| |
| |
Preface | |
| |
| |
| |
Teachers and Students | |
| |
| |
| |
Becoming a Teacher | |
| |
| |
Teaching Career – Is It Right For You? | |
| |
| |
Professionalism at the Crossroads | |
| |
| |
From Normal Schools to Board-Certified Teachers | |
| |
| |
How Teachers are Prepared Today | |
| |
| |
Views of Teacher Education | |
| |
| |
Urban Legends about Teaching | |
| |
| |
American Schools: Better Than We Think? | |
| |
| |
We Like Questions | |
| |
| |
The Teachers, Schools and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
| |
Different Ways of Learning | |
| |
| |
Learning Styles | |
| |
| |
Is Gender a Learning Style? | |
| |
| |
Gender and Stereotypes | |
| |
| |
What Does the Gender Debate Teach Us? | |
| |
| |
Multiple Intelligences | |
| |
| |
Instructional Technology Assessment | |
| |
| |
The Five Minds | |
| |
| |
Emotional Intelligence | |
| |
| |
Exceptional Learners | |
| |
| |
The Gifted and Talented | |
| |
| |
Special Education | |
| |
| |
Assistive Technology | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
| |
Teaching your Diverse Students | |
| |
| |
Student Diversity | |
| |
| |
Failing at Fairness | |
| |
| |
Putting a Price on Racism | |
| |
| |
Theories of Why Some Groups Succeed and Others Do Not | |
| |
| |
Bilingual Education | |
| |
| |
Bilingual Education Models | |
| |
| |
The Bilingual Controversy | |
| |
| |
Research on Bilingual Education | |
| |
| |
Multicultural Education | |
| |
| |
The Multiculturalism Debate | |
| |
| |
Approaches to Multicultural Education | |
| |
| |
Culturally Responsive Teaching | |
| |
| |
Stereotypes | |
| |
| |
Stereotype Threat | |
| |
| |
Generalizations | |
| |
| |
Today’s Classroom | |
| |
| |
Meet Your Seventh-Grade Class | |
| |
| |
Lindsey Maria Riley (Navajo) | |
| |
| |
Marcus Griffin (African American) | |
| |
| |
Ana Garcia (Mexican American) | |
| |
| |
Kasem Pravat (Asian American from Thailand) | |
| |
| |
Ariel Klein (Jewish American) | |
| |
| |
Mary Goode (Rural White) | |
| |
| |
Ibrahim Mouawad (Arab American) | |
| |
| |
Carlos Martinez (Gay) | |
| |
| |
Diversity Assets | |
| |
| |
Teaching Skills | |
| |
| |
We Are One | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
INTASC Reflective Activities and Your Portfolio: Introduction | |
| |
| |
INTASC Reflective Activities and Your Portfolio: Part I | |
| |
| |
| |
Schools and Curriculum | |
| |
| |
| |
Student Life in School and at Home | |
| |
| |
Rules, Rituals, and Routines | |
| |
| |
“Come Right Up and Get Your New Books”: A Teacher’s Perspective | |
| |
| |
“Come Right Up and Get Your New Books”: A Student’s Perspective | |
| |
| |
Delay and Social Distraction | |
| |
| |
Watching the Clock | |
| |
| |
The Teacher as Gatekeeper | |
| |
| |
The Other Side of the Tracks | |
| |
| |
The Power of Elementary Peer Groups | |
| |
| |
Guest of Column: Haunted by Racist Attitudes | |
| |
| |
The Adolescent Society | |
| |
| |
Middle School: A Gendered World | |
| |
| |
High School: Lessons in Social Status | |
| |
| |
Social Challenges Come to School | |
| |
| |
Family Patterns | |
| |
| |
Wage Earners and Parenting | |
| |
| |
Latchkey Kids | |
| |
| |
Divorce vAmerica’s New Families | |
| |
| |
Poverty | |
| |
| |
Hidden America: Homeless Families | |
| |
| |
Children: At Promise or At Risk? | |
| |
| |
Dropping Out | |
| |
| |
Sexuality and Teenage Pregnancy | |
| |
| |
Substance Abuse | |
| |
| |
Youth Suicide | |
| |
| |
Bullying | |
| |
| |
Obesity and Eating Disorders | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
| |
Reforming America’s Schools | |
| |
| |
What is the Purpose of School? | |
| |
| |
| |
To Transmit Society’s Knowledge and Values (Passing the Cultural Baton) | |
| |
| |
| |
Reconstructing Society (Schools as Tools for Change) | |
| |
| |
Public Demand for Schools | |
| |
| |
Where Do You Stand? | |
| |
| |
A History of Educational Reform | |
| |
| |
School Choice | |
| |
| |
Charter Schools | |
| |
| |
Vouchers | |
| |
| |
Magnet Schools | |
| |
| |
Open Enrollment | |
| |
| |
Schools.com | |
| |
| |
Schools for Profit | |
| |
| |
Home Schools | |
| |
| |
Green Schools | |
| |
| |
Full Service Schools | |
| |
| |
Teachers, Students, and Reform | |
| |
| |
The Importance of Trust | |
| |
| |
