Teaching with purpose :: an inquiry into the who, why, and how we teach /
For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people's most treasured gifts-their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authe...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Lanham, Maryland :
Rowman & Littlefield,
2016.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people's most treasured gifts-their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authentic learning can unfold cannot be overstated. Indeed, it is the teacher who understands self or does not; it is the teacher who is prepared or is not; it is the teacher who has command of subject matter or does not; it is the teacher who inculcates in an appropriate way or does not; and, it is the teach. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781475812954 1475812957 |
Internformat
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-ocn939277836 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 160212s2016 mdu ob 000 0 eng | ||
| 010 | |a 2016007397 | ||
| 040 | |a DLC |b eng |e rda |e pn |c DLC |d YDX |d OCLCF |d IDEBK |d N$T |d YDXCP |d EBLCP |d UBY |d Z5A |d VGM |d OTZ |d OCLCQ |d CEF |d OCLCQ |d TKN |d UKAHL |d OCLCQ |d VLY |d OCLCO |d K6U |d OCLCQ |d OCLCO |d SXB | ||
| 020 | |a 9781475812954 |q (Electronic) | ||
| 020 | |a 1475812957 |q (Electronic) | ||
| 020 | |z 9781475812930 |q (cloth ; |q alk. paper) | ||
| 035 | |a (OCoLC)939277836 | ||
| 042 | |a pcc | ||
| 050 | 0 | 0 | |a LB1025.3 |
| 072 | 7 | |a EDU |x 001000 |2 bisacsh | |
| 072 | 7 | |a EDU |x 036000 |2 bisacsh | |
| 082 | 7 | |a 371.102 |2 23 | |
| 049 | |a MAIN | ||
| 100 | 1 | |a Kirylo, James D. | |
| 245 | 1 | 0 | |a Teaching with purpose : |b an inquiry into the who, why, and how we teach / |c James D. Kirylo. |
| 264 | 1 | |a Lanham, Maryland : |b Rowman & Littlefield, |c 2016. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | |a Preface; Acknowledgments; Introduction; Section I: From the Inside Out; Chapter One: An Earned Privilege; Chapter Two: Establishing a Personal Philosophy of Education; Chapter Three: The Decisive Relevance of Disposition; Chapter Four: Six Dispositions of Significance; Chapter Five: Reflective Thinking-Thoughtful Action; Section II: Entering into Relationships; Chapter Six: Hardwired to Be in Relationships; Chapter Seven: Fostering the Teacher-Student Relationship; Chapter Eight: Cultivating Dialogue; Chapter Nine: The Flow of Integrity; Chapter Ten: Other Relationships | |
| 505 | 8 | |a Chapter Eleven: To Be in Relationships Is toCelebrate DiversitySection III: The Goal Is to Inspire(An Artistic Endeavor); Chapter Twelve: The Character of Inspiration; Chapter Thirteen: Inspiration and the Autobiographical Nature of Teaching; Chapter Fourteen: Inspiration Leads to an Artistic Act; Section IV: The Glue That Is Educational Psychology; Chapter Fifteen: The Critical Relevance of Theory; Chapter Sixteen: Paving the Way Toward Child/Developmental Psychology; Chapter Seventeen: An Overview of Behaviorism, Cognitivism, and Humanism; Section V: Five Components of Knowledge | |
| 505 | 8 | |a Chapter Eighteen: Knowledge of Pedagogy and Knowledge of Classroom ManagementChapter Nineteen: Knowledge of Learning, Knowledge of Students, and Knowledge of Subject Matter; Section VI: Assessment Is to "Sit With"; Chapter Twenty: Two Different Processes; Chapter Twenty-one: The Emergence of a Testing Movement; Chapter Twenty-two: Moving into an Era of High-Stakes Testing; Chapter Twenty-three: Four Harmful Effects of High-Stakes Testing; Chapter Twenty-four: Emphasizing Formativeand Portfolio Assessments; Section VII: Teacher as Leader: Hierarchy, Poverty, and the Village | |
| 505 | 8 | |a Chapter Twenty-five: Teacher as LeaderChapter Twenty-six: Teacher Leadership and the Greatest Challenge: Poverty; Chapter Twenty-seven: It Takes a Village; Appendix A; Appendix B; Appendix C; References; Index; About the Author | |
| 520 | |a For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people's most treasured gifts-their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authentic learning can unfold cannot be overstated. Indeed, it is the teacher who understands self or does not; it is the teacher who is prepared or is not; it is the teacher who has command of subject matter or does not; it is the teacher who inculcates in an appropriate way or does not; and, it is the teach. | ||
