Description
Book SynopsisTrade ReviewThis book sends a message to teacher education accreditation agencies to include in their ratings, criteria and rubrics the relevance of teaching the dispositions. The challenge is to consider how to make certain that the teachers of teachers use the habits as the mission of their and their institution’s curriculum design. This book provides strategies to accomplish and assess the development of the Habits of Mind as well as commentaries of how students in the program at Florida International University have responded to a program in which dispositions were made explicit, taught along with content and modeled by the professors and master teachers. -- Arthur L. Costa, professor emeritus, California State University; co-author of Cognitive Coaching: Developing Self-Directed Leaders and Learners
Table of ContentsForeword Preface Acknowledgements Introduction Chapter 1 Examining How Pre-Service Teacher Education Students Conceptualize and Frame Problems of Professional Practice in Light of Professional Knowledge and Habits of Mind: Erskine S. Dottin, Barbara Johnson and Mickey Weiner Chapter 2 Building Trust in Undergraduate ESOL Classes: Foundation of Democratic Habits of Mind: Teresa Lucas Chapter 3 Making Connections: Starting to Incorporate the Habits of Mind in TESOL Classes: Aixa Perez-Prado Chapter 4 Reframing Subject-Area Reading for Secondary Students Using Habits of Mind: Patsy Self Trand Chapter 5 Living My Teaching Philosophy to Support Candidates’ Development of Habits of Mind: Gwyn W. Senokossoff Chapter 6 DeMYSTifying Dispositions: Enhancing Teaching and Learning in the Organization and Supervision of a Course in a Reading Program: Joyce C. Fine Chapter 7 Nurturing Dispositions Programmatically: Awareness, Valuing, and Internalization: Joyce C. Fine and Lynne D. Miller Chapter 8 Shifting Teachers’ Discourse in the Classroom: Implications of Cultivating Habits of Mind, Visible Thinking, and Teaching for Understanding in a Graduate Childhood Curriculum Course: Angela Salmon and Debra Mayes Pane Chapter 9 Physical Activity, Sports, and the Habits of Mind: Charmaine DeFrancesco Chapter 10 Elementary Education Candidates Valuing Dispositions in a Supervised Clinical Practicum in Reading: Applying Past Knowledge to New Situations: Lynne Miller, Helen Robbins, Maria Alvarez Tsalikis, and Lynn Yribarren Chapter 11 Microteaching Lesson Study (MLS) for Promoting Habits of Mind in Courses for Learning to Teach Mathematics: Maria L. Fernandez, Roxanne V. Molina, Esther F. Joseph and Leslie Nisbet Chapter 12 Using an Historical Lens and Reflection to Establish Our Vision of Teaching Pre-Service Elementary Teachers Content and Methods of Science: George E. O’Brien and Kathleen G. Sparrow Chapter 13 Reflections: George E. O’Brien, Lynne D. Miller, and Erskine S. Dottin Contributors’ Biographical Sketch
