With the current emphasis on assessment and data-driven instruction, pre-service teachers rarely get a chance to consider how they will deal with the dilemmas that may surface in their future classrooms. The case studies in this book enable novice educators to consider the possibilities for dealing with issues, but it also provides a process for them to hone their instructional skills, as the book includes information for developing questions and facilitating the case discussions. In this book, Debra Eckerman Pitton provides a bridge from the theoretical to the practical, using case studies to engage pre-service teachers in the analysis of situations and the problem-solving they will need to do in the classroom.
Debra Eckerman Pitton is department chair and professor of education at Gustavus Adolphus College in St. Peter, Minnesota and specializes in instructional methodology. She began her career teaching high school and middle level communication arts and has served as an assistant superintendent for a local school district as well as on her community school board.
Chapter 1 i. Preface - Rationale for the Use of Case Studies Chapter 2 ii. Introduction - Case Methodology Chapter 3 iii. Case Discussion Learning Task Chapter 4 iv. Planning for Classroom Discussions: Objectives, Questions, Structures for Involving Students and Assessments Chapter 5 Planning to Meet All Their Needs Chapter 6 Getting to Know Myself Chapter 7 Habla Espanol? Chapter 8 Meeting Them Where They Are Chapter 9 To Be or Not to Be Chapter 10 Technology = Motivation? Chapter 11 Content or Kids? Chapter 12 Is Honesty the Best Policy? Chapter 13 Keeping My Cool: Classroom Management Chapter 14 Inclusion Conclusions Chapter 15 Another Set of Eyes Chapter 16 What Exactly is a "C"? Chapter 17 I Get No Respect Chapter 18 ADHD and Me! Chapter 19 We Don't Do Group Work Here Chapter 20 It's Not What You Said; It's How You Said It! Chapter 21 How Do We Make This Right? Chapter 22 Reflections and Connections Chapter 23 Beyond the Classroom Chapter 24 Parents as Partners Chapter 25 Communication and Culture in Math? Chapter 26 Failing Student Teaching-Is That Possible?