement
5.5 A Multidimensional Approach to Capacity‐Building: The MDA
5.6 Next Steps: Capacity‐Building Schools and Districts
References
6 Implementing and Sustaining Language Curriculum Reform in Singapore Primary Schools
6.1 Introduction
6.2 English Language Education in Singapore
6.3 EL Syllabi in Singapore (1959–2010)
6.4 The STELLAR® Program: A National Literacy Reform
6.5 National Implementation Approach
6.6 Current State of Affairs
6.7 Challenges Facing the Program
6.8 Future Plans
References
Part 2: Learners and Learning
7 Educational Neuroscience
7.1 Introduction
7.2 Why Neuroscience? The Allure of the Sexy Brain
7.3 Levels‐of‐Analysis
7.4 Analogies, Not Data
7.5 Do Teachers Need to Know about the Brain?
7.6 Evidence‐Based or Evidence Demonstrated: Hypotheses for Practice
7.7 What Do Teachers Need to Know about the Brain?
7.8 The Yellow Belt Problem
7.9 How Do We Get There Responsibly?
References
8 Turning Toward Students
8.1 Introduction
8.2 Adopting a Student‐Centered Stance
8.3 Defining the Challenge: Standards, Standardized Tests, and Curricular Mandates
8.4 Rising to the Challenge: Adopting a Student‐Centered Approach
8.5 Imagining the Possibilities
References
9 Learning Anytime, Anywhere through Technology
9.1 Introduction
9.2 The iMaker Generation
9.3 The iMaker Generation Profile
9.4 The iMaker Generation in the Making
9.5 Moving Beyond Learning with Technology: Learning Anytime, Anywhere through Technology
9.6 Conclusion
References
10 The Place of Learning in the Systematization and Standardization of Early Childhood Education
10.1 Introduction
10.2 The Systematization and Standardization of Early Childhood Education
10.3 Play, Learning, and the Systematization and Standardization of ECE
10.4 Teacher Learning and the Systematization and Standardization of ECE
10.5 Future Directions
10.6 Conclusion
References
11 Exceptional Education is Special
11.1 Introduction
11.2 Contributing Factors to Special Education Policies and Practices
11.3 Individuals with Disabilities Education Act
11.4 No Child Left Behind
11.5 Every Student Succeeds Act
11.6 Meeting Rigorous Performance Expectations
11.7 Discussion
11.8 Concluding Thoughts and Recommendations
References
12 CASE STUDY Nevada’s English Language Learner Strategy
12.1 Introduction
12.2 Policy Implementation Research: Translating Policy into Implementation
12.3 Changing Demographics: Implications for Urban Areas and Public Education
12.4 A Contextualized Examination of Nevada
12.5 Implementation of Nevada’s ELL Policy: Challenges and Lessons Learned
References
Part 3: Teachers and Teaching
13 Next Generation Research in Dialogic Learning
13.1 Introduction
13.2 Language and Learning
13.3 Focusing Research on Talk‐Based Learning
13.4 Evidence for Improved Learning via Accountable Talk
13.5 Why Might Dialogue Produce These Results?
13.6 Dialogic Learning in Practice: Why the Resistance?
13.7 Next Steps
References
14 Guiding and Promoting Student Learning
14.1 Introduction
14.2 School Reform Initiatives
14.3 Theoretical Foundations of the Charter School
14.4 Setting of the Charter School
14.5 Participants in Our Journey
14.6 Individualizing the Collective Charter School Mission
14.7 Guiding Student Learning in the Classroom
14.8 Applications and Implications
14.9 Promoting Learning by Integrating Theory with Practice
References
15 A Smile is Universal
15.1 Introduction
15.2 Defining Cultural Responsiveness
15.3 Level of Demand for Preservice Teachers to Acquire an Opportunity to Teach Abroad: Current Demographic Mismatch
15.4 International Field Experiences
15.5 Experiencing an International Field Experience: Costa Rica
15.6 Conclusion
References
16 Envisioning Alternative Futures
16.1 Introduction
16.2 Eisner in Context
16.3 The Arts as Core to Education
16.4 Educational Assessment and Evaluation
16.5 Arts‐Based Educational Research
16.6 Extensions of Eisner’s Thinking
References
17 CASE STUDY Trajectories in Developing Novice Teacher Leadership Potential
17.1 Introduction
17.2 Conceptual Framework
17.3 Modes of Inquiry, Data Sources, and Analysis
17.4 Practical Implications
17.5 Limitations and Future Research
17.6 Conclusion
References
18 CRITIQUE What Effect Size Doesn’t Tell Us
18.1 Introduction
18.2 Concepts and Facts: Situating Instruction and Effect Size
18.3 Understanding the Interactive Nature of Instruction and Placing our Trust in Effect‐Size Research
18.4 Expert Behavior and the Misinterpretation of Lenses that Guide Action
18.5 Level of Use: The Level of Skill when Implementing Innovations
References
Part 4: Educators as Learners and Leaders
19 The Importance of Teacher Induction for Improving Teaching and Learning
19.1 Introduction
19.2 The Current State of Teacher Induction
19.3 The History of Induction
19.4 The Future of Teacher Induction
References
20 Teacher Leadership
20.1 Introduction
20.2 The Slow Evolution of Teacher Leadership
20.3 Signs of Change
20.4 Reactions to a Hostile Climate
20.5 Why Teacher Leadership?
