• Summary
  • Contents
  • Subject index

21st Century Education: A Reference Handbook offers 100 chapters written by leading experts in the field that highlight the most important topics, issues, questions, and debates facing educators today. This comprehensive and authoritative two-volume work provides undergraduate education majors with insight into the rich array of issues inherent in education—issues informing debates that involve all Americans.Key Features:· Provides undergraduate majors with an authoritative reference source ideal for their classroom research needs, preparation for GREs, and research into directions to take in pursuing a graduate degree or career· Offers more detailed information than encyclopedia entries, but not as much jargon, detail, or density as journal articles or research handbook chapters· Explores educational policy and reform, teacher education and certification, educational administration, curriculum, and instruction· Offers a reader-friendly common format: Theory, Methods, Applications, Comparison, Future Directions, Summary, References and Further Readings 21st Century Education: A Reference Handbook is designed to prepare teachers, professors, and administrators for their future careers, informing the debates and preparing them to address the questions and meet the challenges of education today.

Teachers Thinking about Their Practice
Teachers thinking about their practice

Research on teaching practice and how teachers think about their practice has existed for decades. One pervasive reason for our interest in teachers' thoughts is that thoughts are intertwined with practice, so if we want to better understand practice, we need to also understand the thoughts that guide practice. Thinking is not the same as acting, but teachers' thoughts interact with their actions every day in both large and small ways, influencing their ability to grow and improve their practice over time and influencing their responses to new policies, new curricula, and new ideas about practice as they arise.

Teacher thinking is certainly relevant to teacher learning. No one can learn if they are not intellectually engaged ...

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