Education

Best Practices for Education Professionals
Editors: Heidi L. Schnackenberg, PhD
Beverly A. Burnell, PhD

Best Practices for Education Professionals

Available now.
Pub Date: July 2012
Hardback Price: $129.95 US
Hard ISBN: 9781926895093
Pages: 188pp
Binding Type: hardcover

Best practices currently advocate that education professionals consult and collaborate with colleagues across disciplines as a means of providing students and their families a comprehensive, developmental approach to students? academic, career, and social/personal growth. This volume has been developed to inform in-service and pre-service professional educators, including teachers, school counselors, school psychologists, speech language pathologists, administrators, and other school professionals, about useful techniques, ideas, competencies, and skills when addressing the comprehensive development of children in schools and school settings.

The book is comprised of both research (qualitative, quantitative, and mixed-design) and conceptual pieces about the most effective, current professional practices for professionals who work with P-12 children in schools. It will be highly useful for individuals studying to be practicing teachers, school counselors, school psychologists, speech language pathologists, administrators, as well as other school professionals. The book informs in-service and pre-service individuals about useful techniques, ideas, competencies, and skills when working with children in schools and school settings. The volume is also important to individuals undertaking academic (master and doctoral) level research on best practices for school professionals.

The book includes recent, research-based ideas in the field of education. Topics include cultural competencies for school professionals, learning communities, educational technology, literacy, and special education. This book is particularly important in the field of education since becoming informed on the latest techniques and ideologies is an essential component of both professional preparation and continuing professional development of school professionals. Currently, education practitioners struggle with finding time for professional development and ways to inform themselves of the latest research. This book-- with many timely findings?is important to offer to the education community, as well as the academic community, in higher education. As students continually change, so must the practices of the professionals who work with them. This volume attempts to highlight some of the most recent practices in the field of education and for educators.

This book is unique and valuable in that while other books focus on a particular profession within the education field, this book covers best practices of a variety of professionals who work in the schools.

CONTENTS:
Introduction

Chapter 1: So What’s the “Big Idea?”: The Great Uncover Up
David Iasevoli, EdD & the students of “Content Pedagogy” Fall 2010
• The Heart of the Matter • Absolutely No Absolutes • Induction→Conduction • After the Facts • Entering Dangerous Territory • Taking It On the Road • References

Chapter 2: Teaching and Learning with Care and Commitment: Faculty Cohorts as Best Practice
Jean Ann Hunt, EdD, Aline Bobys, EdD, Jean Mockry, M.A., and Denise Simard, PhD
• Introduction • Leadership Focused on the Whole: Moving from Silos to Cohorts • Faculty Choice and Control • Creation of Community • Use of Time • Collaborative Decision Process • Meaningful and Relevant Learning Experiences • Challenges

Chapter 3: Applying Art-Based Self Study Techniques within Qualitative Research Teaching
Rocci Luppicini, PhD, and Jessica Backen, M.A. (in progress)
• Introduction • Method • Findings • Interpretation • Discussion • References

Chapter 4: Moving Beyond Test-Driven And Textbook-Driven Curricula: Five Questions To Facilitate School Change
Jean Ann Hunt, EdD, Caroline Knight, PhD, and Robert Ackland, PhD
• Introduction • Question #1: What is the vision for teaching and learning in your school? • Question #2: What are teachers currently being asked to do? • Question #3: What work are the children being asked to do? • Question #4: How are your current programs structured to meet the needs of all learners? • Question #5: How will you know what the children are learning? • Conclusion • References

Chapter 5: The Literacy Tapestry: Language Arts (the Warp) and Creativity (the Weft)
Peggy Snowden, PhD
• Characteristics of Creativity and the Creative Process • My Experiences: Becoming and Being Creative • The Language Arts • The Class: Creative Responses to Children’s and Young Adult Literature • Description of Course Content and Activities • The Literacy Tapestry: Language Arts (the Warp) and Creativity (the Weft) • References • Bibliography/Suggested Reading

