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This book focuses on faculty members in a learning community in the
College of Education at Florida International University. It
discusses their pedagogical efforts to structure learning
environments consistent with the philosophical orientation in the
college's conceptual framework to call forth dispositions, or key
habits of mind that are consistent with reflective intelligence.
This book is written with the hope that pre-service teachers and
in-service professional educators will participate in learning
communities as means toward enhancing their professional growth. As
teachers and learners invest themselves in collaborative group
approaches, they develop a firmer sense of their own identity.
Enhancing Effective Thinking and Problem Solving for Pre-Service
Teacher Education Candidates and Inservice Professionals
specifically focuses on the use of the case method to engender
higher order thinking regarding the knowledge base on which best
practices in teaching and learning rest. Teacher education
candidates and classroom teachers should find this a helpful and
motivational source.
Dispositions as Habits of Mind provides opportunities for
candidates in teacher education programs, which focus on nurturing
and assessing dispositions, to see the habits of mind for making
professional conduct more intelligent, practice them, and receive
feedback about their performance. Some scholars have pointed out
that the rush by many teacher education programs to meet
accreditation mandates with regard to "dispositions" has generated
a host of measures for assessing dispositions and very little focus
on programs first establishing some conceptual understanding of the
construct, and then teaching candidates about dispositions. This
work on dispositions highlights the serious effort to help teachers
and other professional school personnel to form habits and use them
as active means in making their professional conduct more effective
and intelligent.
This timely book provides a Deweyan approach to the acquisition of
dispositions against the NCATE requirement for the development of a
conceptual framework that is lived and continuously evaluated. The
work is, therefore, vital to colleges of education that are
pursuing educative means toward the end of pedagogical
thoughtfulness for teacher education candidates and other school
personnel.
Bringing Out the Best in Human Effectiveness will greatly interest
anyone aspiring to improve the human condition. This book focuses
on an Upward Bound program conducted at the University of West
Florida between 1979 and 1983. Federally funded Upward Bound
programs offer academic instruction, individual tutoring, and
counseling for low-income, disadvantaged high school students. This
study examines what the program meant and continues to mean to
participants. It is this meaning that provides context for
important lessons in transformative teaching and learning. This is
the long-untold story of participant observers and the lessons they
learned about the kind of teaching and learning that changes lives.
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