GENE E. HALL is Professor Emeritus in Educational Leadership, College of Education, University of Nevada, Las Vegas. LINDA F. QUINN is Professor in the University of Nevada, Las Vegas, Department of Teaching and Learning. DONNA M. GOLLNICK is Vice President for Quality Assurance, TEACH-NOW, Washington, DC.

• Notes on Contributors ixIntroduction: Issues Affecting Teaching and Learning in Today’s Schools 1Gene E. Hall, Linda F. Quinn, and Donna M. GollnickPart 1 The Context of Schooling 51 The Complexity of American Teacher Education 7David Imig, Scott Imig, Michael Neel, and Loretta Holmberg‐Masden2 School Reform—A Never‐Ending Story: Avoiding Attractive Pitfalls and Exploring Promising Perspectives 29Roland Vandenberghe3 The Culture and Teaching Gap: What Is It, and How Can Teacher Educators Help to Close It? 59Roderick L. Carey, Abiola Farinde‐Wu, H. Richard Milner IV, and Lori Delale‐O’Connor4 The Role of the Community in Learning and Development 79Elizabeth Spier, Raquel L. González, and David Osher5 Building Capacity in Order to Strengthen Teaching and Learning 107Sharon Harsh6 Implementing and Sustaining Language Curriculum Reform in Singapore Primary Schools 151Jason Loh and Foong Poh‐YiPart 2 Learners and Learning 1737 Educational Neuroscience: Are We There Yet? 175John T. Almarode and David B. Daniel8 Turning Toward Students: Adopting a Student‐Centered Stance in Mandate‐Centered Times 199Alison G. Dover and Brian D. Schultz9 Learning Anytime, Anywhere through Technology: Reconsidering Teaching and Learning for the iMaker Generation 225Timothy D. Green and Loretta C. Donovan10 The Place of Learning in the Systematization and Standardization of Early Childhood Education 257Susan Grieshaber and Sharon Ryan11 Exceptional Education is Special 277Dena D. Slanda and Mary E. Little12 Case Study: Nevada’s English Language Learner Strategy: A Case Study on Policymaking and Implementation 301Magdalena MartinezPart 3 Teachers and Teaching 32113 Next Generation Research in Dialogic Learning 323Lauren B. Resnick, Christa S. C. Asterhan, and Sherice N. Clarke, with Faith Schantz14 Guiding and Promoting Student Learning: Applying Theory to Practice 339LeAnn G. Putney, Connie L. Malin, Teresa Miller, Sarah Crosby, and Bobbie Stanley15 A Smile is Universal: Building Sensitivity to and Understanding of Culturally and Linguistically Diverse Learners through International Field Experiences 365Amanda J. Laichak16 Envisioning Alternative Futures: Elliot Eisner’s Challenge to Industrial Educational Practice 391Richard Siegesmund17 CASE STUDY: Trajectories in Developing Novice Teacher Leadership Potential: A Tale of Two Countries 417Ping Gao18 CRITIQUE: What Effect Size Doesn’t Tell Us 431Barrie BennettPart 4 Educators as Learners and Leaders 44519 The Importance of Teacher Induction for Improving Teaching and Learning 447Matthew C. Nishimoto20 Teacher Leadership: Past, Present, and Future 473Barnett Berry21 Principal Instructional Leadership: From Prescription to Theory to Practice 505Philip Hallinger22 Case Study: Restorative Justice: An Alternative Approach to School Discipline 529Tom CavanaghPart 5 Evaluation and Assessment 54923 Back to the Future: Assessment from 1990 to 2016 551Elliott Asp24 Views of Classroom Assessment: Yesterday, Today, and Tomorrow 577Julie Oxenford‐O’Brian and Kay P. Uchiyama25 Rethinking Teacher Quality in the Age of Smart Machines 603Yong Zhao26 Rethinking the Intersection of Instruction, Change, and Systemic Change 619Barrie Bennett and Stephen Anderson27 CRITIQUE: On the Limits to Evidence‐Based Learning of Educational Science 639James G. LadwigEpilogue: Reflections of the Co‐Editors 661Gene E. Hall, Linda F. Quinn, and Donna M. GollnickIndex 663

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GENE E. HALL is Professor Emeritus in Educational Leadership, College of Education, University of Nevada, Las Vegas. LINDA F. QUINN is Professor in the University of Nevada, Las Vegas, Department of Teaching and Learning. DONNA M. GOLLNICK is Vice President for Quality Assurance, TEACH-NOW, Washington, DC.