20.6 How Research Informs the Cultivation and Utilization of Teacher Leaders
20.7 The State of Teacher Leadership Today
20.8 Barriers to Teacher Leadership
20.9 The Future of Teacher Leadership
References
21 Principal Instructional Leadership
21.1 Introduction
21.2 Leadership and Learning
21.3 Instructional Leadership: From Theory into Practice
21.4 Challenges for Research and Practice
21.5 Conclusion
References
22 CASE STUDY Restorative Justice
22.1 Introduction
22.2 Theoretical Framework
22.3 Applied Behavior Analysis
22.4 Sociocultural Theory
22.5 Contrasting Approaches
22.6 Basic Principles of Restorative Justice in Schools
22.7 The Evidence
22.8 Restorative Activities in the Classroom
22.9 Conclusion
References
Part 5: Evaluation and Assessment
23 Back to the Future
23.1 Introduction
23.2 The Growth of Large‐Scale Assessment and the Expansion of Assessment‐Based Accountability
23.3 The Assessment Revolution and a Focus on the Power of Classroom Assessment
23.4 Making Sense of Assessment: Creating a Common Vocabulary
23.5 Assessment of Learning (AOL)
23.6 Assessment for Learning (A4L)
23.7 Assessment as Learning: Linking Assessment of and for Learning
23.8 Conclusion
References
24 Views of Classroom Assessment
24.1 Introduction
24.2 Defining Classroom Assessment
24.3 Educator Assessment Literacy
24.4 Assessment as a Bridge between Learning and Teaching: A Vignette
24.5 Future Directions for Classroom Assessment
References
25 Rethinking Teacher Quality in the Age of Smart Machines
25.1 Introduction
25.2 Challenges to the Current Assumptions
25.3 Reconceptualizing Teaching
25.4 Rethinking Teacher Quality
25.5 Summary
References
26 Rethinking the Intersection of Instruction, Change, and Systemic Change
26.1 Introduction
26.2 The Design of Instruction
26.3 Selecting and Integrating/Stacking Instructional Methods: Searching for Power (Effect Size)
26.4 Expertise in the Implementation of Instructional Innovations
26.5 Cooperative Learning—Not an Instructional Method
26.6 Shifting to Widespread Use of an Innovation
26.7 Conclusion
References
27 CRITIQUE
27.1 Introduction
27.2 The Points of Departure
27.3 Deployments of Evidence‐Based Learning in Educational Policy: The Australian Case
27.4 Uses of Evidence‐Based Learning Research
27.5 Where Does This Leave Us? On the Limits of Evidence‐Based Learning
27.6 Toward Socially Recognizable Evidence
References
Epilogue
Index
End User License Agreement
List of Tables
Chapter 03
Table 3.1 Percent of teachers in public elementary and secondary schools by race: selected years, 1987–1988 through 2011–2012.
Chapter 05
Table 5.1 Continuum of support.
Table 5.2 Capacity‐building continuum of support.
Table 5.3 The alignment of the MDA
5
foundation capacities and the concerns‐based adoption model’s (CBAM) Levels of Use (LoU) and Stage of Concern (SoC).
Chapter 06
Table 6.1 EL syllabi and key features (1959–2010).
Chapter 07
Table 7.1 Neuromyths in the field of education.
Chapter 09
Table 9.1 The critical attributes of Generation Next, the iGeneration, and the maker mindset.
Table 9.2 Major technology and technology‐related events from the 1950s to the present.
Chapter 11
Table 11.1 Provisions of IDEA.
Table 11.2 Shifts from NCLB to ESSA.
Table 11.3 High‐leverage practices for all teachers.
Chapter 12
Table 12.1 Fastest‐growing metropolitan areas, 2000–2010.
Table 12.2 Top 10 states in which persons 5 and older speak a language other than English at home.
Table 12.3 Demographic profile of Nevada students by ethnicity or race, Nevada, 2014–2015.
Table 12.4 2015 Nevada grade 4, reading and math results.
Table 12.5 Nevada legislation addressing ELLs, 1995–2015.
Table 12.6 Clark County School District Zoom schools, implementation summary, 2013–2014 and 2014–2015.
Table 12.7 English Mastery Council areas of work.
Chapter 18
Table 18.1 Level of Use rubric – Venn diagrams (VDs).
Chapter 19
Table 19.1 List of induction components (categorically organized).
Table 19.2 Overview of the eras of induction history.
Table 19.3 The opposing paradigms and their view of the three conceptualizations of induction.
Chapter 22
Table 22.1 Comparison of traditional and alternative approaches to responding to wrongdoing and conflict in classrooms.
Table 22.2 Contrast of traditional punishment and restorative justice approaches.
Chapter 26
Table 26.1 Design of instructional concepts.
Table 26.2 Connecting instructional methods to thinking.
Table 26.3 Instructional classification.
Table 26.4 Levels of Use and behavioral indicators for that level*.
Table 26.5 Rubric Think Pair Share implementation.
Table 26.6 Implementation rubric (teacher): five basic elements of group work.
Table 26.7 Implementation rubric for student self‐assessment of group work.
Table 26.8 Rubric on the factors affecting implementation.
List of Illustrations
Chapter 03
Figure 3.1 Percentage distribution of students enrolled in public elementary and secondary schools, by race/ethnicity: fall 2002, fall 2012, and fall 2024.
Chapter 05
Figure 5.1 The MDA
5
capacities.
