Weil, Marsha
Overview
| Works: | 32 works in 200 publications in 6 languages and 5,745 library holdings |
|---|---|
| Genres: | Programmed instructional materials Textbooks Instructional and educational works Academic theses |
| Roles: | Author, Editor |
| Classifications: | LB1027, 371.3 |
Publication Timeline
.
Most widely held works by
Marsha Weil
Models of teaching by
Bruce R Joyce(
Book
)
104 editions published between 1972 and 2017 in 4 languages and held by 3,721 WorldCat member libraries worldwide
Covering the rationale and research on the major models of teaching, this work illustrates K-12 classroom use through scenarios and examples of instructional materials. An approach to global literacy that has been tested in a number of school systems is included in the discussion
104 editions published between 1972 and 2017 in 4 languages and held by 3,721 WorldCat member libraries worldwide
Covering the rationale and research on the major models of teaching, this work illustrates K-12 classroom use through scenarios and examples of instructional materials. An approach to global literacy that has been tested in a number of school systems is included in the discussion
Social models of teaching by
Marsha Weil(
Book
)
8 editions published between 1976 and 1978 in English and held by 420 WorldCat member libraries worldwide
The strategies addressed in this volume are aimed at facilitating democratic processes and creating a more humane society -- foreword
8 editions published between 1976 and 1978 in English and held by 420 WorldCat member libraries worldwide
The strategies addressed in this volume are aimed at facilitating democratic processes and creating a more humane society -- foreword
Perspectives for reform in teacher education by
Bruce R Joyce(
Book
)
7 editions published in 1972 in English and held by 398 WorldCat member libraries worldwide
A series of papers, most of which were part of a teacher education program, carried on and studied at Teachers College, Columbia University
7 editions published in 1972 in English and held by 398 WorldCat member libraries worldwide
A series of papers, most of which were part of a teacher education program, carried on and studied at Teachers College, Columbia University
Personal models of teaching by
Marsha Weil(
Book
)
10 editions published between 1976 and 1978 in English and held by 363 WorldCat member libraries worldwide
10 editions published between 1976 and 1978 in English and held by 363 WorldCat member libraries worldwide
Performance-based teacher education design alternatives : the concept of unity by
Bruce R Joyce(
Book
)
4 editions published in 1974 in English and held by 204 WorldCat member libraries worldwide
This paper explores ways to build highly articulated, well-integrated, competency-based programs for teacher education. The development of two substantive systems in teacher education is discussed--the teacher system (the model of a teacher) and the program system. Five strategies for articulating the model of a teacher are noted: (a) the model of the school, in which the teacher is seen in relationship to his job environment and the necessary teacher competencies are developed after the model of the school is defined; (b) the generalist model; (c) the model of a particular educational approach, in which the teacher is provided with the competencies necessary for implementing a certain instructional strategy; (d) the practitioner model; and (e) the traditional program components model, in which the usual elements of teacher education are translated into competency statements and competency programs. Since the model of the teacher provides the substance of the program, program design is completed after the model is defined. In the first stage of program design, decisions about overall program strategies, the nature of the interrelationships among components, selection of component strategies, and the possible compatibility among components are made. In the second stage of program development, elements are created along with the devices that will relate the program elements to one another. (HMD)
4 editions published in 1974 in English and held by 204 WorldCat member libraries worldwide
This paper explores ways to build highly articulated, well-integrated, competency-based programs for teacher education. The development of two substantive systems in teacher education is discussed--the teacher system (the model of a teacher) and the program system. Five strategies for articulating the model of a teacher are noted: (a) the model of the school, in which the teacher is seen in relationship to his job environment and the necessary teacher competencies are developed after the model of the school is defined; (b) the generalist model; (c) the model of a particular educational approach, in which the teacher is provided with the competencies necessary for implementing a certain instructional strategy; (d) the practitioner model; and (e) the traditional program components model, in which the usual elements of teacher education are translated into competency statements and competency programs. Since the model of the teacher provides the substance of the program, program design is completed after the model is defined. In the first stage of program design, decisions about overall program strategies, the nature of the interrelationships among components, selection of component strategies, and the possible compatibility among components are made. In the second stage of program development, elements are created along with the devices that will relate the program elements to one another. (HMD)
Teaching and learning : demonstrations of alternatives by
Michael McKibbin(
Book
)
5 editions published in 1977 in English and held by 197 WorldCat member libraries worldwide
This volume presents an overview of the eight broad teaching styles or "models" identified by Drs. Bruce Joyce and Marsha Weil. These models are further refined and analyzed in three companion volumes: "Personal Models of Teaching," "Academic Models of Teaching," and "Social Models of Teaching." These volumes also present exercises designed to help teachers understand and put into practice the concepts embodied in the various models
