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Questions About Myself and My Students | |
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Teaching: Is It For Me? | |
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Why Do People Become Teachers Today? | |
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The Joys of Working with Young People | |
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The Value of Teaching in Society | |
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Interest in Subject Matter Field | |
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Other Influences | |
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Why Do Some People Leave Teaching? | |
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Salaries | |
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Support | |
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Historically Speaking: What Has Motivated People to Teach at Different Times in the Past? | |
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The Nation’s First Teachers | |
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Teaching Becomes a Woman’s Profession | |
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The First “Peace Corps”-Teachers for the Midwest and South | |
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Immigration Transforms Teaching | |
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Progressive Education and the Emergence of the High School | |
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Progressive Education | |
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High Schools | |
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Movements of the 1960’s | |
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The Peace Corp | |
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Educational Requirements | |
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The Women’s Movement | |
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The Civil Rights Movement | |
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Should I Be a Teacher? | |
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Readings: | |
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Why Do People Become Teachers Today? | |
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“To Teach: The Journey of a Teacher” | |
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“The Colors and Strands of Teaching” | |
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Why Do Some People Leave Teaching? | |
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“The Wrong Solution to the Teacher Shortage” | |
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Should I Be a Teacher? | |
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“The Discipline of Hope: Learning from a Lifetime of Teaching” | |
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Good Teaching: What Is Its Impact? | |
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What Does the Evidence Say About the Difference a Good Teacher Can Make? | |
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Historically Speaking: The “Good Old Days” | |
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“Teacher-Proof Curriculum” | |
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Teachers, Schools, and the War on Poverty | |
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New Research, Different Conclusions | |
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What Is a “Good Teacher?” | |
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Teachers Need to Know Their Subject | |
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Teachers Need to Understand How To Teach | |
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Teachers Need to be Passionate About What They Do | |
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Teachers Need an Ethical Commitment to Their Work | |
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How Does a Good Teacher Involve Parents and the Community? | |
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A Web of Relationships | |
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Parents and Caregivers | |
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A Community Network | |
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Readings: | |
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What Does the Evidence Say About the Difference a Good Teacher Can Make? | |
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“Good Teaching Matters,” Kati Haycock | |
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What Is a “Good Teacher?” | |
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New York State code of Ethics for Educators | |
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How Does a Good Teacher Involve Parents and the Community? | |
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“The Rewards of Parent Participation,” | |
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Student Diversity: Who Will I Teach? | |
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Will My Classroom Be Like the Ones I Attended? | |
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Who Attends School Today? | |
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Race/Ethnicity | |
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Black Americans | |
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Hispanics | |
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Native Americans | |
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Asians | |
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More Than One Race | |
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The Continuing Racial Segregation of the Schools | |
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Gender and Sexuality | |
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Hidden Diversities | |
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Lesbian, Gay, Bisexual, and Transgendered Students | |
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Religious Minorities | |
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How Can I Be Sure that I am Reaching All My Students? | |
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Looking at Ourselves | |
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Seeing the Diversities | |
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Readings: | |
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Who Attends School Today? | |
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“Globalization, Immigration, and Education,” | |
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“Dude, You’ve Got Problems,” | |
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How Can I Be Sure that I am Reaching All My Students? | |
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“The Silenced Dialogue,” | |
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Including Everyone: Who Sometimes Gets Overlooked in School? | |
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Historically Speaking: Who Was Left Out of American Schools? | |
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What Legal Actions Made School Available for Everyone? | |
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Boys and Girls Together: What Does It Mean for Schools to be Gender Fair? | |
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The Impact of Title IX | |
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Gender Equity | |
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Learning the Language: What Are the Ongoing Debates Over Bilingual Education? | |
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America: A Land of Many Languages | |
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Bilingual Instruction vs. English-Only Instruction | |
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Special Needs: What is the Best Education for Students with Disabilities? | |
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The Legal Foundation of Special Education | |
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Responding to the Mandate | |
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Inclusive Classrooms | |
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Readings | |
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What Does It Mean for Schools to be Gender Fair? | |
