Roya Q. Scales – författare

How can early and preservice teachers master the complex practice of teaching? This clearly written, research-based guide shows how to successfully navigate coursework, build relationships with mentors, and negotiate fieldwork and student teaching while developing metacognitive thinking skills. These are skills that allow teachers to continuously reflect on instructional practices and adapt them to fit their own teaching context and their students' diverse needs. Metacognitive teaching requires higher-level thought processes that, for teachers, include making connections among each segment of the teacher preparation program, as well as deciding how these experiences directly and effectively apply to their classrooms. The authors argue that this kind of support is needed early in the journey of a teacher if they are to succeed and remain in the classroom. Book Features:Engages and empowers teacher candidates to become metacognitive teachers.Encompasses the entire preservice program, while also being of help to novice teachers.Includes key points, vignettes, and reflection questions. Based on research from a 3-year longitudinal, national study of teacher candidates.

How can early and preservice teachers master the complex practice of teaching? This clearly written, research-based guide shows how to successfully navigate coursework, build relationships with mentors, and negotiate fieldwork and student teaching while developing metacognitive thinking skills. These are skills that allow teachers to continuously reflect on instructional practices and adapt them to fit their own teaching context and their students' diverse needs. Metacognitive teaching requires higher-level thought processes that, for teachers, include making connections among each segment of the teacher preparation program, as well as deciding how these experiences directly and effectively apply to their classrooms. The authors argue that this kind of support is needed early in the journey of a teacher if they are to succeed and remain in the classroom. Book Features:Engages and empowers teacher candidates to become metacognitive teachers.Encompasses the entire preservice program, while also being of help to novice teachers.Includes key points, vignettes, and reflection questions. Based on research from a 3-year longitudinal, national study of teacher candidates.

Now in a revised and updated fourth edition with 50% new material, this highly practical book guides teachers to demystify the reading process for K–8 students who are struggling. Thirty detailed lesson examples illustrate ways to explain and scaffold skills and strategies as an integral part of purposeful, motivating reading tasks. Teachers can use these examples as starting points for explicit instruction that meets their own students' particular needs. The book shows how to give students the secrets of understanding--and appreciating--both literature and informational texts. Numerous text boxes clarify key concepts and share adaptations for different grade levels.New to This EditionMany of the 30 examples are new or revised, and give increased attention to reading/n-/writing integration.Chapter on classroom experiences that promote reading for meaning.Chapter on organizing and managing differentiated instruction, including for English learners.New discussions of student motivation and agency.

Now in a revised and updated fourth edition with 50% new material, this highly practical book guides teachers to demystify the reading process for K–8 students who are struggling. Thirty detailed lesson examples illustrate ways to explain and scaffold skills and strategies as an integral part of purposeful, motivating reading tasks. Teachers can use these examples as starting points for explicit instruction that meets their own students' particular needs. The book shows how to give students the secrets of understanding--and appreciating--both literature and informational texts. Numerous text boxes clarify key concepts and share adaptations for different grade levels.New to This EditionMany of the 30 examples are new or revised, and give increased attention to reading/n-/writing integration.Chapter on classroom experiences that promote reading for meaning.Chapter on organizing and managing differentiated instruction, including for English learners.New discussions of student motivation and agency.