Strategies And Techniques For Teaching Professional Responsibility
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Strategies and Techniques for Teaching Professional Responsibility by W. Bradley Wendel Pdf
The Strategies and Techniques for Teaching Series is intended to help you, as a new law teacher, prepare for your first semesters in the classroom. It begins at the preliminary stages of planning a new course, and takes you all the way to writing and grading your final exam. The authors offer experience and insight to the tasks of coming up with teaching objectives, choosing your book, crafting your syllabus, and creating a classrom atmosphere that is conducive to learning. The day-to-day teaching techniques in this primer for new (and not so new) professors will prepare you to successfully field students' questions, teach legal analysis, and make the most of today's pedagogy and technology to support your teaching.
Professional Values and Practice by James Arthur,Jon Davison,Malcolm Lewis Pdf
This book describes what you need to know, understand and demonstrate in order to achieve the Professional Values and Practices Standards, as you work towards Qualified Teacher Status.
Professional Responsibility by Douglas E. Mitchell,Robert K. Ream Pdf
At the center of this book is the complex and perplexing question of how to design professional preparation programs, organizational management practices, public policy systems and robust professional associations committed to and capable of, maintaining confidence, trust and the other hallmarks of responsible professionalism. To do this, we need to rebuild our understanding of professional responsibility from the ground up. We describe how individuals might be prepared to engage in responsible professional service delivery, examine promising options for the reform of professional service systems and finally, outline a reform strategy for improving practice in education and medicine – two essential public services. The nexus of the reform problem in professionalism is establishing a more robust and effective working relationship between teachers and their students; between health care professionals and their patients and between educators and health professionals. Professionalism means acceptance of professional responsibility for student and patient outcomes — not just acceptance of responsibility for technical expertise, but commitment to the social norms of the profession, including trustworthiness and responsibility for client wellbeing. In the past, it may have been sufficient to assume that adequate knowledge can be shaped into standards of professional practice. Today, it is clear that we must take careful account of the ways in which practicing professionals develop, internalize and sustain professionalism during their training, along with the ways in which this commitment to professionalism may be undermined by the regulatory, fiscal, technological, political and emotional incentive systems that impinge on professional workplaces and professional employment systems.
Professional Responsibility for Education by Douglas E. Mitchell Pdf
By reconsidering the nature of professional work, renowned scholar Douglas E. Mitchell argues for reconceptualizing educational practices and institutional structures in ways that facilitate and protect educator professional responsibility. This book explores ways educators and their political supporters can seize the social and political power necessary to accept professional responsibility for the design of their work environment. Chapters explore how unionization, ethics, public values, political power, school reform, and trust play an important role in the essence of professional responsibility in schools, arguing that we must use organization, management, and accountability mechanisms to encourage responsible civic participation and professional action in support of public education. This new text for graduate studies in teacher and leadership training frames a much needed analysis of where and how professional responsibility for public education is best incorporated into the work roles of teachers, administrators, and university scholars.
Professional Responsibility by Nathan M. Crystal Pdf
This brief, realistic problem-based casebook has earned a loyal following for its practice-based approach and its adaptability to various teaching methods. Known as a student favorite, Nathan M. Crystal's casebook brings coherence and clarity To The important topic of professional responsibility. Your course will benefit from these unique features: Reasonable length of the text prevents overwhelming students with too much detail. Suitable for a wide variety of teaching styles, The book has been successfully used in two-and three-hour courses, As well as, In clinical programs. Organization by area of practice and by doctrine within each practice area gives students a feel For The rewards and challenges they may face in particular practice areas, As well as, The opportunity to compare treatment of the same issue in different areas. Extensive teacher's Manual contains sample lesson plans with specific questions and answers for each class, suggestions for role playing and other teaching techniques, and sample syllabi for both two- and three-hour courses. Emphasis on developing sound judgment within the framework of rules of ethics and applicable law prepares students for ethical challenges ahead. Concept of a philosophy of lawyering, found only in the Crystal casebook, equips students to articulate and justify their own philosophies of lawyering. Changes for this edition reflect current developments and extend teaching options: Complete updating of the text, including the Ethics 2000 revisions To The Model Rules, The Restatement of the Law Governing Lawyers, The Sarbanes-Oxley Act, and multi-jurisdictional practice. Opinions in several major cases, such as Nix v. Whiteside, For instructors who want to incorporate traditional case analysis. New and revised problems addressing Sarbanes-Oxley, multi-jurisdictional and unauthorized practice of law, and conflicts of interest, among others. Inclusion in the Teacher's Manual of syllabi and guidance for instructors who prefer a doctrinal approach. If you have never used Professional Responsibility: Problems of Practice And The Profession, An examination of the Third Edition will demonstrate this book's popularity with both students and instructors.