Chapter 07
Figure 7.1 The presence of brain images leads to a greater acceptance of bad arguments or explanations.
Figure 7.2 The progression of the levels‐of‐analysis in the study of human behavior with increasing levels of complexity.
Chapter 08
Figure 8.1 Student‐centered teaching in action.
Chapter 09
Figure 9.1 P21 Framework for 21st Century Learning.
Figure 9.2 The TPACK Framework.
Figure 9.3 The SAMR model.
Chapter 15
Figure 15.1 Population shift of Whites in the United States (1980–2014).
Figure 15.2 Population shift of White, Black, Hispanic, and Asian/Pacific Islander students in U.S. public schools (1991–2011).
Figure 15.3 Projected percentage increase in the diversity of the U.S. student population (2011–2022).
Figure 15.4 Number of students aged 5–17 speaking a language other than English at home (2009–2014).
Figure 15.5 Ethnic and racial diversity of public school teachers (2011–2012).
Chapter 17
Figure 17.1 Transformative discourse for developing leadership potential.
Chapter 21
Figure 21.1 Model of leadership effects on learning.
Figure 21.2 Principal instructional leadership framework.
Chapter 24
Figure 24.1 Example ticket‐out form.
Chapter 26
Figure 26.1 Organizer for the three dimensions of cooperative learning.
Chapter 27
Figure 27.1 Pathways of evidence construction.
Guide
Cover
Table of Contents
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Wiley Handbooks in Education
The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline‐from reform and foundations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today’s educational agenda‐mentoring, technology, adult and continuing education, college access, race and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, researchers for years to come.
The Wiley Handbook of Teaching and Learningby Gene E. Hall (Editor), Linda F. Quinn (Editor), and Donna M. Gollnick (Editor)
The Wiley Handbook of Violence in Education: Forms, Factors, and Preventionsby Harvey Shapiro (Editor)
The Wiley Handbook of Global Educational Reformby Kenneth J. Saltman (Editor) and Alexander Means (Editor)
The Wiley Handbook of Ethnography of Educationby Dennis Beach (Editor), Carl Bagley (Editor), and Sofia Marques da Silva (Editor)
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The Wiley Handbook of Learning Technologyby Nick Rushby (Editor) and Dan Surry (Editor)
The Wiley Handbook of Teaching and Learning
Edited by
Gene E. HallLinda F. QuinnDonna M. Gollnick
This edition first published 2018© 2018 John Wiley & Sons, Inc.
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Names: Hall, Gene E., 1941– editor. | Quinn, Linda F., editor. | Gollnick, Donna M., editor.Title: The Wiley handbook of teaching and learning / edited by Gene E. Hall, Linda F. Quinn, Donna M. Gollnick.Description: 1 edition. | Hoboken, NJ : John Wiley & Sons, 2018. | Series: Wiley Handbooks in Education | Includes bibliographical references and index.Identifiers: LCCN 2017056762 (print) | LCCN 2018008765 (ebook) | ISBN 9781118955888 (pdf) | ISBN 9781118955895 (epub) | ISBN 9781118955871 (cloth)Subjects: LCSH: Teaching–Handbooks, manuals, etc.Classification: LCC LB1025.3 (ebook) | LCC LB1025.3 .W463 2018 (print) | DDC 371.102–dc23LC record available at https://lccn.loc.gov/2017056762
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Notes on Contributors
John T. Almarode is an Associate Professor in the Department of Early, Elementary, and Reading Education at James Madison University. John is also the Co‐Director of the University’s Center for STEM Education and Outreach. He has authored multiple articles, reports, book chapters, and two books including Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013), From Snorkelers to Scuba Divers in the Elementary Science Classroom, and Visible Learning in Science.
Stephen Anderson is a Professor at the Ontario Institute for Studies in Education (OISE) at the University of Toronto and Director of OISE’s Comparative, International, and Development Education Program and Centre. His work focuses on school improvement, teacher development, and education leadership in Canada, the United States, East Africa, Pakistan, and Latin America. His scholarly publications appear in such journals as School Effectiveness and School Improvement, the International Journal of Educational Development, Curriculum Inquiry, the Canadian Journal of Education, the Journal of School Leadership, Leadership and Policy in Schools, and the Journal of Educational Change.
Elliott Asp is Senior Partner, Colorado Education Initiative. Prior to this position he was Senior Fellow, Policy and Practice with Achieve, Inc. Before joining Achieve, he served as Interim Commissioner of the Colorado Department of Education. His career in education spans 40 years as a classroom teacher, building and central office administrator, curriculum developer, and university professor. He has consulted with school districts and educational agencies in a number of states on assessment and accountability. He has made numerous presentations to state and national audiences and has served on a variety of state advisory boards.
Christa S. C. Asterhan is Senior Lecturer at the Hebrew University of Jerusalem’s School of Education, where she heads the Learning and Instruction program and directs the Learning in Interaction Lab. Her research focuses on the cognitive and social aspects of human interaction and how these drive (or inhibit) learning in various educational settings, such as peer‐to‐peer group work, online social networks, and teacher professional communities. She co‐edited the 2015 AERA publication, Socializing Intelligence through Academic Talk and Dialogue.
Barrie Bennett is Professor Emeritus at the Ontario Institute for Studies in Education at the University of Toronto. He was previously an elementary, middle school, and secondary teacher. His research work focuses primarily on the design of powerful learning environments for students and teachers through the process of systemic change. He is currently working in school districts in Australia, Ireland, and Canada on long‐term projects related to instructional intelligence and systemic change. He recently finished a book, Effective Group Work: Beyond Cooperative Learning, and is currently completing a manuscript focused on systemic change with the title “Who Will Bell the Cat: An Analysis of Systemic Shift.”