• Notes on Contributors ixIntroduction: Issues Affecting Teaching and Learning in Today’s Schools 1Gene E. Hall, Linda F. Quinn, and Donna M. GollnickPart 1 The Context of Schooling 51 The Complexity of American Teacher Education 7David Imig, Scott Imig, Michael Neel, and Loretta Holmberg‐Masden2 School Reform—A Never‐Ending Story: Avoiding Attractive Pitfalls and Exploring Promising Perspectives 29Roland Vandenberghe3 The Culture and Teaching Gap: What Is It, and How Can Teacher Educators Help to Close It? 59Roderick L. Carey, Abiola Farinde‐Wu, H. Richard Milner IV, and Lori Delale‐O’Connor4 The Role of the Community in Learning and Development 79Elizabeth Spier, Raquel L. González, and David Osher5 Building Capacity in Order to Strengthen Teaching and Learning 107Sharon Harsh6 Implementing and Sustaining Language Curriculum Reform in Singapore Primary Schools 151Jason Loh and Foong Poh‐YiPart 2 Learners and Learning 1737 Educational Neuroscience: Are We There Yet? 175John T. Almarode and David B. Daniel8 Turning Toward Students: Adopting a Student‐Centered Stance in Mandate‐Centered Times 199Alison G. Dover and Brian D. Schultz9 Learning Anytime, Anywhere through Technology: Reconsidering Teaching and Learning for the iMaker Generation 225Timothy D. Green and Loretta C. Donovan10 The Place of Learning in the Systematization and Standardization of Early Childhood Education 257Susan Grieshaber and Sharon Ryan11 Exceptional Education is Special 277Dena D. Slanda and Mary E. Little12 Case Study: Nevada’s English Language Learner Strategy: A Case Study on Policymaking and Implementation 301Magdalena MartinezPart 3 Teachers and Teaching 32113 Next Generation Research in Dialogic Learning 323Lauren B. Resnick, Christa S. C. Asterhan, and Sherice N. Clarke, with Faith Schantz14 Guiding and Promoting Student Learning: Applying Theory to Practice 339LeAnn G. Putney, Connie L. Malin, Teresa Miller, Sarah Crosby, and Bobbie Stanley15 A Smile is Universal: Building Sensitivity to and Understanding of Culturally and Linguistically Diverse Learners through International Field Experiences 365Amanda J. Laichak16 Envisioning Alternative Futures: Elliot Eisner’s Challenge to Industrial Educational Practice 391Richard Siegesmund17 CASE STUDY: Trajectories in Developing Novice Teacher Leadership Potential: A Tale of Two Countries 417Ping Gao18 CRITIQUE: What Effect Size Doesn’t Tell Us 431Barrie BennettPart 4 Educators as Learners and Leaders 44519 The Importance of Teacher Induction for Improving Teaching and Learning 447Matthew C. Nishimoto20 Teacher Leadership: Past, Present, and Future 473Barnett Berry21 Principal Instructional Leadership: From Prescription to Theory to Practice 505Philip Hallinger22 Case Study: Restorative Justice: An Alternative Approach to School Discipline 529Tom CavanaghPart 5 Evaluation and Assessment 54923 Back to the Future: Assessment from 1990 to 2016 551Elliott Asp24 Views of Classroom Assessment: Yesterday, Today, and Tomorrow 577Julie Oxenford‐O’Brian and Kay P. Uchiyama25 Rethinking Teacher Quality in the Age of Smart Machines 603Yong Zhao26 Rethinking the Intersection of Instruction, Change, and Systemic Change 619Barrie Bennett and Stephen Anderson27 CRITIQUE: On the Limits to Evidence‐Based Learning of Educational Science 639James G. LadwigEpilogue: Reflections of the Co‐Editors 661Gene E. Hall, Linda F. Quinn, and Donna M. GollnickIndex 663

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GENE E. HALL is Professor Emeritus in Educational Leadership, College of Education, University of Nevada, Las Vegas. LINDA F. QUINN is Professor in the University of Nevada, Las Vegas, Department of Teaching and Learning. DONNA M. GOLLNICK is Vice President for Quality Assurance, TEACH-NOW, Washington, DC.

