Developing Preservice Problem-Solving Skills Through Case Studies

Debra Eckerman Pitton

doi:10.5771/9781607094630

Summary

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.

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Bibliographic data

Copyright year: 2010
ISBN-Print: 978-1-60709-461-6
ISBN-Online: 978-1-60709-463-0
Publisher: Rowman & Littlefield, Lanham
Language: English
Pages: 218
Product type: Book Titles

1. CONTENTS No access
2. ACKNOWLEDGMENTS No access
3. PREFACE No access
INTRODUCTION No access Pages 1 - 4
CASE DISCUSSIONLEARNING TASK No access Pages 5 - 8
PLANNING FORCLASSROOMDISCUSSIONS No access Pages 9 - 14
Chapter 1: PLANNING TO MEETALL OF THEIR NEEDS No access Pages 15 - 22
Chapter 2: GETTING TOKNOW MYSELF No access Pages 23 - 28
Chapter 3: HABLA ESPANOL? No access Pages 29 - 34
Chapter 4: MEETING THEMWHERE THEY ARE No access Pages 35 - 40
Chapter 5: TO BE OR NOT TO BE No access Pages 41 - 48
Chapter 6: TECHNOLOGY MOTIVATION? No access Pages 49 - 58
Chapter 7: CONTENT OR KIDS? No access Pages 59 - 64
Chapter 8: IS HONESTYTHE BEST POLICY? No access Pages 65 - 68
Chapter 9: KEEPING MY COOL No access Pages 69 - 74
Chapter 10: INCLUSIONCONCLUSIONS No access Pages 75 - 82
Chapter 11: ANOTHER SET OF EYES No access Pages 83 - 90
Chapter 12: WHAT EXACTLY IS A C? No access Pages 91 - 98
Chapter 13: I GET NO RESPECT No access Pages 99 - 108
Chapter 14: DON’T EAT THELAB EQUIPMENT! No access Pages 109 - 114
Chapter 15: WE DON’T DOGROUP WORK HERE No access Pages 115 - 122
Chapter 16: IT’S NOT WHATYOU SAID, IT’SHOW YOU SAID IT No access Pages 123 - 132
Chapter 17: HOW DO WEMAKE THIS RIGHT? No access Pages 133 - 138
Chapter 18: REFLECTIONS AND CONNECTIONS No access Pages 139 - 150
Chapter 19: EXPECTATIONS BEYOND THE CLASSROOM No access Pages 151 - 158
Chapter 20: PARENTS AS PARTNERS No access Pages 159 - 164
Chapter 21: LANGUAGE ANDCULTURE IN MATH? No access Pages 165 - 170
Chapter 22: REPEATING STUDENTTEACHING: FAILUREOR FORTUNE? No access Pages 171 - 188
APPENDIX I: CONNECTIONS TO THE CLASSROOM No access Pages 189 - 208
APPENDIX II: CONNECTIONS TO METHODOLOGY No access Pages 209 - 216
ABOUT THE AUTHOR No access Pages 217 - 218