| 650 | 0 | |a Teaching. |0 http://id.loc.gov/authorities/subjects/sh85133052 | |
| 650 | 0 | |a Education |x Aims and objectives. |0 http://id.loc.gov/authorities/subjects/sh85040992 | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Education |x Aims and objectives |2 fast | |
| 650 | 7 | |a Teaching |2 fast | |
| 655 | 4 | |a Electronic book. | |
| 776 | 0 | 8 | |i Print version: |a Kirylo, James D. |t Teaching with purpose. |d Lanham, Maryland : Rowman & Littlefield, 2016 |z 9781475812930 |w (DLC) 2016004761 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1231584 |3 Volltext |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH29975262 | ||
| 938 | |a EBL - Ebook Library |b EBLB |n EBL4519199 | ||
| 938 | |a EBSCOhost |b EBSC |n 1231584 | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis33587370 | ||
| 938 | |a YBP Library Services |b YANK |n 12978199 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn939277836 |
|---|---|
| _version_ | 1816882339664363520 |
| adam_text | |
| any_adam_object | |
| author | Kirylo, James D. |
| author_facet | Kirylo, James D. |
| author_role | |
| author_sort | Kirylo, James D. |
| author_variant | j d k jd jdk |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1025 |
| callnumber-raw | LB1025.3 |
| callnumber-search | LB1025.3 |
| callnumber-sort | LB 41025.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Preface; Acknowledgments; Introduction; Section I: From the Inside Out; Chapter One: An Earned Privilege; Chapter Two: Establishing a Personal Philosophy of Education; Chapter Three: The Decisive Relevance of Disposition; Chapter Four: Six Dispositions of Significance; Chapter Five: Reflective Thinking-Thoughtful Action; Section II: Entering into Relationships; Chapter Six: Hardwired to Be in Relationships; Chapter Seven: Fostering the Teacher-Student Relationship; Chapter Eight: Cultivating Dialogue; Chapter Nine: The Flow of Integrity; Chapter Ten: Other Relationships Chapter Eleven: To Be in Relationships Is toCelebrate DiversitySection III: The Goal Is to Inspire(An Artistic Endeavor); Chapter Twelve: The Character of Inspiration; Chapter Thirteen: Inspiration and the Autobiographical Nature of Teaching; Chapter Fourteen: Inspiration Leads to an Artistic Act; Section IV: The Glue That Is Educational Psychology; Chapter Fifteen: The Critical Relevance of Theory; Chapter Sixteen: Paving the Way Toward Child/Developmental Psychology; Chapter Seventeen: An Overview of Behaviorism, Cognitivism, and Humanism; Section V: Five Components of Knowledge Chapter Eighteen: Knowledge of Pedagogy and Knowledge of Classroom ManagementChapter Nineteen: Knowledge of Learning, Knowledge of Students, and Knowledge of Subject Matter; Section VI: Assessment Is to "Sit With"; Chapter Twenty: Two Different Processes; Chapter Twenty-one: The Emergence of a Testing Movement; Chapter Twenty-two: Moving into an Era of High-Stakes Testing; Chapter Twenty-three: Four Harmful Effects of High-Stakes Testing; Chapter Twenty-four: Emphasizing Formativeand Portfolio Assessments; Section VII: Teacher as Leader: Hierarchy, Poverty, and the Village Chapter Twenty-five: Teacher as LeaderChapter Twenty-six: Teacher Leadership and the Greatest Challenge: Poverty; Chapter Twenty-seven: It Takes a Village; Appendix A; Appendix B; Appendix C; References; Index; About the Author |
| ctrlnum | (OCoLC)939277836 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>04888cam a2200589 i 4500</leader><controlfield tag="001">ZDB-4-EBA-ocn939277836</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |||||||||||</controlfield><controlfield tag="008">160212s2016 mdu ob 000 0 eng </controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a"> 2016007397</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DLC</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">DLC</subfield><subfield code="d">YDX</subfield><subfield code="d">OCLCF</subfield><subfield code="d">IDEBK</subfield><subfield code="d">N$T</subfield><subfield code="d">YDXCP</subfield><subfield code="d">EBLCP</subfield><subfield code="d">UBY</subfield><subfield code="d">Z5A</subfield><subfield code="d">VGM</subfield><subfield code="d">OTZ</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">CEF</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">TKN</subfield><subfield