Chapter
1.3 Deprofessionalization of Teachers
1.6 A Proliferation of Providers
Chapter 2 School Reform—A Never-Ending Story: Avoiding Attractive Pitfalls and Exploring Promising Perspectives
2.2 Policy Development: A New Style and Approach
2.3 Policy Development and Policy Actions
2.4 Policy Development and Policy Actions: Some Reflections
2.5 Exploring the Implementation Process
2.6 The Sense-Making Process: Two Illustrations
2.7 Pitfalls and Promising Perspectives: Four Important Conclusions
Chapter 3 The Culture and Teaching Gap: What Is It, and How Can Teacher Educators Help to Close It?
3.2 What Issues Are Important to Consider in Addressing the Culture and Teaching Gap?
3.3 How Can Teacher Education Programs Help to Close the Culture and Teaching Gap?
3.4 How Should We Restructure Teacher Education Programs?
Chapter 4 The Role of the Community in Learning and Development
4.2 Collaboration with Community Institutions
4.3 Collaboration with Community Members and Families
4.4 Challenges to Developing Partnerships with Families and Communities
4.5 What’s Next for School, Community, and Family Collaboration
Chapter 5 Building Capacity in Order to Strengthen Teaching and Learning
5.2 Capacity and Capacity‐Building
5.3 Capacity-Building in Teaching and Learning
5.4 Build Learning Capacity to Increase Learning and Achievement
5.5 A Multidimensional Approach to Capacity‐Building: The MDA5
5.6 Next Steps: Capacity-Building Schools and Districts
Chapter 6 Implementing and Sustaining Language Curriculum Reform in Singapore Primary Schools
6.2 English Language Education in Singapore
6.3 EL Syllabi in Singapore (1959–2010)
6.4 The STELLAR® Program: A National Literacy Reform
6.5 National Implementation Approach
6.6 Current State of Affairs
6.7 Challenges Facing the Program
Part 2 Learners and Learning
Chapter 7 Educational Neuroscience: Are We There Yet?
7.2 Why Neuroscience? The Allure of the Sexy Brain
7.5 Do Teachers Need to Know about the Brain?
7.6 Evidence-Based or Evidence Demonstrated: Hypotheses for Practice
7.7 What Do Teachers Need to Know about the Brain?
7.8 The Yellow Belt Problem
7.9 How Do We Get There Responsibly?
Chapter 8 Turning Toward Students: Adopting a Student‐Centered Stance in Mandate‐Centered Times
8.2 Adopting a Student‐Centered Stance
8.3 Defining the Challenge: Standards, Standardized Tests, and Curricular Mandates
8.4 Rising to the Challenge: Adopting a Student‐Centered Approach
8.5 Imagining the Possibilities
Chapter 9 Learning Anytime, Anywhere through Technology: Reconsidering Teaching and Learning for the iMaker Generation
9.2 The iMaker Generation
9.3 The iMaker Generation Profile
9.4 The iMaker Generation in the Making
9.5 Moving Beyond Learning with Technology: Learning Anytime, Anywhere through Technology
Chapter 10 The Place of Learning in the Systematization and Standardization of Early Childhood Education
10.2 The Systematization and Standardization of Early Childhood Education
10.3 Play, Learning, and the Systematization and Standardization of ECE
10.4 Teacher Learning and the Systematization and Standardization of ECE
Chapter 11 Exceptional Education is Special
11.2 Contributing Factors to Special Education Policies and Practices
11.3 Individuals with Disabilities Education Act
11.4 No Child Left Behind
11.5 Every Student Succeeds Act
11.6 Meeting Rigorous Performance Expectations
11.8 Concluding Thoughts and Recommendations
Chapter 12 CASE STUDY: Nevada’s English Language Learner Strategy: A Case Study on Policymaking and Implementation
