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Energizing Teacher Education and Professional Development with Problem-Based Learning
Edited by Barbara B. Levin
About the Authors | Comments
About This Book
How can we help both beginning and experienced teachers engage students in today’s diverse classrooms? How can we focus on actual problems that teachers face?
This book offers a learning tool—problem-based learning (PBL). PBL is an instructional method that encourages learners to use critical thinking and problem solving as they apply content knowledge to real-world problems and issues. Editor Barbara Levin and the book’s contributing authors believe that if teachers are to use PBL effectively with their K–12 students, they need to personally experience PBL themselves.
Levin provides field-tested examples of how teacher educators have used PBL in many professional development settings. Based on actual PBL units and activities contributed by various authors, the book describes how teachers tackled authentic problems that required them to find, evaluate, and use resources to learn, just as they expect their students to do when using PBL.
A brief introduction explains why and how to use PBL with teachers. Chapters 1–5 focus on how the chapter authors used PBL in different teacher preparation courses at several universities. Chapters 6 and 7 show how the authors, working with experienced teachers, used PBL in inservice and staff development settings. The final chapter offers answers to frequently asked questions about using PBL with teachers.
See the book's table of contents and read excerpts.
Table of Contents
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About the Authors
BARBARA B. LEVIN is an associate professor in the Department of Curriculum and Instruction at the University of North Carolina–Greensboro. Before earning her doctorate at the University of California–Berkeley in 1993, she was an elementary school teacher in Wisconsin for 17 years.
CAROL D. DEAN is an assistant professor and director of Academic Support Services and Problem-Based Learning in the Orlean Bullard Beeson School of Education at Samford University in Birmingham, Ala. She was a teacher in grades K–8 for 23 years before beginning her work with teacher interns and earning her doctorate in education leadership.
KATHERINE L. HIBBARD is an assistant professor in the Education Department at Framingham State College in Massachusetts. Her teaching interests revolve around disability and inclusion issues for general and special educators and special education and teacher education for both undergraduate and graduate students.
HERBERT G. LANGE is a doctoral student at Northern Illinois University in DeKalb, where he teaches educational psychology courses. He taught secondary school for 27 years and administered a fine arts grant for four years.
JEAN W. PIERCE is a professor in the Department of Education and Psychological Foundations in the School of Education at Northern Illinois University in DeKalb. Before earning her doctorate from Northwestern University in 1976, she taught 1st grade.
TRACY C. ROCK is an assistant professor in the Department of Reading and Elementary Education in the College of Education at the University of North Carolina–Charlotte. Prior to earning her doctorate at the University of North Carolina–Greensboro, she was an elementary school teacher and social studies curriculum specialist.
SARA M. SAGE is an assistant professor of secondary education at Indiana University–South Bend. She has been a special educator at the elementary and secondary levels and a professional development and research specialist for the Center for Problem-Based Learning at the Illinois Math and Science Academy.
LEE SHUMOW is an associate professor in the Department of Educational and Psychological Foundations in the School of Education ad Northern Illinois University in DeKalb. She earned her Ph.D. from the University of Wisconsin–Madison.
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