Introduction to Teaching: Making a Difference in Student Learning is the ideal beginning text for aspiring teachers. The acclaimed authors thoroughly prepare students to make a difference as teachers, presenting first-hand stories and evidence-based practices while offering a student-centered approach to learning.
The authors focus on how to address one of the biggest challenges facing many of today′s schools - making sure that all students are learning - and help teachers make student learning the primary focus in all that they do. From true-to-life challenges that teachers will face (high-stakes testing, reduced funding, low rentention, Common Core Standards) to the inspiration and joy they will discover throughout their teaching careers, this text paints a realistic picture of the real life of a teacher.
Features & Benefits
-Also available as an Interactive eBook, which integrated links to engaging video and audio as well as access to complete academic and professional articles
-Chapter-opening Teacher Interviews include questions and responses from teachers and school leaders
-Video Case boxes feature classroom footage and interviews of teachers with accompanying questions to tie back to learning objectives
-Challenging Assumptions boxes use scholarly research to help debunk myths about teaching
-Understanding and Using Evidence boxes help readers examine a set of data, develop an interpretation, and offer a recommendation
-Teachers′ Lounge features provide students with inspirational, joyful, or humorous stories, as reported by a teacher
-Focus questions help direct students to the main concepts of the chapter
-End-of-chapter pedagogical features include chapter summaries, discussion questions, field guide, self-assessments, field guides, tips for building a portfolio, and more.
The free Student Study Site at www.sagepub.com/hall features original classroom video footage and interviews with teachers at the elementary and high school levels, as well as eFlashcards, web quizzes, SAGE journal articles, audio links, and more!
Gene E. Hall, PhD, in 2017 became Professor Emeritus at the University of Nevada, Las Vegas. Since that time, he has grown his business,
Concerns Based Systems, Inc. ™, by continuing to be involved in projects related to implementing change in the United States, and elsewhere. He has had a career-long involvement with the development of programs and national accreditation of teacher education. He began his career as the science methods instructor and faculty team member for the experimental Personalized Teacher Education Program (PTEP) at the national R&D Center for Teacher Education, The University of Texas at Austin. Subsequently, he was a faculty member at the University of Florida, the University of Northern Colorado, and University of Nevada, Las Vegas. He has twice been the dean of a college of education. He also has had career-long involvement with studies of the change process and development of tools and applications of the Concerns-Based Adoption Model (CBAM). He is coauthor of
Implementing Change: Patterns, Principles and Potholes (5
th edition) and
The Foundations of Education (17
th edition).
Linda F. Quinn is a professor in the College of Education at the University of Nevada, Las Vegas (UNLV). She was a member of the UNLV faculty from 1991 to 1995, and rejoined the faculty in 1999 after four years as a visiting professor and associate dean at the University of Northern Iowa. Before coming to UNLV, she had a rich and varied career in public and private schools in the United States, and in Iran and Japan. She has taught upper-division courses in curriculum development, classroom management, and instructional strategies. Her research interests focus on all aspects of teacher professional development, distance education, and global education. 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 currently lives in Henderson, Nevada, with her poet husband and two lovable labs.
Donna M. Gollnick is the finance manager for the National Association for Multicultural Education (NAME) and is the public member on the Commission on the Accreditation of Early Childhood Higher Education Programs of the National Association for the Education of Young Children (NAEYC). Previously, she was the Chief Academic Officer at the TEACH-NOW Graduate School of Education (now Moreland University), an online teacher education program in Washington, DC, that prepares teachers around the world. Dr. Gollnick worked in non-profit associations of teacher educators as the senior vice president for accreditation at the National Council for Accreditation of Teacher Education (NCATE) and director of professional development at the American Association of Colleges of Teacher Education (AACTE). She began her teaching career immediately after receiving her bachelor’s degree in Carmel and then, South Bend, Indiana. She is coauthor with Philip Chinn of Multicultural Education in a Pluralistic Society, which is in its 12th edition, and is a coauthor of the textbook Introduction to the Foundations of American Education, in its 17th edition. Dr. Gollnick is a past president of the National Association for Multicultural Education (NAME). She has been recognized as a Distinguished Alumna by the School of Family and Consumer Sciences at Purdue University and the Rossier School of Education at the University of Southern California. AACTE honored her as an “Advocate for Justice” in 1998.
