This is a complete, hands-on guidebook for students enrolled in courses, such as Introduction to Education and General or Subject Area Methods, that require field experience. It is specifically designed to be used by teacher education students prior to their student teaching. It is an effective, proven field experience workbook for pre-service teachers sent into public school classrooms to observe the dynamics of what goes on, participate with the classroom teacher, and then reflect on the experience. Completing the series of 51 practical, tear-out, blank forms provides ample experience in how to observe effectively, participate, and teach through careful, detailed planning. The forms cover all aspects of observation, participation, and reflection from structured observation of a lesson to a checklist for determining teaching styles to reflections on small-group teaching.
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Book Description
Editorial Reviews
About the Author
Arthea J. S. Reed, has taught at the University of North Carolina at Ashville for seventeen years, serving as professor and chair of the Education Department at the liberal arts, public university; she is now Director of Education and Development at Northwestern Mutual Life in Ashville. She received her Ph.D. from Florida State University, her M.S. from Southern Connecticut State University, and her B.A. from Bethany College in West Virginia. She has taught in grades two through twelve in the public schools of Connecticut, Ohio, and West Virginia. She is author of Reaching Adolescents: The Young Adult Book and the School (Merrill, 1993), Comics to Classics: A Guide to Books for Teens and Preteens (Penguin, 1994), Presenting Harry Mazer (Twayne, 1996), and numerous monographs, book chapters, and articles. For six years, she was editor of The ALAN Review, a highly-regarded journal in the field of young adult literature. She has been coeditor of the Penguin/Signet Classic teachers guide series since 1988, editing or writing guides to over thirty classic books and CD-ROMs. She was the chair of the National Council of Teachers of English Promising Young Writers program from 1990-1995 and was codirector of the Mountain Area Writing Project, a site of the national Writing Project , for eight years. In 1996 she served as president of ALAN. She has served on numerous local, state, and national education committees and in 1985 was named the Ruth and Leon Feldman Professor by the UNCA faculty for her service to education. In 1999 she wrote Norma Fox-Mazer: A Writer’s Writer (Scarecrow).
Verna E. Bergemann is professor emeritus and past chair of the Education Department at the University of North Carolina at Ashville, where she taught for 12 years. She currently lives in Marion, North Carolina. Prior to coming to UNCA, she was a professor of education at the State University of New York at Oswego for 13 years. She earned her Ed.D. at the University of Maryland, her M.A. at the State University of New York at Buffalo, and her B.A. at the State University of New York at New Mexico. She was worked with beginning teachers as a helping teacher, as a cooperating teacher in a university laboratory school, and as a consultant with the North Carolina Department of Public Instruction. She has been a professor of education at two universities and is the author of numerous articles and activity workbooks for teachers. For many years she has worked closely with volunteer organizations which attempt to improve adult literacy. In 1989, she was named Woman of Distinction and Woman of the Year by the city of Asheville for her outstanding contributions to literacy education. In 1992, she chaired a school study committee for private schools in Asheville. In 1997, she was selected to appear in the 1997/1998 Who’s Who in the South and Southeast. In 1999/2000 she continues her work in teacher education, supervising student teachers.
Verna E. Bergemann is professor emeritus and past chair of the Education Department at the University of North Carolina at Ashville, where she taught for 12 years. She currently lives in Marion, North Carolina. Prior to coming to UNCA, she was a professor of education at the State University of New York at Oswego for 13 years. She earned her Ed.D. at the University of Maryland, her M.A. at the State University of New York at Buffalo, and her B.A. at the State University of New York at New Mexico. She was worked with beginning teachers as a helping teacher, as a cooperating teacher in a university laboratory school, and as a consultant with the North Carolina Department of Public Instruction. She has been a professor of education at two universities and is the author of numerous articles and activity workbooks for teachers. For many years she has worked closely with volunteer organizations which attempt to improve adult literacy. In 1989, she was named Woman of Distinction and Woman of the Year by the city of Asheville for her outstanding contributions to literacy education. In 1992, she chaired a school study committee for private schools in Asheville. In 1997, she was selected to appear in the 1997/1998 Who’s Who in the South and Southeast. In 1999/2000 she continues her work in teacher education, supervising student teachers.
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Most Helpful Customer Reviews
5.0 out of 5 stars
Book Like New,
By Zorene Vallier (Burnham, MAINE, US) - See all my reviews
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This review is from: A Guide to Observation, Participation, and Reflection in the Classroom (Paperback)
Was very pleased with this purchase. Book was like new with the CD. Thank you.
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Guide to Observation, etc. in the Classroom,
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This review is from: A Guide to Observation, Participation, and Reflection in the Classroom (Paperback)
It arrived right on time when I needed it. I've already used some of the forms for enhancing observation in a classroom, and I think it helps to point out things I wouldn't think to notice otherwise. It is just what I needed!
4.0 out of 5 stars
Teacher Candidates,
By Judge Larry, Jr. "Judge Larry, Jr." (Magnolia, AR USA) - See all my reviews
This review is from: A Guide to Observation, Participation, and Reflection in the Classroom (Paperback)
The content of the book is appropriate for field experience teacher candidates. The materials in the text encourage teacher candidates' involvement with students and teachers during their field experiences. The examples provide visual evidence of how the assignments may possibly be accomplished. This book promoted confidence as the teacher candidates' progressed through their field experiences.
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