code="d">UKAHL</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">VLY</subfield><subfield code="d">OCLCO</subfield><subfield code="d">K6U</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">SXB</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781475812954</subfield><subfield code="q">(Electronic)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1475812957</subfield><subfield code="q">(Electronic)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781475812930</subfield><subfield code="q">(cloth ;</subfield><subfield code="q">alk. paper)</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)939277836</subfield></datafield><datafield tag="042" ind1=" " ind2=" "><subfield code="a">pcc</subfield></datafield><datafield tag="050" ind1="0" ind2="0"><subfield code="a">LB1025.3</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">001000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">036000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">371.102</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Kirylo, James D.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Teaching with purpose :</subfield><subfield code="b">an inquiry into the who, why, and how we teach /</subfield><subfield code="c">James D. Kirylo.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Lanham, Maryland :</subfield><subfield code="b">Rowman & Littlefield,</subfield><subfield code="c">2016.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record and CIP data provided by publisher.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Preface; Acknowledgments; Introduction; Section I: From the Inside Out; Chapter One: An Earned Privilege; Chapter Two: Establishing a Personal Philosophy of Education; Chapter Three: The Decisive Relevance of Disposition; Chapter Four: Six Dispositions of Significance; Chapter Five: Reflective Thinking-Thoughtful Action; Section II: Entering into Relationships; Chapter Six: Hardwired to Be in Relationships; Chapter Seven: Fostering the Teacher-Student Relationship; Chapter Eight: Cultivating Dialogue; Chapter Nine: The Flow of Integrity; Chapter Ten: Other Relationships</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Chapter Eleven: To Be in Relationships Is toCelebrate DiversitySection III: The Goal Is to Inspire(An Artistic Endeavor); Chapter Twelve: The Character of Inspiration; Chapter Thirteen: Inspiration and the Autobiographical Nature of Teaching; Chapter Fourteen: Inspiration Leads to an Artistic Act; Section IV: The Glue That Is Educational Psychology; Chapter Fifteen: The Critical Relevance of Theory; Chapter Sixteen: Paving the Way Toward Child/Developmental Psychology; Chapter Seventeen: An Overview of Behaviorism, Cognitivism, and Humanism; Section V: Five Components of Knowledge</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Chapter Eighteen: Knowledge of Pedagogy and Knowledge of Classroom ManagementChapter Nineteen: Knowledge of Learning, Knowledge of Students, and Knowledge of Subject Matter; Section VI: Assessment Is to "Sit With"; Chapter Twenty: Two Different Processes; Chapter Twenty-one: The Emergence of a Testing Movement; Chapter Twenty-two: Moving into an Era of High-Stakes Testing; Chapter Twenty-three: Four Harmful Effects of High-Stakes Testing; Chapter Twenty-four: Emphasizing Formativeand Portfolio Assessments; Section VII: Teacher as Leader: Hierarchy, Poverty, and the Village</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Chapter Twenty-five: Teacher as LeaderChapter Twenty-six: Teacher Leadership and the Greatest Challenge: Poverty; Chapter Twenty-seven: It Takes a Village; Appendix A; Appendix B; Appendix C; References; Index; About the Author</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people's most treasured gifts-their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authentic learning can unfold cannot be overstated. Indeed, it is the teacher who understands self or does not; it is the teacher who is prepared or is not; it is the teacher who has command of subject matter or does not; it is the teacher who inculcates in an appropriate way or does not; and, it is the teach.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Teaching.