Students and School Reform | |
| |
| |
What Makes a School Effective? | |
| |
| |
| |
Strong Leadership | |
| |
| |
| |
A Clear School Mission | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
| |
Curriculum, Standards, and Testing | |
| |
| |
The Faculty Room | |
| |
| |
The Visible Curriculum | |
| |
| |
The Two Rs in the Seventeenth Century | |
| |
| |
Eighteenth Century: Focus on Building a New Nation | |
| |
| |
A Secularized Curriculum for More Students in the Nineteenth Century | |
| |
| |
Progressive Education in the First Half of the Twentieth Century | |
| |
| |
Sputnik in Space and a More Demanding Curriculum, 1950s-1960s | |
| |
| |
Social Concern and Relevance, 1960s-1970s | |
| |
| |
Back to Basics, Standards and Testing, 1980s-Today | |
| |
| |
The Invisible Curriculum | |
| |
| |
The Extracurriculum | |
| |
| |
Who and What Shape the Curriculum | |
| |
| |
Teachers | |
| |
| |
Parental and Community Groups | |
| |
| |
Students | |
| |
| |
Administrators | |
| |
| |
State Government | |
| |
| |
Local Government | |
| |
| |
Colleges and universities | |
| |
| |
Standardized Tests | |
| |
| |
Education Commissions and Committees | |
| |
| |
Professional Organizations | |
| |
| |
Special Interest Groups | |
| |
| |
Publishers | |
| |
| |
Federal Government | |
| |
| |
The Technology Revolution | |
| |
| |
Ways Computers are used in the Classroom | |
| |
| |
The Digital Divide | |
| |
| |
The Reign of the Textbook | |
| |
| |
The Standards Movement | |
| |
| |
No Child Left Behind: Tests and Protests | |
| |
| |
Test Problems: Seven Reasons Why Standardized Tests Are Not Working | |
| |
| |
Alternates to High-Stakes Testing | |
| |
| |
Tension Points | |
| |
| |
Intelligent Design versus Evolution | |
| |
| |
Censorship and the Curriculum | |
| |
| |
Cultural Literacy or Cultural Imperialism? | |
| |
| |
The Saber-Tooth Curriculum | |
| |
| |
New Directions for the Curriculum | |
| |
| |
Enduring Lessons: A Modest Proposal | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
INTASC Reflective Activities and Your Portfolio: Part II | |
| |
| |
| |
Foundations | |
| |
| |
| |
The History of American Education | |
| |
| |
Christopher Lamb’s Colonial Classroom | |
| |
| |
Colonial New England Education: God’s Classrooms | |
| |
| |
A New Nation Shapes Education | |
| |
| |
The Common School Movement | |
| |
| |
Native American Tribes: The History of Miseducation | |
| |
| |
Spinsters, Bachelors, and Gender Barriers in Teaching | |
| |
| |
The Secondary School Movement | |
| |
| |
John Dewey and Progressive Education | |
| |
| |
The Federal Government | |
| |
| |
Black Americans: The Struggle for a Chance to Learn | |
| |
| |
Hispanics: Growing School Impact | |
| |
| |
Mexican American | |
| |
| |
Puerto Ricans | |
| |
| |
Cuban Americans | |
| |
| |
Asian Americans and Pacific Islanders: The Magnitude of Diversity | |
| |
| |
Chinese Americans | |
| |
| |
Filipino Americans | |
| |
| |
Asian Indian Americans | |
| |
| |
Japanese Americans | |
| |
| |
Southeast Asian Americans | |
| |
| |
Arab Americans: Moving Beyond the Stereotypes | |
| |
| |
Women and Education: A History of Sexism | |
| |
| |
Hall of Fame: Profiles in Education | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
| |
Philosophy of Education | |
| |
| |
Finding Your Philosophy of Education | |
| |
| |
Inventory of Philosophies of Education | |
| |
| |
Interpreting Your Response | |
| |
| |
Five Philosophies of Education | |
| |
| |
Teacher-Centered Philosophies | |
| |
| |
Essentialism | |
| |
| |
Perennialism | |
| |
| |
Student-Centered Philosophies | |
| |
| |
Progressivism | |
| |
| |
Social Reconstructionism | |
| |
| |
Existentialism | |
| |
| |
Can Teachers Blend These Five Philosophies | |
| |
| |
Psychological Influences on Education | |
| |
| |
Constructivism | |
| |
| |
Behaviorism | |
| |
| |
Cultural Influences on Education | |
| |
| |
The Three Legendary Figures of Classical Western Philosophy | |
| |
| |
Basic Philosophical Issues and Concepts | |
| |
| |
Metaphysics and Epitsemology | |
| |
| |
Ethics, Political Philosophy, and Aesthetics Logic | |
| |
| |
Your Turn | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
| |
Financing and Governing America's Schools | |
| |
| |
