ERIC Number: ED426989
Record Type: RIE
Publication Date: 1998
High-Impact Teaching: Overcoming Student Apathy.
Babbage, Keen J.
This book discusses how to make teaching more active, vibrant, imaginative, and innovative. It includes case studies where readers design lessons to follow proposed methods. It also includes a professional development plan for use by administrators with a group of teachers or for self-teaching. Chapter 1, "The Continuing Debate and Some Unexpected Common Ground," presents a Chamber of Commerce report. Chapter 2, "We Are in This Together," discusses a student's perspective of school, different teachers' reactions to the same duty, school purpose, boredom in school, a school culture of fascination, and interaction. Chapter 3, "Interaction between Students and Teachers Builds Fascinating Schools," describes a 1996 survey that asked 20 people from a variety of occupations what students needed to know upon high school graduation, what skills students needed to succeed in the work world, what their best teachers did to make learning fascinating, and how schools can build student interest in learning. This chapter also discusses educational reform and parents as teachers. Chapter 4, "Creating Fascinating Learning Experiences," looks at intellectual and instructional intensity. Chapter 5, "Fascinating Lessons as a Way To Inspire Students," examines how to make learning interesting. Chapter 6, "Implementation via Professional Development," discusses the importance of professional development in the process. Chapter 7, "The Fascinating Adventure," presents a collection of calls to action for teachers and students. (SM)
Descriptors: Administrator Role, Administrators, Apathy, Educational Change, Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Parents as Teachers, Student Motivation, Students, Teacher Improvement, Teacher Responsibility, Teacher Student Relationship, Teachers
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Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A