Barnett Berry is founder and CEO of the Center for Teaching Quality (CTQ), whose focus is on an equitable and excellent public education for all students driven by the bold ideas and best practices of their educators. In 2003, CTQ launched the nation’s first virtual network of teacher leaders: the CTQ Collaboratory. Barnett has served as a high school social studies teacher, a social scientist at RAND, a professor of education at the University of South Carolina, and a senior executive for policy at the SC Department of Education. Prior to founding CTQ in the late 1990s, he directed the state partnership network for the National Commission on Teaching and America’s Future. He is the author of more than 100 peer review papers on teaching policy, teacher leadership, accountability, and school reform as well as two books, Teaching 2030 (Teachers College Press, 2011) and Teacherpreneurs (Jossey‐Bass, 2013). Barnett serves on numerous national advisory boards and task forces, and consults with other organizations in the service of public education and the teaching profession.
Roderick L. Carey is an Assistant Professor in the Department of Human Development and Family Sciences in the College of Education and Human Development at the University of Delaware. His research interests are in the schooling experiences and future ambitions of Black and Latino adolescent boys in urban school settings, the challenges facing families of color within urban communities, and teacher education for diversity and equity. Most recently, his articles have been published in the Journal of Applied Developmental Psychology, the Educational Forum, Education and Urban Society, Educatorional Administration Quartely, Independent School, The Urban Review, and Urban Education.
Tom Cavanagh is Adjunct Professor at Colorado State University. He was the recipient of Fulbright and Erskine Fellowships in New Zealand. His research focuses on the areas of restorative justice and restorative practices in schools, exploring how we can create peaceful and caring relationships, and exploring what young people want to learn about peace. He also is engaged with how schools can use restorative principles and practices to respond to student wrongdoing and conflict in conjunction with a culturally appropriate pedagogy of relations in classrooms. He has worked on developing and putting into practice a theory of a culture of care based on the principles and practices of restorative justice.
Sherice N. Clarke is an Assistant Professor in Education Studies University of California, San Diego. Her research focuses on teaching and learning through talk and dialogue. She examines the barriers and enablers to student learning through classroom dialogue, and how to support teachers creating opportunities for learning through talk. She co‐edited the 2015 AERA publication, Socializing Intelligence through Academic Talk and Dialogue.
Sarah Crosby served as a fifth‐grade literacy instructor at Innovations International Charter School of Nevada and works to develop reading and writing skills with students. She previously served as the fifth‐grade chairperson, mentoring and advising teachers on instructional practices. She also served as the 504 Plan Coordinator at the school. Sarah has a Masters of Education in Curriculum and Instruction from Concordia University, Portland, OR.
David B. Daniel is professor of psychology at James Madison University. He is an award‐winning teacher and Fellow of the Association for Psychological Science. He served for over a decade as the founding managing editor of the journal Mind, Brain and Education. David has been honored numerous times for his teaching and translational efforts, including the Society for the Transforming Education through Neuroscience Award, the Teaching of Psychology’s Teaching Excellence Award, and being recognized as one of the top 1% of educational researchers influencing public debate.
Lori Delale‐O’Connor is an Assistant Professor of Education at the Center for Urban Education in the University of Pittsburgh’s School of Education. Her research interests include the social and cultural contexts of education, family and community engagement, and youth development, all with a focus on urban schools and neighborhoods. A former high school teacher and program evaluator, Delale‐O’Connor has recently published articles in Teachers College Record, Equity and Excellence in Education, and Education and Urban Society.
Loretta C. Donovan is a Professor in the Department of Elementary and Bilingual Education at California State University, Fullerton. Her teaching responsibilities and research interests are around the areas of effective integration of technology in K12 and higher education environments with a particular focus on 1:1 initiatives. She consults with schools and school districts on Technology Plans, technologybased professional development and 1:1 innovation adoption.
Alison G. Dover is an Associate Professor in the Department of Secondary Education at California State University, Fullerton. A former assistant professor at Northeastern Illinois University and urban secondary English Language Arts teacher, her scholarship examines approaches to teaching for social justice within and despite accountabilitydriven P12 and teacher preparatory contexts. Her recent publications include Preparing to Teach Social Studies for Social Justice: Becoming a Renegade (2016) and articles in The Educational Forum, Teachers College Record, Journal of Adolescent and Adult Literacy, and Equity and Excellence in Education.
Abiola Farinde‐Wu is an Assistant Professor of Urban Education in the Department of Leadership in Education at the University of Massachusetts Boston. In her previous position, she was a Visiting Assistant Professor in the Center for Urban Education at the University of Pittsburgh. Farinde‐Wu’s teaching and service focus on preparing urban pre‐service and in‐service teachers for diverse student populations. Her research interests are the educational experiences and outcomes of Black women and girls, teacher retention, and urban teacher education. She has co‐authored numerous studies published in journals, including Teachers College Record, Urban Education, and Teaching and Teacher Education. In addition, she has a recently published co‐edited book entitled Black Female Teachers: Diversifying the United States’ Teacher Workforce.
