Master Educator, 3rd Edition

Published by Julie Moscheo at April 7, 2020

Textbook (9781133693697)

Chapter	Page	Details
	xi	Change subhead “Roles of the Instructor” to “Roles of a Master Educator”
1	5	Change subhead “Roles of the Instructor” to “Roles of a Master Educator”
1	8	Change title of list “Top Ten Numbers for Effective Time Analysis” to “Top Ten Questions for Effective Time Analysis”
1	10	Delete the “a” in the sentence “The definitions do, however, imply that an educator holds a great deal of responsibility.”
1	19	Change title of list “Top Ten Numbers for Effective Time Analysis” to “Top Ten Steps to a Professional Image”
1	22	Delete the word stalk and replace with walk in the following sentence: “For example, you could publicly criticize and humiliate a student during a class, causing him to get up and WALK out of the classroom.”

Instructor Resource CD (9781133777052)

Chapter	Page	Question	Details
1	7-19	Lesson Plan	There are multiple corrections needed to this lesson plan. 1) On page 7, delete section I.B Background of Educators. 2) On pages 7-‐8, delete section II.E.1 Key Concepts of Time Management. 3) On pages 9-‐10, delete sections II.I.1 Team and and II.I.2 Team members. 4) On page 10, delete section II.K.1.b Turning challenges into opportunities and II.K.1.c. Being a leader. 5) On page 12, delete the following sentence from section II.N.1 Desire: “Motivation is an internal decision influenced by external situations or circumstances.” 6) On page 12, in the notes for section II.N.3 Motivation, add “Motivation is an internal decision influenced by external situations or circumstances.” 7) On page 13, switch the order of the headers and notes (not including the activity) of section II.P to P1. Importance of Imagination and P.2. Imagination. 8) On page 14, for section II.R.2. Personality development, insert “do not be critical” between h. and i. 9) On page 14, delete section II.R.4 Three rules of positive self-‐talk. 10) On page 15, under Let’s Review, in the answer to question 1, change “having authority, order, and self control” to “having authority, order, and self-‐confidence.” 11) On page 10, under Let’s Review, delete question 2, What are the key concepts in time management and control? 12) On page 19, Under Learning Reinforcement Ideas/Activities, delete #4.
2	42	Answer Key	Make the following changes for the answer key to the chapter 2 test: For question 1, answer should be: B. For question 3, answer should be: C. For question 4, answer should be: A. For question 5, answer should be: D. For question 6, answer should be: A. For question 7, answer should be: B. For question 8, answer should be: C. For question 10, answer should be: D. For question 11, answer should be: C. For question 12, answer should be: A. For question 13, answer should be: D. For question 14, answer should be: A. For question 15, answer should be: C. For question 17, answer should be: D. For question 18, answer should be: C. For question 19, answer should be: D. For question 20, answer should be: C. For question 21, answer should be: B. For question 22, answer should be A. For question 23, answer should be C. For question 24, answer should be A. For question 25, answer should be B. For question 26, the answer should be D. For question 27, the answer should be C. For question 28, the answer should be B. For question 29, the answer should be A.
7	125	Answer Key	Answer 51 is missing. It should be: 51. D.

Exam Review (9781133776598)

Chapter	Page	Question	Details
2	10	24	Change answer b. to read “half-round or crescent style.”
7	52	63	Change answer b. to read “indirect questioning.”
8	54	10	Change answer b. to read “low-profile intervention.”
5	166	8	Answer should be: c.
8	167	10	Answer should be: b.
10	168	14	Answer should be: a.
11	168	20	Answer should be: d.
16	170	29	Answer should be: d.
17	170	27	Answer should be: b.

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Julie Moscheo

Julie Moscheo’s style combines thoughtful consideration with cutting-edge creativity, bringing unique possibilities to life through her web/digital design. Holding a Bachelor’s in Fine Arts of Graphic Design from the Sage Colleges, Julie is able to use her experience and inner wild child to deliver innovative, eye-catching, and sophisticated graphic design for Milady’s marketing team. Julie started her career in 2001 as an intern at Thomson Learning. After completing her internship, she went on to spend a year working with a graphic design and printing service to further cultivate her skills in the printing industry while also enhancing her design-style through print copy such as: flyers, brochures, business cards, and more. She returned to textbook publishing and digital learning in 2003 with Milady, a part of Cengage Learning (formerly Thomson Learning). Julie has retained this position for over 17 years and is the driving force behind the brand’s graphic design as the sole designer on the talented marketing team.