21st Century Education: A Reference Handbook by Thomas L. Good

By Thomas L. Good

21st Century schooling: A Reference Handbook offers a hundred chapters written by means of prime specialists within the box that spotlight an important subject matters, matters, questions, and debates dealing with educators this day. This finished and authoritative two-volume paintings presents undergraduate schooling majors with perception into the wealthy array of concerns inherent in education—issues informing debates that contain all Americans.

Key Features:

· presents undergraduate majors with an authoritative reference resource perfect for his or her lecture room examine wishes, training for GREs, and study into instructions to absorb pursuing a graduate measure or career

· bargains extra specific details than encyclopedia entries, yet now not as a lot jargon, element, or density as magazine articles or study guide chapters

· Explores academic coverage and reform, instructor schooling and certification, academic management, curriculum, and instruction

· bargains a reader-friendly universal layout: idea, tools, purposes, comparability, destiny instructions, precis, References and additional Readings

21st Century schooling: A Reference Handbook is designed to prepare lecturers, professors, and directors for his or her destiny careers, informing the debates and getting ready them to handle the questions and meet the demanding situations of schooling today.

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639). Thus while forged in the constancies and regularities of the job, the work ultimately reflects teachers’ personal knowledge, preferences, emotions, and identities (Lieberman & Miller, 1984). Teachers’ work is also defined by dilemmas. Dilemmas are conflict-filled situations that pit highly valued alternatives against one another. Most dilemmas teachers face fall within several broad areas. Some dilemmas sprout from the need to coordinate multiple purposes of schooling and expectations for teachers’ work.

However, there is no shared public understanding of what teachers actually do (Johnson, 2005). Surprisingly, very little research has documented the full range of their work. Some aspects of teachers’ work have been well documented, for example, what elementary teachers do in classroom instruction. But overall, according to Dreeben (2005), “Teaching is a prime example of . . the limits of our knowledge of what is actually done in accomplishing a given job” (p. 60). This chapter draws upon the available literature to map the broad contours of teachers’ work.

Whether it is in the learning and development of students, their own professional learning and development, the engagement of parents and community members, working with colleagues, or performing leadership work, the fundamental role of the teacher is to make things different and presumably better. Tasks and Activities To perform these roles, teachers engage in a large number of tasks and activities. S. Department of Labor’s Dictionary of Occupational Titles (DOT). S. Department of Labor, 2007).

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