Ping Gao is Associate Professor at the Department of Curriculum and Instruction of the University of Northern Iowa. She has over 30 years of teaching experience, first as a classroom teacher in China, then as a teacher educator in China, Singapore, and the United States. Her research interests include teacher learning, teacher education, technology integration, and comparative studies.
Donna M. Gollnick is the Vice President for Quality Assurance at the TEACH‐NOW Graduate School of Education in the District of Columbia. Previously, she was a Senior Consultant at the Council for Accreditation of Educator Preparation (CAEP) and the Senior Vice President of the National Council for Accreditation of Teacher Education (NCATE). Her scholarship has focused on multicultural education and teacher education. She is a co‐author of Multicultural Education in a Pluralistic Society (2017), Introduction to the Foundations of American Education (2018), and An Introduction to Teaching: Making a Difference in Student Learning (2017).
Raquel L. González is a Senior Researcher at the American Institutes for Research. Her research interests include home and school relationships in the primary grades, family literacy, and school readiness. In her research, she has explored the ways in which school outreach to families is related to student achievement, and also has explored the relationship between parent visits to school and student achievement. She currently leads randomized control trials in family–school partnership and home visiting.
Timothy D. Green is a Professor in the Department of Elementary and Bilingual Education at California State University, Fullerton. His current research examines online teaching and learning in K12, instructional design, and the use of social media in education. He codirects the online Master’s in Educational Technology, a program that has received ISTECoach Seal of Alignment and serves local, national, and international educators who are seeking ways to enhance student learning through technology integration. He is currently a board member for CUE, an educational nonprofit that promotes effective uses of technology in K‐12 schools.
Susan Grieshaber is Professor, Early Years in the Faculty of Education at Monash University, Melbourne, Australia. Her research interests include early childhood curriculum, policy, pedagogies, families, and women in the academy. Her work has a focus on social justice and equity and uses a variety of research designs.
Gene E. Hall is Professor Emeritus at the University of Nevada, Las Vegas (UNLV). His academic career began at the national R&D Center for Teacher Education at The University of Texas at Austin. Since then he has been a Professor of Educational Leadership at the University of Florida, Northern Colorado, and most recently UNLV. He twice has served as the Dean of a College of Education. He is the lead architect of the Concerns Based Adoption Model (CBAM). This model and the related research and training programs have been tested and applied in many types of organizations including schools, business, government, and the military. He is a co‐author of Implementing Change: Patterns, Principles and Potholes (2015), Introduction to the Foundations of American Education (2018), and An Introduction to Teaching: Making a Difference in Student Learning (2017).
Philip Hallinger is the Thailand Sustainable Development Foundation Chair Professor of Leadership at Mahidol University (Thailand) and Distinguished Visiting Professor in the Department of Educational Leadership and Management in the University of Johannesburg (South Africa). Professor Hallinger has held professorships in the USA, Thailand, mainland China, and Hong Kong. He is author of the Principal Instructional Management Rating Scale, the most widely used leadership instrument in education. In 2014 he received the Excellence in Research on Educational Leadership Award from the American Educational Research Association and the Roald F. Campbell Award for Distinguished Lifetime Achievement from the University Council for Educational Administration. His research focuses on principal instructional leadership, problem‐based learning, leadership development, and international studies in educational leadership and management.
Sharon Harsh is an education consultant specializing in designing and sustaining change, implementing capacity‐building technical assistance, and strengthening the cognitive elements of instruction. She served as director of the Appalachia Regional Comprehensive Center (ARCC), providing technical assistance to five state education agencies. She authored numerous whitepapers on capacity‐building and developed the MDA5, Learning Chain and Instruction and Learning Appraisal (ILA). She was a district assistant superintendent of schools in West Virginia for 24 years and served as adjunct instructor at the graduate and undergraduate levels.
Loretta Holmberg‐Masden is a doctoral student at the University of Maryland and an adjunct faculty member at the Johns Hopkins University. Her research interests include urban education, teacher education, vocabulary, metacognition, and children’s literature. She has presented her research on metacognition and vocabulary at the International Literacy Research Association conferences. Her current doctoral research involves a qualitative study investigating effective vocabulary instruction for English learners in public schools and their self‐efficacy in vocabulary learning.
David Imig is a Professor of the Practice at the University of Maryland, College Park where he teaches courses on policy and practice and coleads the cohort‐based EdD professional practice degree program for school leaders. He helped found the Carnegie Project on the Education Doctorate and continues to lead that 85‐member organization, which is transforming the EdD. Prior to joining the University of Maryland faculty, he was the president and CEO of the American Association of Colleges for Teacher Education for 25 years.
Scott Imig is Senior Lecturer at the University of Newcastle, Australia where he runs the Leadership and Management in Education program. Prior to arriving in Newcastle, Imig was Associate Professor and Associate Dean at the University of North Carolina Wilmington. He researchers and writes primarily in the areas of teacher and principal preparation and support. Imig also works extensively with schools, school districts and the military to develop coaching programs to improve the quality of teaching and learning in organisations.
James G. Ladwig is an Associate Professor of Education at the University of Newcastle, Australia. He has designed and directed several large‐scale empirical studies of school reform and policy evaluations, alongside his more theoretically driven work in the sociology and philosophy of education in North and South America, Europe, Asia, Africa, and Australia. He is currently coeditor of the American Educational Research Journal.
