From Head to Heart: High Quality Teaching Practices in the Spotlight
Nick Young, Elizabeth Jean, Teresa A. Citro (Eds.)
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From Head to Heart: High Quality Teaching Practices in the Spotlight is an evidence-based book chock-full of engaging strategies for teaching diverse students while meeting their academic and emotional needs. Educators will find a wide array of intriguing, state-of-the-art topics: new ways to use student-centered learning, strategies to embed social-emotional skills in daily instruction, strategies to prevent teacher burnout---and many other topics essential for 21st-century educators. From Head to Heart is unique, timely, and important for ensuring that today’s educators are well informed and recognize the significance of personal relationships inherent in teaching!
Rosalie Fink, Ed.D.
Author, Reading, Writing, and Rhythm: Engaging Content Area Literacy Strategies
Professor of Literacy Emeritus, Lesley University, Cambridge, MA
From Head to Heart: High Quality Teaching Practices in the Spotlight examines the more personal topics in teaching that are rarely discussed yet are so important to the field of education. The authors address the academic and social-emotional challenges faced in today’s classrooms and provide research-based strategies, practices, and theories that can easily be applied and implemented. This is a book that every general and special educator will go back to time and time again.
Angela C. Fain, Ph.D.
Professor of Special Education, University of West Georgia, Carrollton, GA
The authors of From Head to Heart: High Quality Teaching Practices in the Spotlight provide teaching practices that are user-friendly, time-sensitive, and innovative to inspire teachers to access the measures of instruction. An eclectic approach to teaching, this book covers such topics as teacher identity, research-based instructional practices, positive classroom management, and the all-important topic of self-care to prevent career burnout that is often overlooked within the teacher community. Long overdue, this book is geared toward teachers and reinforces that they are doing the quality work they dreamt about within their teacher training programs.
Anne Marie Leonard-Zable, D.Ed.
Full Professor of Psychology, Curry College, Massachusetts
Few books offer a detailed look at the heart of teaching; however, Head to Heart: High Quality Teaching Practices in the Spotlight does just that. Teacher enthusiasm, social-emotional learning, positive classroom management, the importance of parents, and how the administration can assist educators in student success are only some of the important topics covered in this revolutionary tome. Current classroom teachers, both special education, and inclusion, as well as all preservice teachers, will benefit from a reminder that the best teaching begins with the heart.
Judith L. Klimkiewicz, Ed.D.
Senior Consultant for K-12 College/Career Education and Workforce Development
Massachusetts Department of Elementary and Secondary Education
Superintendent of Schools, retired, Nashoba Valley Technical School District, MA
It is widely acknowledged that today’s teachers are tasked with educating increasingly diverse students as well as addressing their academic and social-emotional needs. This book examines cutting-edge teaching practices that make a difference in improving general educator and/or student performance across the grade spans. The emphasis is placed on research-based strategies, practices, and theories that can be readily translated into classroom practice. From Head to Heart: High Quality Teaching Practices in the Spotlight considers the importance of more personal topics within the teaching field, such as teacher wellness, as well as including information on effective teaching practices that seek to inspire and empower students and teachers. This book will be of interest to those that work within a pedagogical environment as well as university students and parents, alike.
Chapter 1 “This Is What I Am”: The Evolving Landscape of Teacher Identity
David Bosso, Ed.D., Berlin High School, Berlin, CT
Chapter 2 Using Student-Centered Teaching: Inspiring and Empowering Teachers and Learners
Erin K. Washburn, Ph.D., Binghamton University - State University of New York and Stefanie Olbrys, M.Ed., Windsor Central School District, Windsor, NY
Chapter 3 The Love in the Lesson: How an Enthusiastic Teacher Improves Student Learning Outcomes
Nicholas Young, Ph.D, Ed.D, American International College and Aimee Dalenta, M.Ed., Goodwin College
Chapter 4 Response to Intervention: A Tool to Increase Student Comprehension
Nicholas D. Young, PhD, EdD, American International College and E. Marie McPadden, EdD, Quinnipiac University
Chapter 5 Classroom Management: Strategies for All Teachers
Angela C. Fain, PhD, University of West Georgia and Ellen L. Duchaine, PhD, Texas State University
Chapter 6 Daily Classroom Instruction: Embedding Social-Emotional Skills for Optimal Learning
Micheline Susan Malow, PhD, Manhattanville College
Chapter 7 Penciling in Parents: Making Time for Partnerships that Count
Nicholas D. Young, PhD, EdD, American International College and Elizabeth Jean, EdD, Endicott College
Chapter 8 Administrative Factors: Supporting Teachers and Contributing to the Success of All Students
Nicholas D. Young, PhD, EdD, American International College and Kristen Bonanno-Sotiropoulos, MS, Bay Path University
Chapter 9 Stemming Teacher Shortages: A Community Apprenticeship Model
Dr. Tracey Benson, EDLD, University of North Carolina at Charlotte and Justin MacDonald, MA, Digital Arts and Technology Academy
Chapter 10 “Physician, Heal Thyself:” A Guide to Wellness as an Antidote to Teacher Burnout
Vance L. Austin, PhD, Manhattanville College
List of Acronyms
About the Primary Authors
Dr. Nicholas D. Young has worked in diverse educational roles for more than 29 years, serving as a principal, special education director, graduate professor, graduate program director, graduate dean, and longtime superintendent of schools. He was named the Massachusetts Superintendent of the Year, and he completed a distinguished Fulbright program focused on the Japanese educational system through the collegiate level. Dr. Young is the recipient of numerous other honors and recognitions including the General Douglas MacArthur Award for distinguished civilian and military leadership and the Vice Admiral John T. Hayward Award for exemplary scholarship. He holds several graduate degrees including a PhD in educational administration and an EdD in educational psychology. Dr. Young is also a regular presenter at state, national, and international conferences; and he has written many books, book chapters, and/or articles on various topics in education, counseling, and psychology.
Dr. Elizabeth Jean has served as an elementary school educator and administrator in various rural and urban settings in Massachusetts for more than 20 years. As a building administrator, she has fostered partnerships with families, various local businesses, and higher education institutions. She is currently a graduate adjunct professor at the Van Loan School of Education, Endicott College and previously taught at the College of Our Lady of the Elms. In terms of formal education, Dr. Jean
received a BS in education from Springfield College; a MEd in education with a specialization in reading from the College of Our Lady of the Elms; and an EdD in curriculum, teaching, learning, and leadership from Northeastern University. She has written extensively on a variety of educational topics from preschool through PhD.
Dr. Teresa Allissa Citro is the Chief Executive Officer, Learning Disabilities Worldwide, Inc. and the Founder and President of Thread of Hope, Inc., She is a graduate of Tufts New England Medical School and Northeastern University, Boston. Dr. Citro has co-edited several books on a wide range of topics in special education, and she co-authored a popular children’s series I Am Full of Possibilities. Furthermore, Dr. Citro is the co-editor of two peer review journals including Learning Disabilities: A Contemporary Journal and Insights on Learning Disabilities from Prevailing Theories to Validated Practices. She is the mother of two young children and resides in Boston, Massachusetts.