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“With Boys and Girls in Mind,” | |
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“The Truth About Boys and Girls,” | |
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What Are the Ongoing Debates Over Bilingual Education? | |
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“All Languages Welcomed Here,” | |
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“The Case for Structured English Immersion,” | |
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What is the Best Education for Students with Disabilities? | |
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“Confronting Abelism,” | |
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Philosophical and Psychological Theories: How Do Children Learn? | |
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What Have Philosophers Said About Human Learning? | |
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Socrates | |
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Plato | |
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Aristotle | |
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Jean-Jacques Rousseau | |
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John Dewey | |
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Mortimer Adler | |
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Maxine Greene | |
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Jane Roland Martin | |
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bell hooks | |
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Kwame Anthony Appiah | |
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How Have Modern Psychologists Changed our Way of Thinking About Learning? | |
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Jean Piaget | |
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B. F. Skinner | |
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Lev Vygotsky | |
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Jerome F. Bruner | |
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What Is the Link Between Brain Research and Day-to-Day Practice in Schools? | |
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How Can Teachers and Schools Serve a Range of Learning Styles? | |
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Race, Ethnicity, Class, Culture, Gender, and Learning | |
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“Normal” Learning | |
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Gardner’s Multiple Intelligences | |
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See, Listen, Move | |
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Readings: | |
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What Is the Link Between Brain Research and Day-to-Day Practice in Schools? | |
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“How People Learn,” The National Academy of Sciences | |
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How Can Teachers and Schools Serve a Range of Learning Styles? | |
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“Multiple Lenses on the Mind,” Howard Gardner | |
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Questions About My Responsibilities as a Teacher | |
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Curriculum and Standards: What Will I Teach? | |
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What is Curriculum? Why Teach This and Not That? | |
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Defining Curriculum | |
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The Goals of Curriculum | |
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Different Approaches to Curriculum | |
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The Hidden Curriculum | |
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What Are Some of the Current Debates About Multicultural Education? | |
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Do the Standards Address What Students Need to Know? | |
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Historically Speaking: The Standards Movement | |
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Surviving and Thriving as a Teacher in the Midst of the Standards Debates | |
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How Do Different Curricula Reflect Different Views of the Purpose of Education? | |
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Readings: | |
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What Are Some of the Current Debates About Multicultural Education? | |
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“Affirming Diversity,” | |
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“The Disuniting of America,” | |
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Do the Standards Address What Students Need to Know? | |
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“Will Standards Save Public Education?” | |
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How Do Different Curricula Reflect Different Views of the Purpose of Education? | |
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“The Core Knowledge Curriculum-What’s Behind Its Success?” | |
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“What Should Children Learn?: A Teacher Looks at E.D. Hirsch,” | |
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Motivating, Managing, and Assessing: How Will I Teach? | |
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How Will I Motivate My Students? | |
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How Will I Control My Classroom? | |
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Zero-tolerance | |
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Establishing Expectations | |
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Teacher Behaviors in the Classroom | |
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How Will I Assess My Students in a Fair and Meaningful Way? | |
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Classroom Level Assessment | |
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High-Stakes Assessment | |
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Readings: | |
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How Will I Motivate My Students? | |
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“I Won’t Learn from You,” | |
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“Experience and Education,” | |
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How Will I Control My Class? | |
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“Lost at School,” | |
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How Will I Assess My Students in a Fair and Meaningful Way? | |
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“New Design High School Habits Rubric” | |
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Technology: How Is It Changing Our Schools? | |
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How Is Technology Transforming Today’s Schools-Or At Least Some of Them? | |
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New Tech High Schools | |
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WebQuest | |
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Are We On the Edge of a Wonderful New Era or Is There a Downside to All ThisTechnology? | |
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Seymour Papert: Advocate Extraordinaire | |
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Neil Postman: Dissenter | |
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Larry Cuban: A Word of Caution | |
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What Is the Digital Divide and How Does It Affect My Teaching? | |
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How Can I Use Technology to Improve My Teaching? | |
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Readings | |
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How Is Technology Transforming Today’s Schools-Or At Least Some of Them? | |
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“New Tech High: Education Reform Comes to Indiana Classrooms,” | |
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“Meet Bernie Dodge-The Frank Lloyd Wright of Learning Environments!” | |
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How Can I Use Technology to Improve My Teaching? | |