Amanda J. Laichak is the Vice President of Education for Junior Achievement of Western Pennsylvania. Laichak began her career as an English as a Second Language (ESL) instructor in Poland and Pittsburgh. She has worked extensively in refugee resettlement at the federal and local levels and published work on immigrant entrepreneurship in Poland and Ukraine. She is currently a doctoral student at the University of Pittsburgh with a research focus on international field experiences as a tool to build pre‐service teachers’ capacity to develop relationships with refugee and immigrant students in the U.S. She was named Pittsburgh Magazine’s 40 Under 40 for 2016.
Mary E. Little is Professor and Graduate Coordinator of Special Education and Inclusive Programs at the University of Central Florida. Her professional experiences in K‐12 schools include roles as a secondary teacher, co‐teacher, program coordinator, and principal. Her research interests include evidence‐based instructional practices, interventions, teacher efficacy, and student learning related to teacher learning. She has written numerous books, chapters, and articles, as well as been awarded more than $20 million in external grants funding for innovative programs in instruction and interventions, specifically in mathematics, instruction, response to intervention, and action research.
Jason Loh is a senior lecturer at the National Institute of Education, Nanyang Technological University, Singapore. He has taught across primary, secondary, and tertiary levels over the years. His research interests focus on teacher education and language curriculum implementation, and in recent years, he has been teaching language curriculum development courses at both undergraduate and postgraduate levels. He has obtained two research grants to study the enactment of the English language curriculum in two primary schools and implementation of the national literacy reform program across a large sample of schools in Singapore.
Connie L. Malin serves as co‐founder and CEO at IICSN, a K‐12 public community school serving highly diverse families in Las Vegas. She earned a Master’s in Elementary Education with Literacy Specialization, a second Master’s in Special Education with Learning Disabilities and Gifted Education as a specialization, a Doctorate in Special Education from UNLV, and an administrative credential at UNLV. Along with 40 years educational experience in district elementary schools, Connie has over 17 years of experience in charter schools in Nevada.
Magdalena Martinez is Assistant Professor at the University of Nevada, Las Vegas, College of Urban Affairs, and Director of Education Programs with the Lincy Institute. Her areas of expertise include education policy, leadership, and the role of higher education in a diverse society. She is a New Leadership Academy Fellow through the National Center for Institutional Diversity at the University of Michigan and an Equity and Policy Fellow through the Ford Foundation.
Teresa Miller serves as the Learning Strategist at Innovations International Charter School of Nevada where she mentors and works with teachers and students on literacy skills and developmental practices. She previously served as the primary grade level chairperson mentoring and advising teachers in literacy practices. Teresa has a Masters Degree in Early Childhood Education from the University of Nevada, Las Vegas.
H. Richard Milner IV is Helen Faison Professor of Urban Education as well as Director of the Center for Urban Education at the University of Pittsburgh. His research, teaching, and policy interests concern urban education, teacher education, African American literature, and the sociology of education. His work has appeared in numerous journals, and he has published six books. His most recent books are: Start Where You Are But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms (2010) and Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms (2015).
Michael Neel is a postdoctoral scholar in leadership policy and organizations at Peabody College, Vanderbilt University. His scholarship focuses on teacher learning and teacher education policy and practice.
Matthew C. Nishimoto is a high school guitar teacher at Coronado High School in Henderson, Nevada. His research interests include the topics of teacher education, new teacher induction, educational leadership, and music education. His recent dissertation approached the question of preservice teacher expectations regarding the roles of school principals in their future induction experience.
David Osher is Vice President and Institute Fellow at the American Institutes for Research. He is an expert on violence prevention, school safety, supportive school discipline, conditions for learning and school climate, social and emotional learning, youth development, cultural competence, family engagement, collaboration, mental health services, and implementation science. He has led impact and qualitative evaluations of initiatives and programs, systematic reviews, and expert panels, as well as projects that have developed surveys, and supported schools, districts, and states to promote conditions for learning, including school safety, and to address disciplinary disparities.
Julie Oxenford‐O’Brian is the Executive Director of Assessment and Program Improvement within the School of Education and Human Development directs the Center for Transforming Learning and Teaching (CTLT) at the University of Colorado Denver. She works with educators and educational leaders at both the K‐12 and post‐secondary levels to catalyze and co‐create the transformation of learning environments through the use of assessment so that all are engaged in learning and empowered to positively contribute in a global society. She also teaches classroom assessment for master’s‐level students and research methods at the doctoral level. Her research, technical assistance, and educator professional development focus on competency and standards‐based education, classroom and formative assessment, data‐driven decision‐making, educational accountability, program improvement, and education policy.
Foong Poh‐Yi is Senior Curriculum Specialist in the Curriculum Planning and Development Division (English Language), Ministry of Education, Singapore. Before that, she taught at both primary and secondary levels, and was a Teaching Fellow (Research) at the National Institute of Education, Nanyang Technological University, Singapore. Her research interests focus broadly on reading and language curriculum. In recent years, she has been conducting training for and mentoring teachers in the use of the national literacy reform program.
LeAnn G. Putney is a full Professor in Educational Psychology at UNLV. Her ethnographic and action research projects have focused on how teachers and students construct responsible communities for academic success in K‐12 schools. She has examined teacher and collective classroom efficacy from a Vygotskian perspective to illustrate how efficacy can be developed and enhanced. She also co‐authored A Vision of Vygotsky, a book on Vygotskian theories related to pedagogical principles for teachers. LeAnn co‐founded Innovations International Charter School of NV and serves as Director of Research and Governing Body President.
