We wrote this book as experienced professionals sharing ideas with those
entering our profession. We visualized the very real challenges student teachers
face and the down-to-earth solutions they need.

When possible, we were simple and direct in our analyses and recommendations.
But sometimes the problems teachers face are complicated and without easy solutions.
This reality is one factor that makes teaching both interesting and challenging.

We took additional steps to make this edition user-friendly. Major topics are
highlighted at the beginning of each chapter and critical issues are raised as
questions at the end of each chapter. Those additions, and other modifications of
the text, make this edition's principles and practices easier for readers to apply.

This book has been a cooperative venture in more than just its multiple authorship.
We could not have undertaken it without the benefit of what we learned from our
many students over the years. Of special importance are the journals that our student
teachers so generously shared with us. We are deeply indebted to them.

We wish to thank Linda Kozusko of the English Department at Rutgers Univer-
sity for her perceptive observations and graphic descriptions of teachers at work,
which we incorporated in the book.

We are also indebted to the many educators who generously shared their
thoughts with us and, especially, the following three whose constructive advice
enabled us to enrich the content of this book immeasurably: Dr. Frances Cagnassola,
a teacher in the Newark, New Jersey school system; Professor James Raths,
University of Delaware; and Professor Richard Wisniewski, Dean of the College
of Education, University of Tennessee.

Collectively, we have benefited over the years from interactions with colleagues
in the northeast, the south, the midwest, and the far west of the United States, as
well as in Canada, Mexico, Great Britain, India, and other locations.

We have profited enormously from the support of our publisher, Lawrence Erlbaum,
his senior associates Judy Amsel and Joe Petrowski, and on a day-to-day basis from
Sharon Levy, Promotion Director, Amy Olener, Editorial Assistant, Marcy Pruiksma,
Book Production Editor, and Naomi Silverman, Acquisitions Editor.

Finally, our thanks go to family members: Ruth Lubinsky for freeing the authors
to complete the first edition by lovingly tending two young children; David
Schwebel for typing and indexing the second edition; Sara Schwebel for indexing
the third edition; and Dr. Robert Schwebel, another educator, for raising challenging
questions that helped keep us close to the grindstone of reality.

Andrew I. Schwebel

Bernice L. Schwebel

Carol R. Schwebel

Milton Schwebel

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