Cover
Introduction
1. Purpose
2. About the Authors
3. Organization of Chapters
Part 1: The Context of Schooling
1. 1 The Complexity of American Teacher Education
  1. 1.1 Introduction
  2. 1.2 Aggressive Policy Environment
  3. 1.3 Deprofessionalization of Teachers
  4. 1.4 Changes in Pedagogy
  5. 1.5 Demographic Changes
  6. 1.6 A Proliferation of Providers
  7. 1.7 Conclusion
  8. References
2. 2 School Reform—A Never‐Ending Story
  1. 2.1 Introduction
  2. 2.2 Policy Development: A New Style and Approach
  3. 2.3 Policy Development and Policy Actions
  4. 2.4 Policy Development and Policy Actions: Some Reflections
  5. 2.5 Exploring the Implementation Process
  6. 2.6 The Sense‐Making Process: Two Illustrations
  7. 2.7 Pitfalls and Promising Perspectives: Four Important Conclusions
  8. References
3. 3 The Culture and Teaching Gap
  1. 3.1 Introduction
  2. 3.2 What Issues Are Important to Consider in Addressing the Culture and Teaching Gap?
  3. 3.3 How Can Teacher Education Programs Help to Close the Culture and Teaching Gap?
  4. 3.4 How Should We Restructure Teacher Education Programs?
  5. 3.5 Conclusions
  6. References
4. 4 The Role of the Community in Learning and Development
  1. 4.1 Introduction
  2. 4.2 Collaboration with Community Institutions
  3. 4.3 Collaboration with Community Members and Families
  4. 4.4 Challenges to Developing Partnerships with Families and Communities
  5. 4.5 What’s Next for School, Community, and Family Collaboration
  6. References
5. 5 Building Capacity in Order to Strengthen Teaching and Learning
  1. 5.1 Introduction
  2. 5.2 Capacity and Capacity‐Building
  3. 5.3 Capacity‐Building in Teaching and Learning
  4. 5.4 Build Learning Capacity to Increase Learning and Achievement
  5. 5.5 A Multidimensional Approach to Capacity‐Building: The MDA
  6. 5.6 Next Steps: Capacity‐Building Schools and Districts
  7. References
6. 6 Implementing and Sustaining Language Curriculum Reform in Singapore Primary Schools
  1. 6.1 Introduction
  2. 6.2 English Language Education in Singapore
  3. 6.3 EL Syllabi in Singapore (1959–2010)
  4. 6.4 The STELLAR® Program: A National Literacy Reform
  5. 6.5 National Implementation Approach
  6. 6.6 Current State of Affairs
  7. 6.7 Challenges Facing the Program
  8. 6.8 Future Plans
  9. References
Part 2: Learners and Learning
1. 7 Educational Neuroscience
  1. 7.1 Introduction
  2. 7.2 Why Neuroscience? The Allure of the Sexy Brain
  3. 7.3 Levels‐of‐Analysis
  4. 7.4 Analogies, Not Data
  5. 7.5 Do Teachers Need to Know about the Brain?
  6. 7.6 Evidence‐Based or Evidence Demonstrated: Hypotheses for Practice
  7. 7.7 What Do Teachers Need to Know about the Brain?
  8. 7.8 The Yellow Belt Problem
  9. 7.9 How Do We Get There Responsibly?
  10. References
2. 8 Turning Toward Students
  1. 8.1 Introduction
  2. 8.2 Adopting a Student‐Centered Stance
  3. 8.3 Defining the Challenge: Standards, Standardized Tests, and Curricular Mandates
  4. 8.4 Rising to the Challenge: Adopting a Student‐Centered Approach
  5. 8.5 Imagining the Possibilities
  6. References
3. 9 Learning Anytime, Anywhere through Technology
  1. 9.1 Introduction
  2. 9.2 The iMaker Generation
  3. 9.3 The iMaker Generation Profile
  4. 9.4 The iMaker Generation in the Making
  5. 9.5 Moving Beyond Learning with Technology: Learning Anytime, Anywhere through Technology
