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The quick-read, step-by-step guide to hiring outstanding teachers! Whether you are new to teacher hiring or ready for a fresh approach, this invaluable guide helps you select the best possible candidates. Mary Clement, a nationally-awarded expert on teacher hiring, presents proven strategies for identifying high-performing teachers. Readers will learn: Ten best practices that address every stage of hiring, from recruitment through interviewing to final negotiations Key techniques and sample questions for Behavior-Based Interviewing-the interviewing approach that predicts on-the-job performance Guidance on legally-sensitive interview questions How to involve teacher peers in interviewing and mentoring new hires

Intro -- Title Page -- Copyright -- Contents -- About the Author -- Preface -- 1 Introduction -- 2 The Nature of Classroom Interaction -- 3 The Structure of L2 Classroom Interaction -- 4 Classroom Interaction and Teaching -- 5 Interaction for Language Teaching: Future Developments -- References -- Appendix A: Transcription System -- Appendix B: Commentary on Personal Reflection 4.

ch. 1. The musician and teacher in you : a matter of multiple identities -- ch. 2. Music learning and teaching as socially situated acts -- ch. 3. Teaching as work -- ch. 4. Music in social theories : voices from ethnomusicology, music sociology, cultural theory, and music education -- ch. 5. Sociology of education : social constructs with relevance for music teachers -- ch. 6. The music teacher as value educator -- ch. 7. The sociologically savvy music educator.

"The narratives and analysis included in this book were written by and derived from teacher participants in a post-graduate course that the chief editor, Dr Fang, has taught at the National Institute of Education, Singapore. Narrative inquiry has been used in the course to help teachers and school leaders make meaning of their personal and professional growth and learning trajectory. Narratives give them their own voice, which leads to a deeper understanding of their work and lives and informs teacher educators, researchers, and policy makers on ways to better support their professional learning and development. More than being a mere summary of teacher narratives, the overviews of each of the six parts of the book, written by the editorial team after many rounds of reading and re-reading, tease out patterns to usher readers into the narratives contained in each part in more informative and reflective ways. The final part with two reflective essays and one research paper explores more systematically the narrative experiences of the course participants, while the epilogue records the author's own journey in developing a narrative inquiry pedagogy in teacher education. The book is expected to benefit future course participants and local teachers as a resource for professional development, and inform researchers and policymakers who are interested in understanding the lived experiences of teachers in Singapore and creating better teacher engagement in schools."--Provided by publisher.

Using their proven formula for guiding novice, pre-service, and experienced teachers, the authors synthesize real-world insights and the most practical elements of pedagogy to provide a ready-to-use resource of best classroom practices. Based on the authors' experience as teacher educators and skilled social studies teachers, this text helps practitioners: * Make instruction meaningful * Develop literacy to build social studies skills * Incorporate district expectations and state standards * Create a community of learners * Collaborate with colleagues The authors provide easy-to-follow lists, tips, and sample forms and letters to help teachers organize their daily work and reduce stress.

The speed, scale and spread of international migration and globalisation have firmly placed the issue of intercultural dialogue at the top of the educational agenda in Europe and elsewhere. In this book, Skrefsrud sheds light on intercultural dialogue as a key competence for teachers working in changing and diverse classrooms. In the first part, the notion of dialogue is explored with the theory of culture, religion and communication as the focus. In the second part, Skrefsrud analyses the government-initiated curriculum framework for teacher education in Norway and discusses the preconditions for intercultural dialogue in educational policies. The analysis illustrates how difficult it is to make issues of difference permeate all aspects of teacher preparation.

Cover -- Half Title -- Title -- Copyright -- Contents -- Series Editors' Foreword -- 1 Introduction: What Is Intermediality and Why Study It in U.S. Classrooms? -- 2 Deep Viewing: Intermediality in Preservice Teacher Education -- 3 Intermediality in the Classroom: Learners Constructing Meaning Through Deep Viewing -- 4 Preservice Teachers' Collages of Multicultural Education -- 5 A Late-'60s Leftie's Lessons in Media Literacy: A Collaborative Learning Group Project for a Mass Communication Course -- 6 The Power and Possibilities of Video Technology and Intermediality -- 7 A Feminist Critique of Media Representation -- 8 Critical Media Literacy as an English Language Content Course in Japan -- 9 Critical Viewing as Response to Intermediality: Implications for Media Literacy -- 10 Intermediality, Hypermedia, and Critical Media Literacy -- 11 Afterword -- About the Editors and Contributors -- Index

For upper level undergraduate and introductory graduate and doctoral courses in music education. Outlining the basic aspects, constructs and concepts relevant to understanding music teaching and learning from a sociological perspective, this volume introduces students to the discipline as a tool in understanding their own work. The text shows how certain academics in music, sociology and education have thought about the relationship of music to education, schooling and society and examines the consequences of such thinking for making instructional choices in teaching methods and repertoire sel