Teaching Human Development for Educators

Edited by:
M Cecil Smith, Southern Illinois University Carbondale
Carlton J. Fong, Texas State University
Russell N. Carney, Missouri State University

A volume in the series: Theory to Practice: Educational Psychology for Teachers and Teaching. Editor(s): Mike Yough, Oklahoma State University. Jane S. Vogler, Oklahoma State University. Eric M. Anderman, The Ohio State University.

Published 2024

In an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of human growth, development, and change at different ages and stages across the life span. The present volume draws upon the latest research to help teacher preparation instructors select and convey essential content on human development. Such efforts serve to prepare education professionals to work with infants, children, adolescents, and adults across diverse educational settings.

The chapters included in this volume summarize empirical research that supports the teaching of human development as it applies to PreK-12 and postsecondary settings, describe instructional practices used in college courses that are effective for teaching teachers-in-training about human development, and provide a systematic discussion of issues that influence the teaching of human development theories, research, and classroom applications.

The contributing authors are accomplished educational and developmental psychologists that have years of experience in teacher preparation. Their respective chapters provide insights into the challenges that teachers-in-training confront in learning about human growth and development and how novice teachers can apply knowledge of human development in their professional practice.

CONTENTS
Editors’ Introduction: Teaching Human Development for Educators, M Cecil Smith, Carlton J. Fong, and Russell N. Carney. Teaching Human Development Using Human Development: The Science of Learning as a Guide for Future Educators, Elias Blinkoff, Hailey Gibbs, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek. The Student as a Developing Person in Context: Socio-Ecological Theory, Intersectionality, and Social Justice, Gabriel Velez, Keshia Harris, and Carly Offidani-Bertrand. Intentionally Integrating Developmental Theory and Research Into Teacher Education: Examples From the Field, Sarah M. Kiefer, Raven Robinson, Rebecca West Burns, and Kerrijo Ellis. The Why and How of What We Do: Using Case Studies to Understand Adolescent Development for Teacher Education, Dana L. Haraway and Ann Allred. Strategies for Centering Inclusion and Equity in Human Development Courses for Preservice Educators, Alison C. Koenka, Korinthia D. Nicolai, and Richard Garries. Creating Clarity Through Understanding Complexity: Building a Case for Development as a Critical Component of Educator Preparation, Lisa Looney, Andréa C. Minkoff, and Gabriela Wilson. Considerations and Importance of Generational Changes for Teaching, Elizabeth J. Pope, Katrina A. Dotzler, Heidi Legg Burross, and Paul A. Schutz. It Doesn’t End at 18: Insight Into Adult Human Development as an Instrumental Area for Preservice Teachers to Understand, Apply, and Teach, Abbie M. Bordewyk, Allison Fowler, and Kate E. Snyder. About the Contributors. Subject Index.