• Notes on Contributors ixIntroduction: Issues Affecting Teaching and Learning in Today’s Schools 1Gene E. Hall, Linda F. Quinn, and Donna M. GollnickPart 1 The Context of Schooling 51 The Complexity of American Teacher Education 7David Imig, Scott Imig, Michael Neel, and Loretta Holmberg‐Masden2 School Reform—A Never‐Ending Story: Avoiding Attractive Pitfalls and Exploring Promising Perspectives 29Roland Vandenberghe3 The Culture and Teaching Gap: What Is It, and How Can Teacher Educators Help to Close It? 59Roderick L. Carey, Abiola Farinde‐Wu, H. Richard Milner IV, and Lori Delale‐O’Connor4 The Role of the Community in Learning and Development 79Elizabeth Spier, Raquel L. González, and David Osher5 Building Capacity in Order to Strengthen Teaching and Learning 107Sharon Harsh6 Implementing and Sustaining Language Curriculum Reform in Singapore Primary Schools 151Jason Loh and Foong Poh‐YiPart 2 Learners and Learning 1737 Educational Neuroscience: Are We There Yet? 175John T. Almarode and David B. Daniel8 Turning Toward Students: Adopting a Student‐Centered Stance in Mandate‐Centered Times 199Alison G. Dover and Brian D. Schultz9 Learning Anytime, Anywhere through Technology: Reconsidering Teaching and Learning for the iMaker Generation 225Timothy D. Green and Loretta C. Donovan10 The Place of Learning in the Systematization and Standardization of Early Childhood Education 257Susan Grieshaber and Sharon Ryan11 Exceptional Education is Special 277Dena D. Slanda and Mary E. Little12 Case Study: Nevada’s English Language Learner Strategy: A Case Study on Policymaking and Implementation 301Magdalena MartinezPart 3 Teachers and Teaching 32113 Next Generation Research in Dialogic Learning 323Lauren B. Resnick, Christa S. C. Asterhan, and Sherice N. Clarke, with Faith Schantz14 Guiding and Promoting Student Learning: Applying Theory to Practice 339LeAnn G. Putney, Connie L. Malin, Teresa Miller, Sarah Crosby, and Bobbie Stanley15 A Smile is Universal: Building Sensitivity to and Understanding of Culturally and Linguistically Diverse Learners through International Field Experiences 365Amanda J. Laichak16 Envisioning Alternative Futures: Elliot Eisner’s Challenge to Industrial Educational Practice 391Richard Siegesmund17 CASE STUDY: Trajectories in Developing Novice Teacher Leadership Potential: A Tale of Two Countries 417Ping Gao18 CRITIQUE: What Effect Size Doesn’t Tell Us 431Barrie BennettPart 4 Educators as Learners and Leaders 44519 The Importance of Teacher Induction for Improving Teaching and Learning 447Matthew C. Nishimoto20 Teacher Leadership: Past, Present, and Future 473Barnett Berry21 Principal Instructional Leadership: From Prescription to Theory to Practice 505Philip Hallinger22 Case Study: Restorative Justice: An Alternative Approach to School Discipline 529Tom CavanaghPart 5 Evaluation and Assessment 54923 Back to the Future: Assessment from 1990 to 2016 551Elliott Asp24 Views of Classroom Assessment: Yesterday, Today, and Tomorrow 577Julie Oxenford‐O’Brian and Kay P. Uchiyama25 Rethinking Teacher Quality in the Age of Smart Machines 603Yong Zhao26 Rethinking the Intersection of Instruction, Change, and Systemic Change 619Barrie Bennett and Stephen Anderson27 CRITIQUE: On the Limits to Evidence‐Based Learning of Educational Science 639James G. LadwigEpilogue: Reflections of the Co‐Editors 661Gene E. Hall, Linda F. Quinn, and Donna M. GollnickIndex 663

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