Elizabeth G. Cohen,Celeste M. Brody,Mara Sapon-Shevin
Author : Elizabeth G. Cohen,Celeste M. Brody,Mara Sapon-Shevin Publisher : State University of New York Press Page : 249 pages File Size : 43,6 Mb Release : 2012-02-01 Category : Education ISBN : 9780791485644
Teaching Cooperative Learning by Elizabeth G. Cohen,Celeste M. Brody,Mara Sapon-Shevin Pdf
Winner of the 2004 Critics' Choice Award presented by the American Educational Studies Association Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education. Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the essays in the volume demonstrate, a new alignment of field experiences to provide support for novices to implement cooperative strategies, and to receive timely and effective supervision for these attempts, may also be required.
The 2014 Asia-Pacific Congress on Sports Technology and Engineering (STE 2014) was held in Singapore, December 8-9, 2014. STE2014 was a comprehensive conference focused on various aspects of advances in Sports Technology and Engineering. Topics covered by the contributions to this proceedings volume include but are not limited to Sports Science, Co
Professional Responsibility and Professionalism by Tara Fenwick Pdf
Responsibility and professionalism are increasingly issues of concern for professional associations, employers and educators alike. When bad things happen, professionals are often held personally accountable for complex situations. Professional Responsibility and Professionalism advances our approaches to professional responsibility from individual-centred, virtue-based prescriptions towards understanding and responding effectively to the multifaceted challenges encountered today by professionals working in dynamic complexity. The author applies a sociomaterial examination to specific examples drawn from different professional contexts of practice. She examines important implications for what professional responsibility and accountability might mean individually and collectively, and what it might be becoming when demands increasingly conflict, and when we accept that capacities for action are performed into existence in emergent and precarious webs of both human and non-human forces. The chapters explore some of the most prominent questions in professional responsibility, including: What does professional responsibility, and accountability, mean in the escalating complexities and conflicts confronting today’s professionals? How does professional responsibility become developed and enacted, and through what social and material entanglements? How should responsibility be determined in multi-agency and interprofessional practice? What happens when professional decisions are delegated to software algorithms and diagnostic instruments? How are new governing regimes of professional work, such as innovation imperatives, excessive audit and logics of blame and scapegoating, reconfiguring responsibility? How can professionals respond simultaneously to individuals in need, the obligations of their profession, the demands of their employer and an anxious society? A major concern addressed by each chapter, and the book as a whole, is educating professionals in and for responsibility. Specific dilemmas and strategies are offered for educators in universities, workplaces and professional development contexts who seek new approaches to helping professionals learn to critically understand and practise responsibility today. This book will appeal to a wide audience of education researchers and post-graduate students studying professional practice, professionalism and education across a wide range of disciplines. Health professionals, professionals working in private practices, such as law, architecture and engineering, newer professions such as social work and policing, and educational professionals at all levels will find stories and strategies reflecting key issues of their practice in this detailed exploration of professional responsibility and accountability.
Metacognition in Literacy Learning by Susan E. Israel,Cathy Collins Block,Kathryn L. Bauserman,Kathryn Kinnucan-Welsch Pdf
This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.
