Cases for Teacher Development: Preparing for the Classroom
Publication Year: 2005
With the recent and increasing attention to accountability and standards, teacher preparation programs are more than ever in need of tools that vicariously acquaint future teachers with the difficult situations they will face. Cases for Teacher Development: Preparing for the Classroom is the perfect catalyst for this sort of teacher development. The cases encourage students to immerse themselves in classroom situations before they begin their practice, helping them link theory and experience. All of the cases present relevant situations that replicate the complicated, multitasked, and interrelated realms of the teacher.
- Front Matter
- Back Matter
- Subject Index
- Introduction: Using Cases to Understand What it Means to Be a Teacher
- Chapter 1: Dealing with Religious Intolerance
- Chapter 2: Is the Teacher's Gender an Issue in a Kindergarten Classroom?
- Chapter 3: Working with a Challenging Student and His Family
- Chapter 4: Negotiating Different Styles When Two Teachers Share a Class
- Chapter 5: Managing Conflict When Working with Educational Partners
- Chapter 6: A Student Teacher Faces the Challenges of the Classroom
- Chapter 7: Engaging in Action Research in the Classroom
- Chapter 8: Evaluating a Teacher's Classroom Management Strategy
- Chapter 9: Balancing the Needs of all Students in an Inclusive Classroom
- Chapter 10: Implications of Student Cheating for the Teaching Community
- Chapter 11: Challenges Teachers Face When Reentering the Classroom
- Chapter 12: Developing Appropriate Boundaries with a Troubled Student
- Chapter 13: School Politics Divide a Community
[Page ii]For the teachers in Ontario, Canada, whose commitment to teaching continues to reflect the knowledge, skills, and values of the profession—W. Douglas Wilson
Registrar and Chief Executive Officer, Ontario College of Teachers
Copyright © 2005 by Sage Publications, Inc.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
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Library of Congress Cataloging-in-Publication Data
Cases for teacher development: Preparing for the classroom/edited by Patricia F. Goldblatt and Deirdre Smith (Ontario College of Teachers).
Includes bibliographical references and index.
ISBN 1-4129-1366-7 (cloth)—ISBN 1-4129-1367-5 (pbk.)
1. Teaching—Case studies. 2. Teachers—Training of. I. Goldblatt, Patricia F. II. Smith, Déirdre. III. Ontario College of Teachers.
This book is printed on acid-free paper.
05 06 07 08 09 10 9 8 7 6 5 4 3 2 1
Acquiring Editor: Diane McDaniel
Editorial Assistant: Marta Peimer
Production Editor: Beth Bernstein
Copy Editor: Taryn L. Bigelow
Typesetter: C&M Digitals (P) Ltd.
Indexer: Teri Greenberg
Cover Designer: Michelle Lee-Kenny
This book became a reality because teachers thought about, talked about, and wrote about their practice. They were willing to share their knowledge, their experiences, and their insights with other teachers and the public. They invite you to join their learning community.
The names of the individual teachers who wrote their stories are not listed here. This was their request. Names, locations, contexts, and dilemmas have been modified and changed for the purpose of confidentiality. It was the desire of these writers that the unique quality of their voices would represent a sampling of the myriad practitioners in the teaching profession. By offering their cases of practice, the writers hoped to inspire their colleagues to reflect on their own teaching experiences.
This book became a reality through the vision and the support of the members of the Standards of Practice and Education Committee of the Ontario College of Teachers. Committee members recognized that the standards of practice are most effectively described through the voices of teachers and college members sharing their experiences in classrooms, schools, and educational systems.
The Standards of Practice and Education Committee members include Ernie Checkeris, Karl Dean, Suzanne De Froy, Margaret Dempsey, Audrey Hadfield, Nancy Hutcheson, Martin Kings, Diane Leblovic, Karen Mitchell, Harry Mulvale, Iain Munro, Janet Ouellette, Jennifer Pitt, Don Watson, and Lila Mae Watson.
This book was developed through the hard work, perseverance, and belief in teachers in the province of Ontario by staff members in the Standards of Practice and Education Committee of the Ontario College of Teachers. Dr. Patricia F. Goldblatt assumed the lead role in facilitating, writing, and coordinating the work of the teacher contributors, editing the material, and preparing the manuscript for publication.
