Learning to Teach

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McGraw-Hill, 1994 - Teaching - 549 pages
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The topics are relevant but the writing is incredibly poor. A ghost writer or undergrad editor would improve this book. The flow of the writing is convoluted and difficult to follow. There are constant references forward and backward to other chapters. The content has problems with correctness and accuracy and there are many errors in the quizzes. The errors are ridiculous. I can't imagine that Richard Arends doesn't know a simile from a metaphor. Maybe he just doesn't care since students are being required to line his pockets despite the low quality of the writing.
Here's a few of the many text problems:
• "The moon was as ripe as tropical fruit." This is simile was given as an example of a metaphor. (pg. 294)
• "Chapter 2 described the large number of found in today's classrooms." (pg 201) Seems like there might be something missing from that sentence.
• This analogy is not technically incorrect but the language shifts unexpectedly from technical to informal. It is at best, a mediocre example of an analogy. BEEF:BOVINE :: PORK: ______. According to the book the answer is "of course... pigs." (pg. 294) If beef is bovine, pork should be swine... Pigs and bovine are not consistent language. This is supposed to be a college level text.
• Leather and steel are listed as nonexamples of fabric. That is a narrow, inaccurate view of the world. Steel fabrication is a common term that Arends ignores or is ignorant of. It would be accurate to say that leather and steel are nonexmples of woven fabric. (pg. 340) This is supposed to be a college level text.
• Quiz Question Error - has an incorrect “right” answer. According to pg 218, Stiggins (2007) found teachers spend as much as 1/3 of their time on assessment-related activites. 1/3 is equal to 33%, so the correct answer is "30-50%." However, Arends says that the correct answer is "20-30%."
Anyone learning to teach should be taught using well written text, not a muddle of errors and confusing, convoluted chapters.



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About the author (1994)

Richard I. Arends is Professor of Educational Leadership and Dean Emeritus at Connecticut State University where he served as Dean of the School of Education and Interim Provost of Academic Affair from 1991-2004. Before going to Connecticut he was on the faculty and chair of the department of Curriculum and Instruction at the University of Maryland, College Park. Richard Arends received his Ph.D. from the University of Oregon where he was on the faculty from 1975 to 1983. A former elementary, middle school, and high school teacher, his special interests are teaching, teacher education, organization development and school improvement. He has worked widely with schools and universities throughout North America, in Jamaica, and in the Pacific Rim, including Australia, Samoa, Palau, and Saipan. Professor Arends has authored or contributed to over a dozen books on education including the Second Handbook or Organization Development in Schools, Systems Change Strategies in Education, Exploring Teaching, and Learning to Teach. The latter is now in its 7th edition and has been translated into several foreign languages. The recipient of numerous awards, he was selected in 1989 as the outstanding teacher educator in the state of Maryland and in 1990 received the Judith Ruskin Award for outstanding research in education given by the Association for Supervision and Curriculum Development (ASCD). From 1995-97 Professor Arends held the William Allen (Boeing) Endowed Chair Boeing in the School of Education at Seattle University. Currently, he is retired in Portland, Oregon where he pursues favorite projects and continues to write.

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