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Learning to Teach Inclusively: Student Teachers’ Classroom Inquiriesreviewed by Barbara B. Levin - November 06, 2006 Title: Learning to Teach Inclusively: Student Teachers’ Classroom Inquiries Author(s): Celia Oyler and the Preservice Inclusion Study Group Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ ISBN: 0805854312 , Pages: 176, Year: 2006 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Barbara Levin
University of North Carolina at Greensboro
E-mail Author
BARBARA LEVIN is Professor and Director of Graduate Studies in the Curriculum and Instruction Department at the University of North Carolina at Greensboro (UNCG). Her research interests include studying the development of teachers’ pedagogical understandings over the career span, integrating technology into the K-16 curriculum, and using case-based pedagogies and problem-based learning in teacher education. She is an Associate Editor for Teacher Education Quarterly and a member of the SIG Executive Committee for AERA. She has authored or co-authored many journal articles and three books: Who learns what from cases and how? The research base on teaching with cases (1999, Erlbaum) with Mary Lundeberg and Helen Harrington, Energizing teacher education and professional development with problem-based learning (ASCD, 2001), and Case studies of teacher development: An in-depth look at how thinking about pedagogy develops over time (2002, Erlbaum).
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