So Let's Get Started.
Part I: SCHOOL AND STUDENTS.
1. Why Teach?
2. What Is a School and What Is It For?
3. Who Are Today's Students in a Diverse Society?
4. What Social Problems Affect Today's Students?
5. What Is Taught?
Part II: TEACHERS.
6. What Makes a Teacher Effective?
7. What Should Teachers Know about Technology and Its Impact on Schools?
8. What Are the Ethical and Legal Issues Facing Teachers?
Part III: FOUNDATIONS AND THE FUTURE.
9. What Are the Philosophical Foundations of American Education?
10. What Is the History of America's Struggle for Educational Opportunity?
11. How Are Schools Governed, Influenced, and Financed?
12. How Should Education Be Reformed?
Part IV: THE TEACHING PROFESSION.
13. What Are Your Job Options in Education?
14. What Can the New Teacher Expect?
15. What Does It Mean to Be a Professional?
Before You Close the Book.
Kevin Ryan, Ph.D. (Stanford University), is professor emeritus of education at Boston University School of Education. He is also the founding director of the Center for Character and Social Responsibility. A former high school English teacher, Dr. Ryan was a tenured faculty member at the University of Chicago and The Ohio State University before moving to Boston University. In 1970, Dr. Ryan was granted an Alfred North Whitehead Fellowship at Harvard University. Since then he has received the Boston University Scholar-Teacher Award, the National Award of Distinction by the University of Pennsylvania Graduate School of Education and the Paideia Society's Award for Educational Excellence. Dr. Ryan has written and edited 22 books and more than 100 articles on teacher and character education. He is also co-author of TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER and the editor of KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION. James M. Cooper is professor emeritus with the Curry School of Education at the University of Virginia, where he served as Commonwealth Professor of Education (1984-2004) and dean (1984-1994). While dean of the Curry School of Education, Dr. Cooper led the initiative to restructure the teacher education program, moving to an innovative five-year program that integrates the study of arts and sciences, professional education and field experiences. In addition to his teaching experience, Dr. Cooper has authored, co-authored or edited more than 60 book chapters, journal articles, monographs and books, including TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER and KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION. He also co-authored and served as editor for CLASSROOM TEACHING SKILLS. In addition, Dr. Cooper is a series editor of the Educator's Guide Series (Cengage). His books and articles address teacher education, supervision of teachers, case studies in teacher education and technology and teacher education. Dr. Cooper has also received many honors, including a Fulbright-Hays Award for Lecturing in Portugal and recognition as one of the nation's Distinguished Teacher Educators from the Association of Teacher Educators. Cheryl Mason Bolick, Ph.D. North Carolina State University, is Associate Professor and Area Chair of Culture, Curriculum and Teacher Education in the School of Education at University of North Carolina at Chapel Hill. She was previously a faculty member at the Curry School of Education at the University of Virginia. Dr. Bolick has been an Academic Leadership Fellow at the University of North Carolina at Chapel Hill and was a Sallie Mae National First Year Classroom Teacher after her first year of teaching. Her scholarly contributions primarily address areas of teacher education, social studies, education, and instructional technology. Her most recent work bridges the fields of experiential education, teacher education, and social studies education. Dr. Bolick has authored or co-authored over 20 books or book chapters and 45 peer-reviewed journal articles. Cory Callahan, Ph.D. (Auburn University), is an associate professor in the College of Education at the University of Alabama. Dr. Callahan taught secondary students for 14 years, practicing the craft of social studies instruction the way he promoted it in presentations, workshops and scholarly writing. He earned his doctorate and became a teacher educator to advance a research program that includes educative curriculum materials, problem-based historical inquiry, aesthetic texts and international education. Dr. Callahan has encouraged a more dynamic relationship between research and practice through opportunities afforded him by a National Technology Leadership Initiative Fellows Award, a Jacobs Educator Award, a Gilder Lehrman�s Alabama History Teacher of the Year Award and a Literati Award from Emerald Publishing. He is also a Japan Fulbright Memorial Fund Fellow, and he recently completed a Fulbright Specialist project with the University of Prishtin� in Kosovo.
"[THOSE WHO CAN, TEACH is a] purposeful introduction to the
profession of teaching, promoting reflection in those who are
thinking about living the life of a teacher."
"A good foundation of what education is, what types of students one will encounter, the history is all good."
"This is a great foundational textbook."