Teacher Training Books

This relatively short instructional book is written for people who have never taught preschool children before in a church or Sunday school setting. It contains many useful thoughts, ideas, and tips; but is limited because it is specifically written towards new, preschool Sunday school/church educators. The title is rather misleading in that aspect; I thought this would give me some new ideas or advice for the preschool classes I teach on a daily basis. Instead, all I got were a few useful tips and not much else. Some of the material is a little dated, but the book nevertheless fulfills it's directive for it's intended audience.

AS a colleague of Carol Hillman's, I was able to follow her path as she worked to mentor her students and as she worked with their cooperating teachers. At last, when I read her book I was moved to see that her personal warmth and deep caring were revealed in this guidebook. Her writing style discloses her caring and loving connection with mentors, mentees and the children with whom they work. There is a poetry that brings the reader to the "inner gardens" of classrooms in which relationships flourish.

Mentoring requires respect and authenticity. Hillman gets at the core of this work as she considers the mentoring relationship in her latest book. She is honest about the rewards and struggles of mentoring. Her practical suggestions make this an essential read for classroom teachers who supervise students, directors of early childhood programs and college instructors.

An insightful, supportive mentoring model for the novice observer, as well as practical strategies for the experienced evaluator. Written by a teacher's teacher - Hillman is a keen observer of both children and the adults who are responsible for providing them with exemplary learning environments. Sample observations and useful forms enhance this thoughtful contribution to the field of Early Childhood Education. A must for all Early Childhood professionals.
Jeanne Millman, Adjunct Professor, SUNY, New Paltz, NY

Great text for the educational researcher. Heavy on jargon and statistics for casual reading. The authors do a nice job of presenting their qualitative and quatitative data, their illustrations of models are clear, and they state clearly where their conclusions can and can not be generalized. This text will make a great reference for educational researchers interested in teacher interaction with students.