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85133052</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Education</subfield><subfield code="x">Aims and objectives.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85040992</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Administration</subfield><subfield code="x">General.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Organizations & Institutions.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Education</subfield><subfield code="x">Aims and objectives</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic book.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Kirylo, James D.</subfield><subfield code="t">Teaching with purpose.</subfield><subfield code="d">Lanham, Maryland : Rowman & Littlefield, 2016</subfield><subfield code="z">9781475812930</subfield><subfield code="w">(DLC) 2016004761</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1231584</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH29975262</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBL - Ebook Library</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL4519199</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">1231584</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest MyiLibrary Digital eBook Collection</subfield><subfield code="b">IDEB</subfield><subfield code="n">cis33587370</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">12978199</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn939277836 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:03Z |
| institution | BVB |
| isbn | 9781475812954 1475812957 |
| language | English |
| lccn | 2016007397 |
| oclc_num | 939277836 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Rowman & Littlefield, |
| record_format | marc |
| spelling | Kirylo, James D. Teaching with purpose : an inquiry into the who, why, and how we teach / James D. Kirylo. Lanham, Maryland : Rowman & Littlefield, 2016. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references. Print version record and CIP data provided by publisher. Preface; Acknowledgments; Introduction; Section I: From the Inside Out; Chapter One: An Earned Privilege; Chapter Two: Establishing a Personal Philosophy of Education; Chapter Three: The Decisive Relevance of Disposition; Chapter Four: Six Dispositions of Significance; Chapter Five: Reflective Thinking-Thoughtful Action; Section II: Entering into Relationships; Chapter Six: Hardwired to Be in Relationships; Chapter Seven: Fostering the Teacher-Student Relationship; Chapter Eight: Cultivating Dialogue; Chapter Nine: The Flow of Integrity; Chapter Ten: Other Relationships Chapter Eleven: To Be in Relationships Is toCelebrate DiversitySection III: The Goal Is to Inspire(An Artistic Endeavor); Chapter Twelve: The Character of Inspiration; Chapter Thirteen: Inspiration and the Autobiographical Nature of Teaching; Chapter Fourteen: Inspiration Leads to an Artistic Act; Section IV: The Glue That Is Educational Psychology; Chapter Fifteen: The Critical Relevance of Theory; Chapter Sixteen: Paving the Way Toward Child/Developmental Psychology; Chapter Seventeen: An Overview of Behaviorism, Cognitivism, and Humanism; Section V: Five Components of Knowledge Chapter Eighteen: Knowledge of Pedagogy and Knowledge of Classroom ManagementChapter Nineteen: Knowledge of Learning, Knowledge of Students, and Knowledge of Subject Matter; Section VI: Assessment Is to "Sit With"; Chapter Twenty: Two Different Processes; Chapter Twenty-one: The Emergence of a Testing Movement; Chapter Twenty-two: Moving into an Era of High-Stakes Testing; Chapter Twenty-three: Four Harmful Effects of High-Stakes Testing; Chapter Twenty-four: Emphasizing Formativeand Portfolio Assessments; Section VII: Teacher as Leader: Hierarchy, Poverty, and the Village Chapter Twenty-five: Teacher as LeaderChapter Twenty-six: Teacher Leadership and the Greatest Challenge: Poverty; Chapter Twenty-seven: It Takes a Village; Appendix A; Appendix B; Appendix C; References; Index; About the Author For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people's most treasured gifts-their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authentic learning can unfold cannot be overstated. Indeed, it is the teacher who understands self or does not; it is the teacher who is prepared or is not; it is the teacher who has command of subject matter or does not; it is the teacher who inculcates in an appropriate way or does not; and, it is the teach. Teaching. http://id.loc.gov/authorities/subjects/sh85133052 Education Aims and objectives. http://id.loc.gov/authorities/subjects/sh85040992 EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Education Aims and objectives fast Teaching fast Electronic book. Print version: Kirylo, James D. Teaching with purpose. Lanham, Maryland : Rowman & Littlefield, 2016 9781475812930 (DLC) 2016004761 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1231584 Volltext |