  6. 9.6 Conclusion
  7. References
4. 10 The Place of Learning in the Systematization and Standardization of Early Childhood Education
  1. 10.1 Introduction
  2. 10.2 The Systematization and Standardization of Early Childhood Education
  3. 10.3 Play, Learning, and the Systematization and Standardization of ECE
  4. 10.4 Teacher Learning and the Systematization and Standardization of ECE
  5. 10.5 Future Directions
  6. 10.6 Conclusion
  7. References
5. 11 Exceptional Education is Special
  1. 11.1 Introduction
  2. 11.2 Contributing Factors to Special Education Policies and Practices
  3. 11.3 Individuals with Disabilities Education Act
  4. 11.4 No Child Left Behind
  5. 11.5 Every Student Succeeds Act
  6. 11.6 Meeting Rigorous Performance Expectations
  7. 11.7 Discussion
  8. 11.8 Concluding Thoughts and Recommendations
  9. References
6. 12 CASE STUDY Nevada’s English Language Learner Strategy
  1. 12.1 Introduction
  2. 12.2 Policy Implementation Research: Translating Policy into Implementation
  3. 12.3 Changing Demographics: Implications for Urban Areas and Public Education
  4. 12.4 A Contextualized Examination of Nevada
  5. 12.5 Implementation of Nevada’s ELL Policy: Challenges and Lessons Learned
  6. References
Part 3: Teachers and Teaching
1. 13 Next Generation Research in Dialogic Learning
  1. 13.1 Introduction
  2. 13.2 Language and Learning
  3. 13.3 Focusing Research on Talk‐Based Learning
  4. 13.4 Evidence for Improved Learning via Accountable Talk
  5. 13.5 Why Might Dialogue Produce These Results?
  6. 13.6 Dialogic Learning in Practice: Why the Resistance?
  7. 13.7 Next Steps
  8. References
2. 14 Guiding and Promoting Student Learning
  1. 14.1 Introduction
  2. 14.2 School Reform Initiatives
  3. 14.3 Theoretical Foundations of the Charter School
  4. 14.4 Setting of the Charter School
  5. 14.5 Participants in Our Journey
  6. 14.6 Individualizing the Collective Charter School Mission
  7. 14.7 Guiding Student Learning in the Classroom
  8. 14.8 Applications and Implications
  9. 14.9 Promoting Learning by Integrating Theory with Practice
  10. References
3. 15 A Smile is Universal
  1. 15.1 Introduction
  2. 15.2 Defining Cultural Responsiveness
  3. 15.3 Level of Demand for Preservice Teachers to Acquire an Opportunity to Teach Abroad: Current Demographic Mismatch
  4. 15.4 International Field Experiences
  5. 15.5 Experiencing an International Field Experience: Costa Rica
  6. 15.6 Conclusion
  7. References
4. 16 Envisioning Alternative Futures
  1. 16.1 Introduction
  2. 16.2 Eisner in Context
  3. 16.3 The Arts as Core to Education
  4. 16.4 Educational Assessment and Evaluation
  5. 16.5 Arts‐Based Educational Research
  6. 16.6 Extensions of Eisner’s Thinking
  7. References
5. 17 CASE STUDY Trajectories in Developing Novice Teacher Leadership Potential
  1. 17.1 Introduction
  2. 17.2 Conceptual Framework
  3. 17.3 Modes of Inquiry, Data Sources, and Analysis
  4. 17.4 Practical Implications
  5. 17.5 Limitations and Future Research
  6. 17.6 Conclusion
  7. References
6. 18 CRITIQUE What Effect Size Doesn’t Tell Us
  1. 18.1 Introduction
  2. 18.2 Concepts and Facts: Situating Instruction and Effect Size
  3. 18.3 Understanding the Interactive Nature of Instruction and Placing our Trust in Effect‐Size Research
