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010   $a9786612322013
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181   $ctxt
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200 10$aCase studies of teacher development$b[electronic resource] $ean in-depth look at how thinking about pedagogy develops over time /$fBarbara B. Levin
210   $aMahwah, N.J. $cL. Erlbaum Associates$d2003
215   $a1 online resource (317 p.)
300   $aDescription based upon print version of record.
311   $a0-8058-4198-9 
311   $a0-8058-4197-0 
320   $aIncludes bibliographical references (p. 299-302) and indexes.
327   $aBook Cover; Title; Copyright; Contents; Preface; Part I CONTEXTS; Chapter 1 Situating This Study in Theory and Research on Teacher Development; Chapter 2 Research Methodology; Part II LONGITUDINAL CASE STUDIES; Chapter 3 The Story of Julie Devine; Chapter 4 The Story of Sandy Brumbaum; Chapter 5 The Story of Ralph Elder; Chapter 6 The Story of Rick Kleine; Part III ANALYSIS; Chapter 7 Answering the "So What?" Question: What Do These Case Studies Tell Us?; APPENDIX A; APPENDIX B; APPENDIX C; APPENDIX D; APPENDIX E; APPENDIX F; References; Author Index; Subject Index
330   $aThis book represents the results of a 15-year longitudinal study based on in-depth case studies of the development of four teachers' pedagogical thinking. These studies illustrate how teachers' thinking--about children's behavior, development, learning, and teaching--develops over time, based on their personal and professional life experiences. It is an especially significant book because understanding how pedagogical thought develops over time and how these ideas are put into action in classrooms can be used to improve teacher education, teacher induction, and teacher retention programs. 
606   $aTeachers$xIn-service training$zUnited States$vLongitudinal studies
608   $aElectronic books.
615  0$aTeachers$xIn-service training
676   $a370/.71/173
700   $aLevin$b Barbara B$0957109
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910455070503321
996   $aCase studies of teacher development$92168019
997   $aUNINA