Models of Mentoring in Language Teacher Education by Hoa Thi Mai Nguyen Pdf
This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical introduction to the field. A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice as applied in language teacher education in an Asian specific context. The author discusses findings from a variety of qualitative and quantitative research studies in the light of previous research and in the context of teacher learning theories. Teachers, teacher educators, teacher trainers, supervisory coordinators and administrators will find practical advice, while the volume will be a valuable source of research information for researchers in teacher education and EFL teacher education, in particular for those who wish to employ mentoring or peer mentoring as an approach to teachers’ professional development.
Methods in Educational Research by Marguerite G. Lodico,Dean T. Spaulding,Katherine H. Voegtle Pdf
Methods in Educational Research Methods in Educational Research is designed to prepare students for the real world of educational research. It focuses on scientifically-based methods, school accountability, and the professional demands of the twenty-first century, empowering researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community. Like the first edition, this edition helps students, educators, and researchers develop a broad and deep understanding of research methodologies. It includes substantial new content on the impact of No Child Left Behind legislation, school reform, quantitative and qualitative methodologies, logic modeling, action research, and other areas. Special features to assist the teaching and learning processes include vignettes illustrating research tied to practice, suggested readings at the end of each chapter, and discussion questions to reinforce chapter content. Praise for the Previous Edition "A new attempt to make this subject more relevant and appealing to students. Most striking is how useful this book is because it is really grounded in educational research. It is very well written and quite relevant for educational researchers or for the student hoping to become one." -PsycCRITIQUES/American Psychological Association "I applaud the authors for their attempt to cover a wide range of material. The straightforward language of the book helps make the material understandable for readers." -Journal of MultiDisciplinary Evaluation
Outdoor Education by Ken Gilbertson,Alan Ewert,Pirkko Siklander,Timothy Bates Pdf
Outdoor Education: Methods and Strategies, Second Edition, provides all the necessary information and tools for teaching outdoor education. Future educators will learn how to create optimal learning opportunities in outdoor environments, how to design effective lessons, and how to identify and use the methods that are best for the place and the participants. These teaching methods apply to a variety of organizations, including schools, nature centers, adventure centers, camps, environmental learning centers, government agencies, and universities. Outdoor Education: Methods and Strategies, Second Edition, is divided into three parts. Part I defines what outdoor education is and details the professional expectations for an outdoor educator. It also explores theories that support outdoor education, including developmental stages, learning stages, and constructivism. Part II guides the reader to understand the backgrounds and abilities of participants, create a successful learning environment, teach effectively in a variety of settings, and design lesson plans. Part III examines the uses of physical, cognitive, and affective methods for teaching, and it includes sample lesson plans that illustrate the methods presented. These chapters help students reflect on, evaluate, and improve their lesson plans through experimentation. Presented by authors with a combined 150 years of experience in the field, the methods and strategies in this book have been tested and proven to work in a variety of outdoor settings. This second edition covers theories such as scaffolding, brain-based learning, Erik Erikson’s eight stages of development as applied to outdoor education, playful learning, and nature play as well as the use of technology in outdoor education. This text supplements theory with tools to support practical application: Easy-to-use forms for designing, implementing, and evaluating outdoor lesson plans Nine sample lesson plans offering detailed instructions and representing a variety of settings for different age groups and abilities Updated Stories From Real Life case studies that illustrate how methods are applied in the real world Explore Your World sidebars prompting students to reflect on their own experiences and goals Tips and Techniques sidebars offering brief and actionable advice for educators New Professional’s Perspective sidebars featuring insights from real practitioners about core content and topics in the book Students will also find a number of learning aids—including chapter objectives, review questions, and a glossary—to enhance knowledge retention. Outdoor Education: Methods and Strategies, Second Edition, will help aspiring educators enhance their audience’s awareness, appreciation, and knowledge of the outdoors. Ultimately, it will advance their ability to increase people’s enjoyment and understanding of the environment.
