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Author:   Penny B. Howell ,  Shawn A. Faulkner ,  Jeanneine Jones ,  Jan Carpenter
Publisher:   Emerald Publishing Inc
Imprint:   Information Age Publishing
Dimensions:   Width: 15.60cm , Height: 2.40cm , Length: 23.40cm
Weight:   0.748kg
ISBN:  

9781641133159

ISBN 10:   1641133155
Pages:   408
Publication Date:   16 May 2018
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Foreword. Introduction. Section I. Enduring Beliefs of Middle Level Education. Chapter 1. Tensions of Developing an Exemplary Middle Grades Teacher Preparation Program; Hilary G. Conklin and Mindy Kalchman. Chapter 2. Preparing Middle Level Teachers for the Classroom: Assessing Efficacy and Confidence in Preservice Teacher Candidates; Steven B. Mertens. Chapter 3. Other Duties as Assigned: The Evolution of Middle Grades Teacher Candidates' Beliefs About Teaching; Matthew J. Moulton, P. Gayle Andrews, and Katherine F. Thompson. Chapter 4. New Teacher Induction: The Experiences of Six Middle Level Teachers; Chris M. Cook, Mike DiCicco, and Shawn A. Faulkner. Section II. Changing Times in Middle Level Teacher Education. Chapter 5. A Collaborative Approach to Supporting Middle Childhood Social Justice Teacher Education; Lisa M. Harrison, Theda Gibbs, Danielle Dani, Mike Kopish, Matt Felton, Katharine Sprecher, and Perianne Bates. Chapter 6. A Balancing Act in the Age of edTPA: Places, Cultures, and Assessment in Middle Childhood Teacher Education; Tami Augustine and Jason Harshman. Chapter 7. Looking Within: Teacher Critical Self-Reflection on Language and Cultural Integration in Multilingual Middle Level Schools; Katie Brooks, Susan R. Adams, and Brooke Kandel-Cisco. Chapter 8. Promoting Community and Core Practices in a Multisite Middle Level Mathematics Program; David Slavit, Allison deVincenzi, Tariq Akmal, and Kristin Lesseig. Chapter 9. Advocating for Increased Use of Digital Literacies for Future Middle School Teachers for Literacy Instruction; Francine Falk-Ross and Roberta Linder. Section III. Evolving Practices for Preparing Middle Level Teacher Educators. Chapter 10. Middle Grades Teachers' Dispositions in Personalized Learning Environments; Penny Bishop, John Downes, Steven Netcoh, Jessica DeMink-Carthew, Katy Farber, Life LeGeros, and Tricia Stokes. Chapter 11. Community-Based Service Learning: Building Preservice Teachers' Confidence to Work in the Middle Years; Katherine Main. Chapter 12. It Was Like We Were There: Middle Level Educators' Experience Employing a Classroom Drama Technique; Ross C. Anderson and Nate K. Beard. Chapter 13. Professed vs. Enacted Beliefs About Responsive Science Teaching: Three Cases From a Practice-Based Middle Level Teacher Certification Program; Daniel M. Levin, Alexander K. Chumbley, Hannah E. Jardine, Dana L. Grosser-Clarkson, and Andrew Elby. Chapter 14. Focusing on Moves-Based Formative Assessment to Increase Equity of Voice in Middle School Mathematics: A Case for Video-Based Professional Development; Brent Duckor, Carrie Holmberg, and Joanne Rossi Becker. Chapter 15. Dispositional, Relational, and Practical Aspects of Professional Learning for Middle Level Educators; David C. Virtue. About the Editors. About the Contributors.

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