  4. 18.4 Expert Behavior and the Misinterpretation of Lenses that Guide Action
  5. 18.5 Level of Use: The Level of Skill when Implementing Innovations
  6. References
Part 4: Educators as Learners and Leaders
1. 19 The Importance of Teacher Induction for Improving Teaching and Learning
  1. 19.1 Introduction
  2. 19.2 The Current State of Teacher Induction
  3. 19.3 The History of Induction
  4. 19.4 The Future of Teacher Induction
  5. References
2. 20 Teacher Leadership
  1. 20.1 Introduction
  2. 20.2 The Slow Evolution of Teacher Leadership
  3. 20.3 Signs of Change
  4. 20.4 Reactions to a Hostile Climate
  5. 20.5 Why Teacher Leadership?
  6. 20.6 How Research Informs the Cultivation and Utilization of Teacher Leaders
  7. 20.7 The State of Teacher Leadership Today
  8. 20.8 Barriers to Teacher Leadership
  9. 20.9 The Future of Teacher Leadership
  10. References
3. 21 Principal Instructional Leadership
  1. 21.1 Introduction
  2. 21.2 Leadership and Learning
  3. 21.3 Instructional Leadership: From Theory into Practice
  4. 21.4 Challenges for Research and Practice
  5. 21.5 Conclusion
  6. References
4. 22 CASE STUDY Restorative Justice
  1. 22.1 Introduction
  2. 22.2 Theoretical Framework
  3. 22.3 Applied Behavior Analysis
  4. 22.4 Sociocultural Theory
  5. 22.5 Contrasting Approaches
  6. 22.6 Basic Principles of Restorative Justice in Schools
  7. 22.7 The Evidence
  8. 22.8 Restorative Activities in the Classroom
  9. 22.9 Conclusion
  10. References
Part 5: Evaluation and Assessment
1. 23 Back to the Future
  1. 23.1 Introduction
  2. 23.2 The Growth of Large‐Scale Assessment and the Expansion of Assessment‐Based Accountability
  3. 23.3 The Assessment Revolution and a Focus on the Power of Classroom Assessment
  4. 23.4 Making Sense of Assessment: Creating a Common Vocabulary
  5. 23.5 Assessment of Learning (AOL)
  6. 23.6 Assessment for Learning (A4L)
  7. 23.7 Assessment as Learning: Linking Assessment of and for Learning
  8. 23.8 Conclusion
  9. References
2. 24 Views of Classroom Assessment
  1. 24.1 Introduction
  2. 24.2 Defining Classroom Assessment
  3. 24.3 Educator Assessment Literacy
  4. 24.4 Assessment as a Bridge between Learning and Teaching: A Vignette
  5. 24.5 Future Directions for Classroom Assessment
  6. References
3. 25 Rethinking Teacher Quality in the Age of Smart Machines
  1. 25.1 Introduction
  2. 25.2 Challenges to the Current Assumptions
  3. 25.3 Reconceptualizing Teaching
  4. 25.4 Rethinking Teacher Quality
  5. 25.5 Summary
  6. References
4. 26 Rethinking the Intersection of Instruction, Change, and Systemic Change
  1. 26.1 Introduction
  2. 26.2 The Design of Instruction
  3. 26.3 Selecting and Integrating/Stacking Instructional Methods: Searching for Power (Effect Size)
  4. 26.4 Expertise in the Implementation of Instructional Innovations
  5. 26.5 Cooperative Learning—Not an Instructional Method
  6. 26.6 Shifting to Widespread Use of an Innovation
  7. 26.7 Conclusion
  8. References
5. 27 CRITIQUE
  1. 27.1 Introduction
  2. 27.2 The Points of Departure
  3. 27.3 Deployments of Evidence‐Based Learning in Educational Policy: The Australian Case
  4. 27.4 Uses of Evidence‐Based Learning Research
  5. 27.5 Where Does This Leave Us? On the Limits of Evidence‐Based Learning
  6. 27.6 Toward Socially Recognizable Evidence
  7. References
Epilogue
Index
End User License Agreement

