Handbook of Research on Professional Development for Quality Teaching and Learning

Handbook of Research on Professional Development for Quality Teaching and Learning

Teresa Petty (University of North Carolina at Charlotte, USA), Amy Good (University of North Carolina at Charlotte, USA) and S. Michael Putman (University of North Carolina at Charlotte, USA)
Indexed In: SCOPUS View 1 More Indices
Release Date: June, 2016|Copyright: © 2016 |Pages: 824
DOI: 10.4018/978-1-5225-0204-3
ISBN13: 9781522502043|ISBN10: 1522502041|EISBN13: 9781522502050
Hardcover:
Available
$310.00
TOTAL SAVINGS: $310.00
Benefits
  • Free shipping on orders $395+
  • Printed-On-Demand (POD)
  • Usually ships one day from order
  • 20% discount on 5+ titles*
E-Book:
(Multi-User License)
Available
$310.00
TOTAL SAVINGS: $310.00
Benefits
  • Multi-user license (no added fee)
  • Immediate access after purchase
  • No DRM
  • ePub with PDF download
  • 20% discount on 5+ titles*
Hardcover +
E-Book:
(Multi-User License)
Available
$375.00
TOTAL SAVINGS: $375.00
Benefits
  • Free shipping on orders $395+
  • Printed-On-Demand (POD)
  • Usually ships one day from order
  • Multi-user license (no added fee)
  • Immediate access after purchase
  • No DRM
  • ePub with PDF download
  • 20% discount on 5+ titles*
OnDemand:
(Individual Chapters)
Available
$37.50
TOTAL SAVINGS: $37.50
Benefits
  • Purchase individual chapters from this book
  • Immediate PDF download after purchase or access through your personal library
  • 20% discount on 5+ titles*
Description & Coverage
Description:

As educational standards continue to transform, it has become essential for educators and pre-service teachers to receive the support and training necessary to effectively instruct their students and meet societal expectations. However, there is not a clear consensus on what constitutes teacher effectiveness and quality within the education realm.

The Handbook of Research on Professional Development for Quality Teaching and Learning provides theoretical perspectives and empirical research on educator preparation and methods for enhancing the teaching process. Focusing on teacher effectiveness and support provided to current and pre-service educators, this publication is a comprehensive reference source for practitioners, researchers, policy makers, graduate students, and university faculty.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Alternative Licensure Programs
  • Education Policy
  • Educational Reform
  • Pedagogical Training
  • Pre-Service Teacher Preparation
  • Retention
  • Teacher Evaluation
  • Teacher Preparation
Reviews and Testimonials

Editors Petty, Good, and Putman offer a collection of academic and professional perspectives focused on empirical research and theoretical perspectives on educator preparation and various methods for enhancing the teaching process. They have organized the selections that make up the main body of the text in parts devoted to teacher preparation, teacher evaluation, alternative licensure programs, pedagogical training, pre-service teacher preparation and a wide variety of other related subjects.

– ProtoView Reviews

[...] Numbering 818 pages before the index, the book is as weighty as it is useful. The book contains 32 chapters broken up into four sections, including: Professional Development for Quality Teaching and Learning, Teacher Preparation and Professionalism, Preparing Teachers to Work with Diverse Populations, and Examining Outcomes of Teacher Preparation and Practice.
Chapter 22 is entitled “#UrbanLivesMatter: Empowering Learners through Transformative Teaching” and is especially salient. Inspired by the Black Lives Matter movement, authors Nicole Webster of Penn State, Heather Coffey, and Nathan Ash, both of UNC-Charlotte, explore the best ways to educate teachers on how to put into place “transformative teaching” in order to close the achievement gap between urban and nonurban students. The chapter discusses the urgent need for culturally responsive teaching, multicultural education, and critical literacy. The authors make the important point that the lives of their students do not exist in a vacuum. It is ineffective to teach civics to urban students who feel unrepresented in their government, for example, if those students are not presented with strategies to gain political power and implement changes in the government. The theoretical may not work with all students, and illustrating the practical effects of policies, both good and bad, on urban communities will bring the point home in a way that simply reading from a book would not.
This handbook is a useful resource and covers a tremendous amount of material. Highly recommended for academic libraries.

– Sara Mofford, ARBA Reviews
Table of Contents
Search this Book:
Reset
Editor Biographies
Teresa Petty, Ed.D., is an Associate Professor and Graduate Director for the Master of Arts in Teaching Program in the Department of Middle, Secondary, and K–12 Education at the University of North Carolina at Charlotte. Teresa’s teaching focuses on instructional design, teacher leadership, and mathematics methods. Her research interests include online teaching/learning, particularly engagement in online courses, and National Board Certification.
Amy J. Good, PhD., is an Associate Professor and Elementary Program Director in the Reading and Elementary Department, at the University of North Carolina at Charlotte. Amy's teaching focuses on undergraduate and graduate level social studies methods, managing the learning environment, and technology integration. Her research interests include teacher education, social studies methods, and National Board for Professional Teaching Standards.
S. Michael Putman, PhD, is an associate professor and interim chairperson within the Reading and Elementary Education Department at the University of North Carolina at Charlotte. His areas of research include the impact of teacher preparation and professional development on teacher self-efficacy; student dispositions toward online inquiry; and the effective use of technology within teaching practices.
Peer Review Process
The peer review process is the driving force behind all IGI Global books and journals. All IGI Global reviewers maintain the highest ethical standards and each manuscript undergoes a rigorous double-blind peer review process, which is backed by our full membership to the Committee on Publication Ethics (COPE). Learn More >
Ethics & Malpractice
IGI Global book and journal editors and authors are provided written guidelines and checklists that must be followed to maintain the high value that IGI Global places on the work it publishes. As a full member of the Committee on Publication Ethics (COPE), all editors, authors and reviewers must adhere to specific ethical and quality standards, which includes IGI Global’s full ethics and malpractice guidelines and editorial policies. These apply to all books, journals, chapters, and articles submitted and accepted for publication. To review our full policies, conflict of interest statement, and post-publication corrections, view IGI Global’s Full Ethics and Malpractice Statement.