12.2 Policy Implementation Research: Translating Policy into Implementation
12.3 Changing Demographics: Implications for Urban Areas and Public Education
12.4 A Contextualized Examination of Nevada
12.5 Implementation of Nevada’s ELL Policy: Challenges and Lessons Learned
Part 3 Teachers and Teaching
Chapter 13 Next Generation Research in Dialogic Learning
13.2 Language and Learning
13.3 Focusing Research on Talk‐Based Learning
13.4 Evidence for Improved Learning via Accountable Talk
13.5 Why Might Dialogue Produce These Results?
13.6 Dialogic Learning in Practice: Why the Resistance?
Chapter 14 Guiding and Promoting Student Learning: Applying Theory to Practice
14.2 School Reform Initiatives
14.3 Theoretical Foundations of the Charter School
14.4 Setting of the Charter School
14.5 Participants in Our Journey
14.6 Individualizing the Collective Charter School Mission
14.7 Guiding Student Learning in the Classroom
14.8 Applications and Implications
14.9 Promoting Learning by Integrating Theory with Practice
Chapter 15 A Smile is Universal: Building Sensitivity to and Understanding of Culturally and Linguistically Diverse Learners through International Field Experiences
15.2 Defining Cultural Responsiveness
15.3 Level of Demand for Preservice Teachers to Acquire an Opportunity to Teach Abroad: Current Demographic Mismatch
15.4 International Field Experiences
15.5 Experiencing an International Field Experience: Costa Rica
Chapter 16 Envisioning Alternative Futures: Elliot Eisner’s Challenge to Industrial Educational Practice
16.3 The Arts as Core to Education
16.4 Educational Assessment and Evaluation
16.5 Arts-Based Educational Research
16.6 Extensions of Eisner’s Thinking
Chapter 17 CASE STUDY: Trajectories in Developing Novice Teacher Leadership Potential: A Tale of Two Countries
17.2 Conceptual Framework
17.3 Modes of Inquiry, Data Sources, and Analysis
17.4 Practical Implications
17.5 Limitations and Future Research
Chapter 18 CRITIQUE: What Effect Size Doesn’t Tell Us
18.2 Concepts and Facts: Situating Instruction and Effect Size
18.3 Understanding the Interactive Nature of Instruction and Placing our Trust in Effect‐Size Research
18.4 Expert Behavior and the Misinterpretation of Lenses that Guide Action
18.5 Level of Use: The Level of Skill when Implementing Innovations
Part 4 Educators as Learners and Leaders
Chapter 19 The Importance of Teacher Induction for Improving Teaching and Learning
19.2 The Current State of Teacher Induction
19.3 The History of Induction
19.4 The Future of Teacher Induction
Chapter 20 Teacher Leadership: Past, Present, and Future
20.2 The Slow Evolution of Teacher Leadership
20.4 Reactions to a Hostile Climate
20.5 Why Teacher Leadership?
20.6 How Research Informs the Cultivation and Utilization of Teacher Leaders
20.7 The State of Teacher Leadership Today
20.8 Barriers to Teacher Leadership
20.9 The Future of Teacher Leadership
Chapter 21 Principal Instructional Leadership: From Prescription to Theory to Practice
21.2 Leadership and Learning
21.3 Instructional Leadership: From Theory into Practice
21.4 Challenges for Research and Practice
Chapter 22 CASE STUDY: Restorative Justice: An Alternative Approach to School Discipline
22.2 Theoretical Framework
22.3 Applied Behavior Analysis
22.4 Sociocultural Theory
22.5 Contrasting Approaches
22.6 Basic Principles of Restorative Justice in Schools
22.8 Restorative Activities in the Classroom
Part 5 Evaluation and Assessment
Chapter 23 Back to the Future: Assessment from 1990 to 2016
23.2 The Growth of Large‐Scale Assessment and the Expansion of Assessment‐Based Accountability
23.3 The Assessment Revolution and a Focus on the Power of Classroom Assessment
23.4 Making Sense of Assessment: Creating a Common Vocabulary
23.5 Assessment of Learning (AOL)
23.6 Assessment for Learning (A4L)
23.7 Assessment as Learning: Linking Assessment of and for Learning
Chapter 24 Views of Classroom Assessment: Yesterday, Today, and Tomorrow
24.2 Defining Classroom Assessment
24.3 Educator Assessment Literacy
24.4 Assessment as a Bridge between Learning and Teaching: A Vignette
24.5 Future Directions for Classroom Assessment
Chapter 25 Rethinking Teacher Quality in the Age of Smart Machines
25.2 Challenges to the Current Assumptions
25.3 Reconceptualizing Teaching
25.4 Rethinking Teacher Quality
Chapter 26 Rethinking the Intersection of Instruction, Change, and Systemic Change
26.2 The Design of Instruction
26.3 Selecting and Integrating/Stacking Instructional Methods: Searching for Power (Effect Size)
26.4 Expertise in the Implementation of Instructional Innovations
26.5 Cooperative Learning—Not an Instructional Method
26.6 Shifting to Widespread Use of an Innovation
Chapter 27 CRITIQUE: On the Limits to Evidence‐Based Learning of Educational Science
27.2 The Points of Departure
27.3 Deployments of Evidence‐Based Learning in Educational Policy: The Australian Case
27.4 Uses of Evidence‐Based Learning Research
27.5 Where Does This Leave Us? On the Limits of Evidence‐Based Learning
27.6 Toward Socially Recognizable Evidence
Epilogue: Reflections of the Co‐Editors
The Wiley Handbook of Teaching and Learning
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