This is a book that strives to deepen understanding about the standards of practice while providing a venue for the experiences and [Page viii]challenges facing teachers. Many of the college's educational partners supported and contributed to this project. Their efforts have established a new medium for professional learning.
The many teachers and commentators who contributed their time and knowledge to this casebook have helped demonstrate the meaning and relevance of case methodology in teacher education. Patricia F. Goldblatt and Deirdre Smith, the editors of this casebook, also acknowledge the following reviewers: Christopher Blake, Mount St. Mary's College, Emmitsburg, Maryland; Allan Cook, University of Illinois, Springfield; Andrew C. Kemp, University of Louisville, Kentucky; Delores D. Liston, Georgia Southern College in Statesboro; Suzanne M. Miller, Buffalo State University (SUNY); Georgianna Short, Ohio State University, Columbus; Carol Wareing, Merrimack College, North Andover, Massachusetts; Carolyn Tighe Wemlinger, Dominican University, River Forest, Illinois; and Jamie Whitman-Smithe, Wesley College, Dover, Delaware; and Dr. Linda Grant, former coordinator of professional affairs at the Ontario College of Teachers. Also, we must thank Suzanne Baril for her expertise, patience, and support throughout this entire project.
Increased understanding of principles of practice as described in the Ontario College of Teachers' Standards of Practice for the Teaching Profession (2002) and the Ethical Standards for the Teaching Profession (2000) and—just as important—the need to create communication for shared professional inquiry resulted from the case writers' efforts. The collaborative culture of educators who participated in the global discourse in this book celebrates an authentic presence—of teachers everywhere whose ongoing and self-directed learning speaks to professionalism in and out of the classroom.
References[Page 253][Page 256]2003). Teaching strategies for ethnic studies ((7th ed.). Boston: Allyn & Bacon.1991). How to teach for transfer: The mindful schoolPhiladelphia, PA: Iri/Skylight Training & Publishing., & (1982). Forming, thinking, writing: Composing the imagination. Portsmouth, NH: Boynton/Cook.(1992). Changing perspectives: A resource guide for antiracist and ethnocultural-equity education: All divisions and OACs. Toronto, ON: Ministry of Education., & (Biklen, S., & Pollard, D. (Eds.). (1993). Gender and education: National Society for the Study of Education Yearbook. Chicago: University of Chicago Press.2003). Discomforting truths: The emotional terrain of understanding difference. In P.Trifona (Ed.), Pedagogies of difference: Rethinking education for social change (pp. 110–136). New York: Routledge Falmer., & (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.(1993). Multicultural education: Characteristics and goals. In J. A.Banks & C. M.Banks (Eds.), Multicultural education: Issues and perspectives ((2nd ed., pp. 3–28). Boston: Allyn & Bacon.1997). First-year teacher eight years later: An inquiry into teacher development. New York: Teachers College Press., & (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21. http://dx.doi.org/10.3102/0013189X030003013, & (1993). Bodies that matter: On the discursive limits of sex. New York: Routledge.(2003). The ethical teacher. Maidenhead, UK: Open University Press.(1993). Learning to teach: Teaching to learn. New York: Teachers College Press., , , & (1999). Shaping a professional identity. New York: Teachers College Press., & ([Page 254]2003). Thriving in the multicultural classroom: Principles and practices for effective teaching. New York: Teachers College Press.(1990). Classroom knowledge as a foundation for teaching. Teachers College Record, 91, 347–360.(1997) The enlightened eye: Qualitative inquiry and the enhancement of educational practice ((2nd Ed.). New York: Merrill Publishing Company.1988). Sexuality, schooling and adolescent females: The missing discourse of desire. Harvard Educational Review, 58, 29–53.(1999). The disciplined mind: What all students should understand. New York: Simon & Schuster.(1992). Cases as shared inquiry: A dialogical model of teacher preparation. American Educational Research Journal, 29(4), 715–735., & (2001). Finding common ground: A guide to religious liberty in public schools. Nashville, TN: First Amendment Center., & (2000). Motivating the academically unmotivated: Critical issues for the 21st century. Review of Educational Research, 70(2), 151–179., & (1993). Using cases to improve college teaching: A guide to more reflective practice. Washington, DC: American Association for Higher Learning.(2002). Dilemmas in professional practice: A case-based approach to improving practice. San Francisco: WestEd., & (2003). You and your action research project (, , & (2nd ed.). London: Falmer.1991). Cases and case methods in teacher education: Handbook on teacher education. New York: Macmillan.