21st Century Education: A Reference Handbook by Thomas L. Good

By Thomas L. Good

21st Century schooling: A Reference Handbook offers a hundred chapters written via best specialists within the box that spotlight an important subject matters, concerns, questions, and debates dealing with educators at the present time. This complete and authoritative two-volume paintings offers undergraduate schooling majors with perception into the wealthy array of matters inherent in education—issues informing debates that contain all Americans.

Key Features:

· presents undergraduate majors with an authoritative reference resource excellent for his or her school room examine wishes, guidance for GREs, and learn into instructions to absorb pursuing a graduate measure or career

· deals extra particular details than encyclopedia entries, yet no longer as a lot jargon, aspect, or density as magazine articles or study guide chapters

· Explores academic coverage and reform, instructor schooling and certification, academic management, curriculum, and instruction

· deals a reader-friendly universal structure: concept, tools, functions, comparability, destiny instructions, precis, References and extra Readings

21st Century schooling: A Reference Handbook is designed to prepare lecturers, professors, and directors for his or her destiny careers, informing the debates and getting ready them to deal with the questions and meet the demanding situations of schooling today.

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Extra info for 21st Century Education: A Reference Handbook

Sample text

This may be because teachers find such changes more powerful than alternatives, because of a sense of care or duty to students to ensure that they do well in high-stakes testing, or because they are being held accountable for their students’ performance. These mandates may also have a number of unintended consequences, including introducing new sources of stress into teachers’ relationships with students and parents and disincentives for teacher performance. The Future of Teachers’ Work There are several significant changes taking place in the contexts of teachers’ work.

2005). The prospects for teaching as a profession. In L. V. Hedges & B. ), The social organization of schooling (pp. 72–90). New York: Russell Sage Foundation. , & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75–95. , & Miller, L. (1984). Teachers, their world, and their work. Alexandria, VA: Association for Supervision and Curriculum Development. Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services. New York: Russell Sage Foundation.

There is increasing evidence that these sorts of policy mandates can significantly influence both teachers’ work and their performance. They have been found to shift teachers’ instruction toward subject matter tested (subject matter not tested is often sacrificed), toward more teachercentered instruction, and toward more review and test preparation than instruction in new subject matter (Valli & Buese, 2007). This may be because teachers find such changes more powerful than alternatives, because of a sense of care or duty to students to ensure that they do well in high-stakes testing, or because they are being held accountable for their students’ performance.

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