Linda F. Quinn is Professor in the Department of Teaching and Learning at the University of Nevada, Las Vegas. She has had a rich and varied career in public and private schools in the United States, Iran, Italy, and Japan. Her research interests focus on all aspects of teacher professional development. She is an annual contributor to national meetings of the Association of Teacher Educators, and the Northern Rocky Mountain Educational Research Association. Reports of her research have been published in journals and as book chapters. She has co‐authored An Introduction to Teaching: Making a Difference in Student Learning (2017) for preservice teachers.
Lauren B. Resnick is Distinguished University Professor Emeritus of Psychology, and also of Learning Sciences and Education Policy at the University of Pittsburgh. An internationally known scholar in the cognitive science of learning and instruction, she was founder of the journal Cognition and Instruction and has also published several volumes of invited research papers in the field. She has researched and written widely on the learning and teaching of literacy, mathematics, and science. Her recent work focuses on the nature and development of thinking abilities, and the role of talk and argumentation in learning. She served as Director of the Learning Research and Development Center (LRDC) at Pitt for over 30 years, beginning in 1977. In the 1990s she founded the Institute for Learning as a unit of LRDC which works in partnership with school districts across the country to develop practical ways of using research on learning to improve teaching.
Sharon Ryan is Professor of Early Childhood Education at the Graduate School of Education and a Research Fellow at the National Institute of Early Education Research, at Rutgers University. Dr. Ryan uses a range of mixed methods designs to research early childhood curriculum and policy, teacher education, and professional development.
Faith Schantz is a professional writer and editor in Pittsburgh, Pennsylvania.
Brian D. Schultz is Professor and Chair of the Department of Teacher Education at Miami University. Prior to joining the faculty at Miami, he served as Bernard J. Brommel Distinguished Research Professor and Chair of the Department of Educational Inquiry and Curriculum Studies at Northeastern Illinois University in Chicago. His most recent book, Teaching in the Cracks: Openings and Opportunities for Student‐Centered, Action‐Focused Curriculum, was published in 2017.
Richard Siegesmund is Professor of Art + Design Education at Northern Illinois University’s School of Art and Design. He has received individual fellowship awards from the Getty Education Institute for the Arts, the National Endowment for the Arts, and the Fulbright Scholar Program. The National Art Education Association has awarded him the Manuel Barkan Memorial Award for published scholarship and elected him as a Distinguished Fellow. He also served as a Visiting Fellow to the Research Institute of the National College of Art and Design in Dublin, Ireland. His books include Arts‐Based Research in Education: Foundations for Practice.
Dena D. Slanda is a Preeminent Postdoctoral Associate in Exceptional Student Education at the University of Central Florida. She serves as a Project Coordinator for two federally‐funded personnel preparation projects from the Office of Special Education Programs. She has conducted numerous national, state, and local presentations focused on school‐wide reforms and intensive interventions. Her professional experiences in the K‐12 schools include serving as a secondary intensive reading teacher and as a general education teacher for science and technology.
Elizabeth Spier is a principal researcher at American Institutes for Research. Her work focuses on child development, social and emotional learning, and conditions in learning environments. She has led multiple evaluations of interventions intended to improve school readiness, school climate, academic engagement, and children’s social and emotional learning. She has also provided technical assistance in social and emotional learning, and in the development of quality monitoring systems for education and child welfare systems. Her work has spanned 20 countries.
Bobbie Stanley served as the Special Education Instructional Facilitator at Innovations International Charter School of Nevada where she works with teachers, students, and assistants on inclusive instructional practices for students having disabilities. Bobbie has her Bachelors of Science Degree as a Resource Generalist from Nova University.
Kay P. Uchiyama is an instructor at the University of West Florida (UWF). Prior to entering higher education, she taught in the United States and with the Department of Defense Dependents Schools in Germany, and was a school principal, a district office coordinator, and a private consultant. She began her career in higher education at the University of Colorado followed by Colorado State University, Regis University, and currently at the University of West Florida. Her research has focused on preservice and in‐service teachers’ classroom assessment literacy with her teaching aimed at developing preservice teachers’ understanding and application of assessment practices.
Roland Vandenberghe is Professor Emeritus of the Catholic University of Leuven, Belgium. His main research field concerns change and innovation in schools. At the University of Leuven, he was head of the Center for Educational Policy and Innovation. He was involved in the International School Improvement Project (ISIP) organized by the OECD (Paris). With the Council of Europe, he studied the renewal of primary schools in Europe. He was a member of the Belgian and the Dutch Council of Research. He also has studied the professional development of beginning principals. He was dean of the faculty of Psychology and Eucational Sciences from 1996 to 2002.
Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. He is also a professorial fellow at the Mitchell Institute for Health and Education Policy, Victoria University, Australia. His recent books include Counting What Counts: Reframing Education Outcomes (2016), Never Send a Human to Do a Machine’s Job: Correcting Top 5 EdTech Mistakes (2015), Who’s Afraid of the Big Bad Dragon: Why China has the Best (and Worst) Education in the World (2014), and World Class Learners: Educating Creative and Entrepreneurial Students (2012).