| spellingShingle | Kirylo, James D. Teaching with purpose : an inquiry into the who, why, and how we teach / Preface; Acknowledgments; Introduction; Section I: From the Inside Out; Chapter One: An Earned Privilege; Chapter Two: Establishing a Personal Philosophy of Education; Chapter Three: The Decisive Relevance of Disposition; Chapter Four: Six Dispositions of Significance; Chapter Five: Reflective Thinking-Thoughtful Action; Section II: Entering into Relationships; Chapter Six: Hardwired to Be in Relationships; Chapter Seven: Fostering the Teacher-Student Relationship; Chapter Eight: Cultivating Dialogue; Chapter Nine: The Flow of Integrity; Chapter Ten: Other Relationships Chapter Eleven: To Be in Relationships Is toCelebrate DiversitySection III: The Goal Is to Inspire(An Artistic Endeavor); Chapter Twelve: The Character of Inspiration; Chapter Thirteen: Inspiration and the Autobiographical Nature of Teaching; Chapter Fourteen: Inspiration Leads to an Artistic Act; Section IV: The Glue That Is Educational Psychology; Chapter Fifteen: The Critical Relevance of Theory; Chapter Sixteen: Paving the Way Toward Child/Developmental Psychology; Chapter Seventeen: An Overview of Behaviorism, Cognitivism, and Humanism; Section V: Five Components of Knowledge Chapter Eighteen: Knowledge of Pedagogy and Knowledge of Classroom ManagementChapter Nineteen: Knowledge of Learning, Knowledge of Students, and Knowledge of Subject Matter; Section VI: Assessment Is to "Sit With"; Chapter Twenty: Two Different Processes; Chapter Twenty-one: The Emergence of a Testing Movement; Chapter Twenty-two: Moving into an Era of High-Stakes Testing; Chapter Twenty-three: Four Harmful Effects of High-Stakes Testing; Chapter Twenty-four: Emphasizing Formativeand Portfolio Assessments; Section VII: Teacher as Leader: Hierarchy, Poverty, and the Village Chapter Twenty-five: Teacher as LeaderChapter Twenty-six: Teacher Leadership and the Greatest Challenge: Poverty; Chapter Twenty-seven: It Takes a Village; Appendix A; Appendix B; Appendix C; References; Index; About the Author Teaching. http://id.loc.gov/authorities/subjects/sh85133052 Education Aims and objectives. http://id.loc.gov/authorities/subjects/sh85040992 EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Education Aims and objectives fast Teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85133052 http://id.loc.gov/authorities/subjects/sh85040992 |
| title | Teaching with purpose : an inquiry into the who, why, and how we teach / |
| title_auth | Teaching with purpose : an inquiry into the who, why, and how we teach / |
| title_exact_search | Teaching with purpose : an inquiry into the who, why, and how we teach / |
| title_full | Teaching with purpose : an inquiry into the who, why, and how we teach / James D. Kirylo. |
| title_fullStr | Teaching with purpose : an inquiry into the who, why, and how we teach / James D. Kirylo. |
| title_full_unstemmed | Teaching with purpose : an inquiry into the who, why, and how we teach / James D. Kirylo. |
| title_short | Teaching with purpose : |
| title_sort | teaching with purpose an inquiry into the who why and how we teach |
| title_sub | an inquiry into the who, why, and how we teach / |
| topic | Teaching. http://id.loc.gov/authorities/subjects/sh85133052 Education Aims and objectives. http://id.loc.gov/authorities/subjects/sh85040992 EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Education Aims and objectives fast Teaching fast |
| topic_facet | Teaching. Education Aims and objectives. EDUCATION Administration General. EDUCATION Organizations & Institutions. Education Aims and objectives Teaching Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1231584 |
| work_keys_str_mv | AT kirylojamesd teachingwithpurposeaninquiryintothewhowhyandhowweteach |