(1998). Taking religion seriously across the curriculum. Alexandria, VA: Association for Supervision and Curriculum Development., & (Ontario College of Teachers. (2000). Ethical standards for the teaching profession. Toronto, ON: Author.Ontario College of Teachers. (2000). Standards of practice for the teaching profession. Toronto, ON: Author.1969). Knowing and being. Edited with an introduction by MarjorieGrene. Chicago: Univeristy of Chicago Press.(1995). The stories we are: An essay on self-creation. Toronto, ON: University of Toronto Press.(2003, March). Creating Educational Leadership. Caring Schools, 60(6), 31–33.(1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.(2003). Listening: A framework for teaching across differences. New York: Teachers College Press.([Page 255]2002). Using assessments to teach for understanding: A casebook for educators. New York: Teachers College Press., , & (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 25(4), 4–14.(1992). Toward a pedagogy of cases. In J. H.Shulman (Ed.), Case methods in teacher education (pp. 1–30). New York: Teachers College Press.(1996). Just in case: Reflections on learning from experience. In J. A.Colbert, P.Desberg, & K.Trimble (Eds.), The case for education: Contemporary approaches for using case methods (pp. 197–217). Needham Heights, MA: Allyn & Bacon.(1984). High School reform and the reform of teacher education. Arlington, VA: Automobile Association of America.(1992). Teacher education and the case idea: NCRTL special report. East Lansing: Michigan State University Press., & (2000). Teaching transformed: Achieving excellence, fairness, inclusion and harmony. Boulder, CO: Westview., , , & (1984). Teaching as a moral craft. New York: Longman.(2003). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 2(1), 33–50.(2003). Elementary classroom management (, & (3rd ed.). New York: McGraw-Hill.
About the Editors[Page 267]
Patricia F. Goldblatt (EdD, Ontario Institute for Studies in Education [OISE]/University of Toronto [curriculum]; MA, BEd, and BA, University of Toronto) has been an educator for more than 30 years, teaching art and English to high school students. In her work at the Ontario College of Teachers, Goldblatt has been responsible for policy development and research activities in standards of practice, ethical standards, and teacher professional learning. Her work has involved a variety of initiatives, including the revision of course programs for in-service teachers provincewide in such diverse areas as special education, visual arts, and religious education. In particular, Goldblatt introduced case methodology to the college as a way to connect the standards with teachers' practice in Ontario. Her writing on multiculturalism, women's studies, art education, literature, and, most recently, cases as a teaching tool has appeared in journals in Europe, Britain, Asia, the United States, and Canada. Patricia has also presented scholarly papers locally, nationally, and internationally.
Déirdre Smith (MEd, Brock University [teaching and learning], BEd and BA, York University; and BEd Ontario Institute for Study of Education [OISE]/University of Toronto) is Manager, Standards of Practice and Education at the Ontario College of Teachers. In this capacity, she leads a team responsible for the development and maintenance of standards of practice, ethical standards and a provincial professional learning framework for the 190,000 members of Ontario's teaching profession. Coordinating policy development and research in teacher education has led to the development of provincial inquiry based pedagogical and curriculum resources for pre-service and in-service teacher education. Deirdre's experience as a school principal, curriculum coordinator, classroom teacher, adult educator and child and youth counselor inform her work in teacher education, policy development and research.[Page 268]
About the Contributors[Page 269]
Becky M. Atkinson is a doctoral candidate in Education Research at the University of Alabama in Birmingham. She teaches foundations and science methods in the Teacher Education program at Samford University, also in Birmingham.
Paul Axelrod is Dean of the Faculty of Education at York University in Toronto, Ontario.
David Booth is a Professor at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).
Harold Brathwaite is the former Director of Education for the Peel District School Board and Senior Adviser to the President of Seneca College in Toronto, Ontario.
Elizabeth Campbell is an Associate Professor at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).
Lynne M. Cavazos is Director of the Teacher Education Program at the Gevirtz Graduate School of Education at the University of California, Santa Barbara.
D. Jean Clandinin is a Professor and Director of the Centre for Research for Teacher Education and Development at the University of Alberta in Edmonton.
Ardra L. Cole is Professor in the College of Education at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).
Cheryl J. Craig is an Associate Professor in the College of Education at the University of Houston in Texas.