5 editions published in 1977 in English and held by 197 WorldCat member libraries worldwide
This volume presents an overview of the eight broad teaching styles or "models" identified by Drs. Bruce Joyce and Marsha Weil. These models are further refined and analyzed in three companion volumes: "Personal Models of Teaching," "Academic Models of Teaching," and "Social Models of Teaching." These volumes also present exercises designed to help teachers understand and put into practice the concepts embodied in the various models
Three teaching strategies for the social studies by
Bruce R Joyce(
Book
)
7 editions published in 1972 in English and held by 149 WorldCat member libraries worldwide
Designed to help teachers learn alternative ways to approach social studies and develop strategies and skills to create a lively and relevant program of social education
7 editions published in 1972 in English and held by 149 WorldCat member libraries worldwide
Designed to help teachers learn alternative ways to approach social studies and develop strategies and skills to create a lively and relevant program of social education
Basic teaching skills by
Bruce R Joyce(
Book
)
9 editions published in 1972 in English and held by 124 WorldCat member libraries worldwide
9 editions published in 1972 in English and held by 124 WorldCat member libraries worldwide
Modelos de enseñanza by
Bruce R Joyce(
Book
)
10 editions published between 1985 and 2006 in Spanish and held by 72 WorldCat member libraries worldwide
10 editions published between 1985 and 2006 in Spanish and held by 72 WorldCat member libraries worldwide
Jiao xue mo shi by
Bruce R Joyce(
Book
)
7 editions published between 1992 and 2014 in Chinese and held by 28 WorldCat member libraries worldwide
Ben shu yi zui xin de li lun he shi jian yan jiu wei ji chu,Han gai le xu duo zhuo you cheng xiao de jiao xue mo shi,Bu jin jie shao le guan yu ge zhong jiao xue mo shi de li lun kuang jia,Li shi yuan yuan ji fa zhan qian jing,Er qie dui jiao xue mo shi de shi yong zuo chu le ju ti zhi dao
7 editions published between 1992 and 2014 in Chinese and held by 28 WorldCat member libraries worldwide
Ben shu yi zui xin de li lun he shi jian yan jiu wei ji chu,Han gai le xu duo zhuo you cheng xiao de jiao xue mo shi,Bu jin jie shao le guan yu ge zhong jiao xue mo shi de li lun kuang jia,Li shi yuan yuan ji fa zhan qian jing,Er qie dui jiao xue mo shi de shi yong zuo chu le ju ti zhi dao
Strategieën voor onderwijzen : theorie in praktijk by
Bruce R Joyce(
Book
)
4 editions published between 1980 and 1988 in Dutch and held by 21 WorldCat member libraries worldwide
Nederlandstalige bewerking van een Amerikaans leerboek voor docenten en studenten van lerarenopleidingen voor het basis-, voortgezet en hoger onderwijs
4 editions published between 1980 and 1988 in Dutch and held by 21 WorldCat member libraries worldwide
Nederlandstalige bewerking van een Amerikaans leerboek voor docenten en studenten van lerarenopleidingen voor het basis-, voortgezet en hoger onderwijs
Academic models of teaching by
Marsha Weil(
Book
)
2 editions published between 1976 and 1977 in English and held by 14 WorldCat member libraries worldwide
2 editions published between 1976 and 1977 in English and held by 14 WorldCat member libraries worldwide
Models Of Teaching : Mylabschool(
Book
)
1 edition published in 2004 in English and held by 5 WorldCat member libraries worldwide
1 edition published in 2004 in English and held by 5 WorldCat member libraries worldwide
Basic teaching skills by
Bruce R Joyce(
Visual
)
2 editions published in 1972 in English and held by 4 WorldCat member libraries worldwide
2 editions published in 1972 in English and held by 4 WorldCat member libraries worldwide
Conceptual complexity, teaching style and models of teaching by
Bruce R Joyce(
Book
)
1 edition published in 1972 in English and held by 4 WorldCat member libraries worldwide
The focus of this paper is on the relative roles of personality and training in enabling teachers to carry out the kinds of complex learning models which are envisioned by curriculum reformers in the social sciences. The paper surveys some of the major research done in this area and concludes that: 1) Most teachers do not manifest the complex teaching models which are required in most curriculum innovations in the social sciences; 2) It is possible to train teachers to acquire complex models of teaching but personality plays a role in the acquisition of these models; and 3) It is worthwhile to develop instructional systems which modulate training types to the conceptual style or learning style of the teacher. Tables, charts and a reference list are included in this study. (Fdi)
1 edition published in 1972 in English and held by 4 WorldCat member libraries worldwide
The focus of this paper is on the relative roles of personality and training in enabling teachers to carry out the kinds of complex learning models which are envisioned by curriculum reformers in the social sciences. The paper surveys some of the major research done in this area and concludes that: 1) Most teachers do not manifest the complex teaching models which are required in most curriculum innovations in the social sciences; 2) It is possible to train teachers to acquire complex models of teaching but personality plays a role in the acquisition of these models; and 3) It is worthwhile to develop instructional systems which modulate training types to the conceptual style or learning style of the teacher. Tables, charts and a reference list are included in this study. (Fdi)
Deriving teaching skills from teaching strategies : a paradigm for competancy-based education by
Marsha Weil(
)
1 edition published in 1974 in English and held by 3 WorldCat member libraries worldwide
1 edition published in 1974 in English and held by 3 WorldCat member libraries worldwide
A Study of Teacher Trainee Learning Styles and the Development ofCompetence by