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“Networking Teachers Coaxing Colleagues to Use Technology,” | |
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Questions About the Influences on a Teacher’s Working Environment | |
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Professional Issues: Who Will Influence My Career? | |
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Historically Speaking: How Has Teacher Work Changed-For Better or Worse? | |
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How Much Do Teachers Get Paid? | |
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What is Tenure? | |
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Will I Join a Union? | |
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Why is Professional Development Important? | |
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Who Are the People Who Impact a Teacher’s Workday? | |
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Fellow Teachers | |
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Administrators | |
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Parents and Community Members | |
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Don’t Go it Alone | |
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Students | |
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Class Size | |
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The Reason We Teach | |
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Readings | |
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Will I Join a Union? | |
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“Why Teachers Should Organize,” | |
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“TURNing Unions Around,” | |
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Who Are the People Who Impact a Teacher’s Workday? | |
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“The Desecration of Studs Terkel: Fighting Censorship and Self-Censorship,” | |
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“Two Teachers of Letters,” | |
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Legal, Ethical, and Economic Responsibilities: How Can We Make Our Classrooms Fair? | |
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Why Is School Funding Unequal? | |
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Why Do Schools Sort and Track Students? | |
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Why Do Students Drop Out Before Completing High School? | |
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Why is There an Achievement Gap? | |
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How Do Teachers Sometimes Get Themselves Into Trouble? | |
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Readings | |
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Why Is School Funding Unequal? | |
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“Money, Schools, and Justice,” | |
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Why Do Schools Sort and Track Students? | |
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“The Tracking Wars,” | |
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“The Tracking and Ability Grouping Debate,” | |
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Why is There an Achievement Gap? | |
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“Why Are All the Black Kids Sitting Together in the Cafeteria?” | |
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Politics: What Is Its Place in Education? | |
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What is the Role of Federal Officials? | |
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The Supreme Court and the Schools | |
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Presidents and the U.S. Congress | |
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What Are the Politics Behind the No Child Left Behind Debate? | |
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What is the Role of State and Local Politics? | |
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Governors, State Legislatures, and Departments of Education | |
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Local School Districts and School Boards | |
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Hiring Decisions | |
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Licensure | |
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How Do Teachers Make Political Decisions in the Classroom? | |
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Readings | |
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What is the Role of State and Local Politics? | |
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“City Schools and the American Dream: What Will It Take to Improve America’s Urban Public Schools?” | |
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What Are the Politics Behind the No Child Left Behind Debate? | |
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“No Child Left Behind and the Public Schools, How Is It Working?” | |
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Public Education: What Is Its Purpose in a Democratic Society? | |
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What Does a Democratic Society Expect of Its Schools? | |
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Defining Democracy | |
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The School’s Role in a Democratic Society | |
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Historically Speaking: What is the Relationship Between a Universal Education and Democratic Citizenship? | |
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The Educational Philosophy of Thomas Jefferson | |
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Structuring a Democratic School System | |
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Education, Slavery, and Freedom | |
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Making Democracy “Come Alive” in School | |
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Education Is a Civil Right | |
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Recent Visions of Democratic Schooling | |
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How Can We Make Our Schools More Democratic? | |
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Schools Are Not All Equal | |
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The Teacher’s Role in a Democratic Society | |
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Readings | |
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How Can We Make Our Schools More Democratic? | |
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“My Pedagogic Creed,” | |
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“The Meaning of Education,” | |
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“Exploring the Moral Heart of Teaching,” | |
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“Rethinking Schools: An Agenda for Change,” | |
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The Next Questions About Myself | |
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Developing a Plan and a Personal Philosophy: Where Do I Go From Here? | |
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How Do I Get My First Teaching Job? | |
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State Licensure and Examinations | |
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Getting Hired | |
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How Will I Survive as a New Teacher? | |
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The Critical First Year | |
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Staying, Surviving, Thriving, Contributing | |
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What Kind of Teacher Do I Want to Be? | |
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Readings | |
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How Will I Survive as a New Teacher? | |
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“What Keeps Teachers Going?” | |
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What Kind of Teacher Do I Want to Be? | |
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“The Passionate Teacher,” | |
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“Caring, Competent Teachers in Complex Classrooms,” | |
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