List of Tables

Chapter 03
1. Table 3.1 Percent of teachers in public elementary and secondary schools by race: selected years, 1987–1988 through 2011–2012.
Chapter 05
1. Table 5.1 Continuum of support.
2. Table 5.2 Capacity‐building continuum of support.
3. Table 5.3 The alignment of the MDA⁵ foundation capacities and the concerns‐based adoption model’s (CBAM) Levels of Use (LoU) and Stage of Concern (SoC).
Chapter 06
1. Table 6.1 EL syllabi and key features (1959–2010).
Chapter 07
1. Table 7.1 Neuromyths in the field of education.
Chapter 09
1. Table 9.1 The critical attributes of Generation Next, the iGeneration, and the maker mindset.
2. Table 9.2 Major technology and technology‐related events from the 1950s to the present.
Chapter 11
1. Table 11.1 Provisions of IDEA.
2. Table 11.2 Shifts from NCLB to ESSA.
3. Table 11.3 High‐leverage practices for all teachers.
Chapter 12
1. Table 12.1 Fastest‐growing metropolitan areas, 2000–2010.
2. Table 12.2 Top 10 states in which persons 5 and older speak a language other than English at home.
3. Table 12.3 Demographic profile of Nevada students by ethnicity or race, Nevada, 2014–2015.
4. Table 12.4 2015 Nevada grade 4, reading and math results.
5. Table 12.5 Nevada legislation addressing ELLs, 1995–2015.
6. Table 12.6 Clark County School District Zoom schools, implementation summary, 2013–2014 and 2014–2015.
7. Table 12.7 English Mastery Council areas of work.
Chapter 18
1. Table 18.1 Level of Use rubric – Venn diagrams (VDs).
Chapter 19
1. Table 19.1 List of induction components (categorically organized).
2. Table 19.2 Overview of the eras of induction history.
3. Table 19.3 The opposing paradigms and their view of the three conceptualizations of induction.
Chapter 22
1. Table 22.1 Comparison of traditional and alternative approaches to responding to wrongdoing and conflict in classrooms.
2. Table 22.2 Contrast of traditional punishment and restorative justice approaches.
Chapter 26
1. Table 26.1 Design of instructional concepts.
2. Table 26.2 Connecting instructional methods to thinking.
3. Table 26.3 Instructional classification.
4. Table 26.4 Levels of Use and behavioral indicators for that level*.
5. Table 26.5 Rubric Think Pair Share implementation.
6. Table 26.6 Implementation rubric (teacher): five basic elements of group work.
7. Table 26.7 Implementation rubric for student self‐assessment of group work.
8. Table 26.8 Rubric on the factors affecting implementation.

List of Illustrations

Chapter 03
1. Figure 3.1 Percentage distribution of students enrolled in public elementary and secondary schools, by race/ethnicity: fall 2002, fall 2012, and fall 2024.
Chapter 05
1. Figure 5.1 The MDA⁵ capacities.
Chapter 07
1. Figure 7.1 The presence of brain images leads to a greater acceptance of bad arguments or explanations.
2. Figure 7.2 The progression of the levels‐of‐analysis in the study of human behavior with increasing levels of complexity.
Chapter 08
1. Figure 8.1 Student‐centered teaching in action.
Chapter 09
1. Figure 9.1 P21 Framework for 21st Century Learning.
2. Figure 9.2 The TPACK Framework.
3. Figure 9.3 The SAMR model.
Chapter 15
1. Figure 15.1 Population shift of Whites in the United States (1980–2014).
2. Figure 15.2 Population shift of White, Black, Hispanic, and Asian/Pacific Islander students in U.S. public schools (1991–2011).
3. Figure 15.3 Projected percentage increase in the diversity of the U.S. student population (2011–2022).
4. Figure 15.4 Number of students aged 5–17 speaking a language other than English at home (2009–2014).
5. Figure 15.5 Ethnic and racial diversity of public school teachers (2011–2012).
Chapter 17
1. Figure 17.1 Transformative discourse for developing leadership potential.
Chapter 21
1. Figure 21.1 Model of leadership effects on learning.
2. Figure 21.2 Principal instructional leadership framework.
Chapter 24
1. Figure 24.1 Example ticket‐out form.
Chapter 26
1. Figure 26.1 Organizer for the three dimensions of cooperative learning.
Chapter 27
1. Figure 27.1 Pathways of evidence construction.