Marsha Weil(
Book
)
1 edition published in 1975 in English and held by 2 WorldCat member libraries worldwide
This report presents the results of research undertaken to determine the individual learning styles of teacher trainees and to better understand the development of teacher competency, particularly as it relates to teacher trainee learning styles. The research was conducted over a nine-month period in the context of the regular Teachers College Preservice Program for Elementary Teachers at Columbia University. The research is divided into two studies. The first is a developmental study of teacher competency and the second a study of the influence of teacher trainee learning styles on the development of teacher competency. In the first study, models of teaching are described and three types of competencies (planning, teaching, and terminal) are identified. It is reported that practice increased the level of teaching competency in each model. In the second study, four learning styles are identified and tests are made to show the influence of trainee learning styles on response to training and on pupil outcomes (recall and concept attainment). It was found that, for all learning styles, level of competence varied with the complexity of the model, and that some styles are stronger in planning than in performance. (Bd)
1 edition published in 1975 in English and held by 2 WorldCat member libraries worldwide
This report presents the results of research undertaken to determine the individual learning styles of teacher trainees and to better understand the development of teacher competency, particularly as it relates to teacher trainee learning styles. The research was conducted over a nine-month period in the context of the regular Teachers College Preservice Program for Elementary Teachers at Columbia University. The research is divided into two studies. The first is a developmental study of teacher competency and the second a study of the influence of teacher trainee learning styles on the development of teacher competency. In the first study, models of teaching are described and three types of competencies (planning, teaching, and terminal) are identified. It is reported that practice increased the level of teaching competency in each model. In the second study, four learning styles are identified and tests are made to show the influence of trainee learning styles on response to training and on pupil outcomes (recall and concept attainment). It was found that, for all learning styles, level of competence varied with the complexity of the model, and that some styles are stronger in planning than in performance. (Bd)
Gyosu mohyeong(
Book
)
3 editions published between 2005 and 2017 in Korean and held by 2 WorldCat member libraries worldwide
3 editions published between 2005 and 2017 in Korean and held by 2 WorldCat member libraries worldwide
Three teaching strategies for the social studies by
Bruce R Joyce(
Visual
)
1 edition published in 1972 in English and held by 2 WorldCat member libraries worldwide
Provides training for teaching social studies. With captions
1 edition published in 1972 in English and held by 2 WorldCat member libraries worldwide
Provides training for teaching social studies. With captions
Concepts of Teacher Centers by
Bruce R Joyce(
Book
)
1 edition published in 1973 in English and held by 2 WorldCat member libraries worldwide
This report reviews the literature that is pertinent to a broad understanding of the teacher center concept and to the specific problems of designing a teacher center. Emphasis is placed on the origins, themes, methods of operation, and future plans for teacher centers. The origins include the revolution in teacher training underway in England, the stress placed on ongoing in-service teacher training in the United States, and the movement toward competency-based teacher education and certification. The major themes stress the felt needs of the teacher, a school improvement thrust, and a need to increase teacher competency. Three styles of operating teacher centers are discussed: the informal English style, the corporate style, and the competency-oriented style. A 29-item bibliography is included. (Mjm)
1 edition published in 1973 in English and held by 2 WorldCat member libraries worldwide
This report reviews the literature that is pertinent to a broad understanding of the teacher center concept and to the specific problems of designing a teacher center. Emphasis is placed on the origins, themes, methods of operation, and future plans for teacher centers. The origins include the revolution in teacher training underway in England, the stress placed on ongoing in-service teacher training in the United States, and the movement toward competency-based teacher education and certification. The major themes stress the felt needs of the teacher, a school improvement thrust, and a need to increase teacher competency. Three styles of operating teacher centers are discussed: the informal English style, the corporate style, and the competency-oriented style. A 29-item bibliography is included. (Mjm)
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Related Identities
- Joyce, Bruce R. Author Editor
- Calhoun, Emily
- Showers, Beverly
- Kluwin, Bridget
- Wald, Rhoada
- Soltis, Jonas F.
- American Association of Colleges for Teacher Education Committee on Performance-Based Teacher Education
- McKibbin, Michael Author
- Joyce, Bruce R.
- University of Nebraska at Omaha Center for Urban Education
Associated Subjects
Community and school Competency-based education Education Educational innovations Educational sociology Education--Experimental methods Effective teaching Joyce, Bruce R Learning, Psychology of Lesson planning Moral education National Teacher Corps (U.S.) Social sciences--Study and teaching Social sciences--Study and teaching (Elementary) Social sciences--Study and teaching (Primary) Teachers--In-service training Teachers--Training of Teaching Teaching--Simulation methods United States