Chapter 6: Students Experiences in Learning Communities within Teacher Education
Beverly A. Burnell, PhD, Cynthia McCarty, MSEd, Heidi L. Schnackenberg, PhD, and Peggy Snowden, PhD
• Introduction and Review of the Literature • Method – Pilot Study • Method – Primary • Investigation • Results • Discussion • Future Research • References

Chapter 7: Inclusion as a Design Strategy For Teacher Preparation Programs
Alicia Roberts Frank, EdD
• Introduction • All Teachers Need to Know How to Teach All Students • Current Teacher Preparation Models • Obstacles to Integrating Teacher-Preparation Programs • Opportunities to Create Inclusive Experiences • Integrating Coursework • Conclusion • References

Chapter 8: Sexual and Gender Identity Development and School Climate: What Do Professional Educators Need to Know?
Noah Jawitz, MSEd, and Matthew Wagar, MSEd, and Beverly A. Burnell, PhD
• A Harsh Reality • Development of Gender Identity and Sexual Identity • Costs of Adolescent Sexual Identity and Gender Identity Struggles • Internal and External Struggles that LGBT Youth Face • School Culture, School Climate, and Student Success • Educators’ Responsibilities for Positive School Culture and School Climate for All • A Necessary Understanding • Necessary Preventive and Responsive Actions • Conclusion • References

Chapter 9: Understanding and Utilizing Quantitative Research as Best Practice in Education
Julia Davis, PhD
• Introduction • Understanding Methodology • Basic Statistics • Standard Scores • Percentiles • Discussing and Reporting Test Scores • Informing Practice • Conclusion • References

Chapter 10: Technological Sophistication and Teacher Preparation for Gen-Y
Heidi L. Schnackenberg, PhD, and Edwin S. Vega, MSEd
• Literature Review • Method • Results • Discussion • References

Chapter 11: A Socratic Apology in Favor of Educational Technology
Margarita Garcia-Notario, PhD
• References

Index


About the Authors / Editors:
Editors: Heidi L. Schnackenberg, PhD
Associate Professor in Educational Technology, State University of New York at Plattsburgh, New York

Heidi Schnackenberg, PhD, is an Associate Professor in Educational Technology in SUNY Plattsburgh?s Teacher Education Unit. She currently teaches both undergraduate and graduate classes on the use of technology to enhance teaching and learning in the P-12 classroom, social issues in education, ethical issues in educational technology, and childhood education courses as a member of one of the faculty cohorts in the BS program in Childhood Education. She previously taught in the graduate educational technology program at Concordia University, and worked as an instructional designer for both Intel and Motorola corporations. Her various research interests include the integration of technology into pedagogical practices, the legal and ethical implications of western technologies in non-western and third world cultures, and collaborative and cooperative learning strategies within student learning communities.

Dr. Schnackenberg recently designed and developed an extensive MyEducationLabs online supplement for the book Foundations of American Education: Perspectives on Education in a Changing World (15th ed.) published by Pearson Higher Education Publishers. Dr. Schnackenberg began her education career as an elementary music teacher.

Beverly A. Burnell, PhD
Associate Professor in Counselor Education, State University of New York at Plattsburgh, New York

Beverly A. Burnell, PhD, is an Associate Professor in Counselor Education at SUNY Plattsburgh, and also serves as the Employee Assistance Coordinator for the campus. She teaches graduate students in the department’s three nationally accredited counseling programs, including school counseling. Some of her areas of professional focus have been career development in schools, professional roles and identity, ethical practice, cultural competence, and transition processes for students with disabilities.

Dr. Burnell has been an active contributor to the design of nationally accredited graduate programs in teacher education and counselor education and coordinates the accreditation process for the Counselor Education Department. Dr. Burnell began her education career as a secondary mathematics teacher.




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