University Press of America
Pages: 242
•
Trim: 6¼ x 9¼
978-0-7618-6086-0 • Hardback • February 2013 • $96.00 • (£74.00)
978-0-7618-6087-7 • eBook • February 2013 • $91.00 • (£70.00)
Erskine S. Dottin is a faculty member in the area of social foundations of education in the College of Education at Florida International University. He has written on the subject of dispositions in Teacher Dispositions: Building a Teacher Education Framework of Moral Standards, in Dispositions as Habits of Mind: Making Professional Conduct More Intelligent, and in the international journal Teaching and Teacher Education.
Lynne D. Miller is a faculty member in the area of reading education in the College of Education at Florida International University. She is co-author of Teaching as Enhancing Human Effectiveness, and has published in a variety of publications in reading education journals.
George E. O’Brien is a faculty member in the area of science education in the College of Education at Florida International University. He is a review board member of the Journal of Science Teacher Education and Electronic Journal of Science Education, and has reviewed papers for many professional publications and conferences including: American Educational Research Association (AERA), Association for Science Teacher Education (ASTE), National Association for Research in Science Teaching (NARST), National Science Teachers Association (NSTA), and School Science and Mathematics Association (SSMA).
Foreword
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
This 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