ERIC Number: ED367630
Record Type: RIE
Publication Date: 1992
Effective and Responsible Teaching: The New Synthesis.
Oser, Fritz K., Ed.; And Others
This book offers a new paradigm for teaching--one that gives equal weight to both the practical and the moral dimensions of the craft. Contributions from educators around the world show how to combine effective and responsible teaching so that students come away with not just skills and knowledge but values and sensibilities as well. The volume has 8 sections with the following headings: (1) "What is Good Teaching?"; (2) "New Roles for Teachers and Students" (Richard J. Shavelson, Section Editor); (3) "The Moral Dimension" (Mordecai Nisan, Section Editor); (4) "Developmental Perspectives" (Ronald Gallimore, Section Editor); (5) "Expertise in Teaching" (David C. Berliner, Section Editor; (6) "Content in Teaching" (Frank Achtenhagen, Section Editor); (7) "Toward Effective and Responsible Practice" (Jean-Luc Patry, Section Editor); and (8) "The New Synthesis." These sections contain 27 chapters that deal with such topics as new approaches to teacher assessment, the importance of a teacher's discourse ability in communicating with students, and the role of curriculum in understanding the teaching/learning process. The chapters are designed to help teachers, teacher educators, researchers, and administrators build teaching practices that develop mutual respect, ability, and obligation between teacher and student. (LL)
Descriptors: Educational Practices, Educational Research, Elementary Secondary Education, Holistic Approach, Instructional Effectiveness, Learning Processes, Moral Development, Teacher Effectiveness, Teacher Evaluation, Teacher Responsibility, Teacher Role, Teacher Student Relationship, Teaching (Occupation), Teaching Skills, Values Education
Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Practitioners; Teachers; Researchers; Administrators
Authoring Institution: N/A