Michael Dale is a Professor in the College of Education at Appalachian State University in Boone, North Carolina.[Page 270]
Poonam C. Dev is an Assistant Professor in the School of Education at Nazareth College of Rochester, New York.
Janna Dresden is a first-grade teacher in Athens, Georgia.
William J. Hunter is Dean of the School of Education at the University of Ontario Institute of Technology in Oshawa, Ontario.
Nancy L. Hutchinson is a Professor on the Faculty of Education at Queen's University at Kingston, Ontario.
Nathalia Jaramillo is a doctoral candidate at the University of California, Los Angeles.
Patrick M. Jenlink is Director of the Educational Research Center in the Department of Secondary Education and Educational Leadership at Stephen F. Austin State University, Nacogdoches, Texas.
Anne Jordan is a Professor and Associate Chair at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).
Elizabeth Jordan is the Coordinator for Diplomas in Special Education and Infant Development, Supported Child Care at the University of British Columbia in Vancouver.
Judith Lessow-Hurley is a Professor of Elementary Education in the College of Education at San Jose State University, California.
Barbara B. Levin is an Associate Professor in the Department of Curriculum and Instruction at the University of North Carolina at Greensboro.
John Loughran is Director of Pre-service Education and Professional Development at the Faculty of Education at Monash University in Clayton, Victoria, Australia.
Fred MacDonald is a secondary school teacher and doctoral candidate at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).
Tania Madfes is a senior researcher at WestEd in San Francisco, California.
Michael Manley-Casimir is Dean of Education at Brock University in St. Catharines, Ontario.
Jay Martin is the Edward S. Gould Professor of Humanities at Claremont McKenna College and Claremont Graduate University in California.[Page 271]
James McCracken is Director of Education at Ottawa-Carleton Catholic School Board in Ontario.
Peter McLaren is a Professor of Education at the Graduate School of Education and Information Studies at the University of California, Los Angeles.
Ron McNamara is a Principal in Windsor-Essex Catholic District School Board in Ontario.
Jean McNiff is an independent researcher in Dublin, Ireland.
Janet L. Miller is a Professor at Teachers College, Columbia University, New York.
Lyn Miller-Lachmann is Editor-in-Chief of Multicultural Review.
Ellen Moir is Executive Director of the New Teacher Center at the University of California, Santa Cruz.
Iain Munro is on the Faculty of Education at Queen's University at Kingston, Ontario.
Margaret Olson is an Assistant Professor in the School of Education at Saint Francis Xavier University in Antigonish, Nova Scotia.
Becky Wai-Ling Packard is an Assistant Professor in the Department of Psychology and Education at Mount Holyoke College, South Hadley, Massachusetts.
Allen T. Pearson is Dean of the Faculty of Education at the University of Western Ontario in London.
Stefinee Pinnegar is a teacher educator and educational researcher at Brigham Young University, Provo, Utah.
Aria Razfar is a Professor in the Faculty of Education at Whittier College in California.
Janine Remillard is an Assistant Professor at the University of Pennsylvania in Philadelphia.
Linda F. Rhone is a Visiting Assistant Professor at Shepherd College, Shepherdstown, West Virginia.
Anna Ershler Richert is a Professor of Education at Mills College in Oakland, California.
Joy S. Ritchie is a Professor of Education at the University of Nebraska at Lincoln.[Page 272]
Jerry Lee Rosiek is an Associate Professor of Educational Research at the University of Alabama in Birmingham.
A. G. Rud is an Associate Professor in the Faculty in the Department of Educational Studies at Purdue University, Lafayette, Indiana.
Tom Russell is a Professor on the Faculty of Education at Queen's University at Kingston, Ontario.
Rita Silverman is a Professor in the School of Education at Pace University in New York.
Frances Squire is a retired educator and part-time Professor at Ottawa University in Ontario.
Robert E. Stake is Director at the Center for Instructional Research and Curriculum Evaluation at the University of Illinois at Urbana-Champaign.
Deborah J. Trumbull is an Associate Professor at Cornell University in Ithaca, New York.
Kristopher Wells is on the Faculty of Education at the Centre for Research for Teacher Education and Development at the University of Alberta in Edmonton.
Andrea K. Whittaker is on the Faculty of Education at San Jose State University in California.
Ron Wideman is Associate Dean of Education and on the Faculty of Education at Nipissing University in North Bay, Ontario.
David E. Wilson is a Professor of Education at the University of Nebraska at Lincoln.