Wiley Handbooks in Education

The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline‐from reform and foundations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today’s educational agenda‐mentoring, technology, adult and continuing education, college access, race and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, researchers for years to come.

The Wiley Handbook of Teaching and Learning
by Gene E. Hall (Editor), Linda F. Quinn (Editor), and Donna M. Gollnick (Editor)

The Wiley Handbook of Violence in Education: Forms, Factors, and Preventions
by Harvey Shapiro (Editor)

The Wiley Handbook of Global Educational Reform
by Kenneth J. Saltman (Editor) and Alexander Means (Editor)

The Wiley Handbook of Ethnography of Education
by Dennis Beach (Editor), Carl Bagley (Editor), and Sofia Marques da Silva (Editor)

The Wiley International Handbook of History Teaching and Learning
by Scott Alan Metzger (Editor) and Lauren McArthur Harris (Editor)

The Wiley Handbook of Christianity and Education
by William Jeynes (Editor)

The Wiley Handbook of Diversity in Special Education
by Marie Tejero Hughes (Editor) and Elizabeth Talbott (Editor)

The Wiley International Handbook of Educational Leadership
by Duncan Waite (Editor) and Ira Bogotch (Editor)

The Wiley Handbook of Social Studies Research
by Meghan McGlinn Manfra (Editor) and Cheryl Mason Bolick (Editor)

The Wiley Handbook of School Choice
by Robert A. Fox (Editor) and Nina K. Buchanan (Editor)

The Wiley Handbook of Home Education
by Milton Gaither (Editor)

The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications
by Andre A. Rupp (Editor) and Jacqueline P. Leighton (Editor)

The Wiley Handbook of Learning Technology
by Nick Rushby (Editor) and Dan Surry (Editor)

This edition first published 2018
© 2018 John Wiley & Sons, Inc.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.

The right of Gene E. Hall, Linda F. Quinn, and Donna M. Gollnick to be identified as the author(s) of the editorial material in this work has been asserted in accordance with law.

Registered Office
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA

Editorial Office
101 Station Landing, Medford, MA 02155, USA

For details of our global editorial offices, customer services, and more information about Wiley products visit us at www.wiley.com.

Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some content that appears in standard print versions of this book may not be available in other formats.

Limit of Liability/Disclaimer of Warranty
While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Library of Congress Cataloging‐in‐Publication Data

Names: Hall, Gene E., 1941– editor. | Quinn, Linda F., editor. | Gollnick, Donna M., editor.
Title: The Wiley handbook of teaching and learning / edited by Gene E. Hall, Linda F. Quinn, Donna M. Gollnick.
Description: 1 edition. | Hoboken, NJ : John Wiley & Sons, 2018. | Series: Wiley Handbooks in Education | Includes bibliographical references and index.
Identifiers: LCCN 2017056762 (print) | LCCN 2018008765 (ebook) | ISBN 9781118955888 (pdf) | ISBN 9781118955895 (epub) | ISBN 9781118955871 (cloth)
Subjects: LCSH: Teaching–Handbooks, manuals, etc.
Classification: LCC LB1025.3 (ebook) | LCC LB1025.3 .W463 2018 (print) | DDC 371.102–dc23
LC record available at https://lccn.loc.gov/2017056762