Introduction: Issues Affecting Teaching and Learning in Today’s Schools
Gene E. Hall1, Linda F. Quinn1, and Donna M. Gollnick2
1 University of Nevada, Las Vegas
2 TEACH-NOW Graduate School of Education
Today’s schools are experiencing a seemingly never‐ending and always increasing set of expectations. All of which are, in some way, intended to improve teaching and learning. Policy mandates in the United States, such as the recent No Child Left Behind and Race to the Top directives, and the current Every Student Succeeds Act, place new demands on schools, teachers, and students. Although represented as means for improving schooling through increased accountability, the consequences on the ground for schools, teachers, and students are pressures to change teaching and schooling. The overall aim most certainly is to have all students learning. However, as many point out, attaining the vision will not be easy. Setting in place higher accountability demands is a process. Responding by implementing new practices is a process. The resultant transformation in student, and educator, learning is a process. Obtaining and interpreting evidence that the new ways actually improve outcomes is another process.
Common Core State Standards, standardized testing, and required educator evaluation systems represent other sets of new demands on teachers and principals. One important implication for teaching as the twenty‐first century unfolds is the need for deeper and more conceptual student learning. As if these factors were not enough, schools are experiencing increasing ethnic, language, and religious diversity as a result of worldwide migration and immigration. There are growing socioeconomic gaps within communities and among families. Findings from research about how students learn, including brain science, provide new resources for improving classroom curriculum and instruction. Along with increasing expectations that programs and practices will be “evidence‐based,” new technologies are making it possible to personalize education for students and deliver it in new modalities.
All together these forces provide a complex array of demands as well as increased expectations and opportunities for teachers, school leaders, scholars, and policy makers. Making sense out of the current context requires careful description and analysis of each of the many potential ways to improve teaching and learning. Given all of these and the other related processes, there is a very real risk of losing sight of the end goal—increasing student (and educator) learning. There is a need for a resource that can delve into different aspects of teaching and learning, bringing sense to each, and providing guidance about what to do (and not do). The Wiley Handbook of Teaching and Learning is designed to be this resource.
However, as well intended as the accountability paradigm may be, and as promising as the many current reform models and programs may be, all is not guaranteed to end well. The frequent standardized testing, the preoccupation with evidence‐based programs, and the unwillingness to consider unintended consequences must also be considered. Therefore, this Handbook also includes critiques and challenges, both explicit and implicit, to the current hegemony.
Purpose
The Wiley Handbook of Teaching and Learning provides a comprehensive reference for scholars, educators, stakeholders, and interested members of the general public on matters influencing and directly affecting education in today’s schools. The Handbook offers current perspectives on the conditions in communities, contemporary practices in schooling, relevant research on teaching and learning, and implications for the future of education.
The Handbook contains diverse conceptual frameworks for analyzing existing issues in education, including but not limited to characteristics of today’s students, assessment of student learning, evaluation of teachers, trends in teacher education programs, technological advances in content delivery, the important role of school leaders, and descriptions of innovative instructional practices that have been documented to increase student learning. Scholars from around the world provide a range of evidence‐based ideas for improving and modifying current educational practices.
About the Authors
The Handbook co‐editors have engaged prominent scholars to be chapter authors. They represent different perspectives and ways of thinking about aspects of teaching and learning. Since similar demands, challenges, and issues are being addressed in different countries it was important in developing this Handbook to make sure it had an international context. Thus the chapter authors represent many countries, including the United States, Canada, Australia, Belgium, Thailand, and Singapore.
Organization of Chapters
The Handbook is divided into sections focused on major topics common to teaching and learning. The flow across the sections presents a continuous thread from overarching topics of education policy, to promising practices, to the evaluation and assessment of teachers and learners.
Each chapter is a newly commissioned (not previously published) essay that presents an individualized look at what has been, what is, and what could be. As can be seen in reviewing their biographies, each author is a well‐established expert. They have the expertise to summarize and analyze what has been happening and then extrapolate to what should be. Each chapter is not just a report of the current state. The authors have developed scenarios of what teaching and learning can be like when their ideas are put into place. Part of their assignment was to “stretch” the thinking of readers.
In summary, we believe that this Handbook represents an important resource about contemporary topics, practices, and issues. Each chapter reviews the recent past, what is happening now, and promotes new approaches. Each chapter describes some aspect and approach to studying the process of education. Each recognizes and illustrates ways to take advantage of the diversity among the constituents of schooling. The chapters present a variety of approaches to teaching and learning and detail exemplary practices in education.
Also, given that today most aspects of teaching and learning are debatable, the presentation of the current dominant perspectives is balanced with presentation of contrarian views. Some of these alternative paradigms and approaches are presented as the final chapter in each section.
In brief the Handbook:
Examines teaching, learners, and learning from a contemporary perspective.
Provides a single reference source for teachers, education leaders, and agency administrators.
Summarizes recent research and theory.
Offers evidence‐based recommendations for practice.
Includes chapters from established and emerging U.S. and international scholars from other countries.
Presents alternative views and approaches.
Is a one‐stop resource to learn about recent history, current best practices, and promising new ways of thinking about and engaging with teaching and learning.
Part 1The Context of Schooling
Part 1 of this Handbook presents an overview and analysis of major contextual factors that direct, restrict, and, in some cases, empower teaching and learning. Each chapter is, in its way, an environmental scan that sets the external context for schools while illustrating an evolution from past to present conditions and providing an extrapolation of future possibilities.
In “The Complexity of American Teacher Education,” Imig, Imig, Neel, and Holmberg‐Masden address themes and issues related to teacher education and the effect the knowledge and skills beginning teachers bring to the classroom have on their teaching and the learning of their students. Through a detailed discussion of teacher education practices and policies the authors paint a landscape that is both insightful and illuminating.