Follow the Money: Financing America’s Schools | |
| |
| |
Why Should Teachers Care Where the Money Comes From? | |
| |
| |
The Property Tax: The Road to Unequal Schools | |
| |
| |
Reforming Education Finance | |
| |
| |
From Robin Hood to Adequacy | |
| |
| |
Does Money Matter? | |
| |
| |
States Finding the Money | |
| |
| |
The Federal Government’s Role in Financing Education | |
| |
| |
The Obama Bounce | |
| |
| |
Schools, Children, and Commercialism | |
| |
| |
Commercializing Childhood | |
| |
| |
Brand Name Education: Should Schools Be Open for Business? | |
| |
| |
What the Future May Hold for School Finance | |
| |
| |
Accountability | |
| |
| |
Choice Program | |
| |
| |
The Economy’s Impact on School Budgets | |
| |
| |
The Future of Federal Assistance to Education | |
| |
| |
Local Fundraising | |
| |
| |
Decaying Infrastructure | |
| |
| |
Commercializing Children and Schools | |
| |
| |
Governing America’s Schools | |
| |
| |
School Governance Quiz | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
| |
School Law and Ethics | |
| |
| |
Classroom Law | |
| |
| |
What Is Your Rights Quotient? | |
| |
| |
| |
Teachers’ Rights and Responsibilities | |
| |
| |
| |
Students Rights and Responsibilities | |
| |
| |
Teaching and Ethics | |
| |
| |
Protecting Your Students | |
| |
| |
Moral Education: Programs That Teach Right from Wrong | |
| |
| |
Classrooms that Explore Ethical Issues | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
INTASC Reflective Activities and your Portfolio: Part III | |
| |
| |
| |
Your Classroom | |
| |
| |
| |
Teacher Effectiveness | |
| |
| |
Are Teachers Born or Made? | |
| |
| |
Academic Learning Time | |
| |
| |
Classroom Management | |
| |
| |
Management Models | |
| |
| |
Preventing Problems | |
| |
| |
The Pedagogical Cycle | |
| |
| |
Clarity and Academic Structure | |
| |
| |
Questioning | |
| |
| |
Student Response | |
| |
| |
Reaction or Productive Feedback | |
| |
| |
Variety in Process and Content | |
| |
| |
Technology as a Tool for Effective Teaching | |
| |
| |
Models for Effective Instruction | |
| |
| |
Direct Teaching | |
| |
| |
Cooperative learning | |
| |
| |
Mastery Learning | |
| |
| |
Problem-Based Learning | |
| |
| |
Differentiated Instruction | |
| |
| |
Some Final Thoughts on Teaching | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
| |
Your First Classroom | |
| |
| |
Stages of Teacher Development | |
| |
| |
Your First Year: Induction into the Profession | |
| |
| |
Mentors | |
| |
| |
Observation | |
| |
| |
Your First Day: Creating a Productive Classroom Climate | |
| |
| |
Professional Development Programs | |
| |
| |
Personalizing Schools | |
| |
| |
Finding That First Teaching Position | |
| |
| |
Where to Teach? | |
| |
| |
Resumes, Portfolios, Online Assessments, and Interviews | |
| |
| |
Teacher Recognition | |
| |
| |
Educational Associations | |
| |
| |
The NEA and the AFT | |
| |
| |
Professional Associations and Resources | |
| |
| |
Tomorrow’s Classroom? | |
| |
| |
The Teachers, Schools, and Society Reader | |
| |
| |
Key Terms and People | |
| |
| |
Discussion Questions and Activities | |
| |
| |
| |
Q and A Guide to Entering the Teaching Profession | |
| |
| |
What Are My Chances of Finding a Teaching Position? | |
| |
| |
Who Are My Teaching Colleagues? What Are the Demographics of Today’s Teachers? | |
| |
| |
What Are My Chances for Earning a Decent Salary? | |
| |
| |
Do Private Schools Pay Less than Public Schools? | |
| |
| |
How Do I Apply for a Teaching Job? Do I Need a Resume or a Portfolio? | |
| |
| |
How Do I Prepare for a Successful Interview? | |
| |
| |
What Do I Need in Order to Teach – A License or Certification? By the Way, What’s the Difference? | |
| |
| |
Who Awards Licenses, and How Do I Get One? | |
| |
| |
What Type of License Do I need? (You Mean, There’s More Than One?) | |
| |
| |
What Is an Endorsement? | |
| |
| |
If I Want to Teach in Another State, Do I need Another Teacher’s License? | |
| |
| |
What Are “Alternative Routes” to Getting a Teacher’s License? | |
| |
| |
What Are Teacher Competency Tests? | |
| |
| |
How Do Teaching Contracts Work? | |
| |
| |
What Are Some Advantages of Tenure? | |
| |
| |
What Are Some Disadvantages of Tenure? | |
| |
| |
Are Untenured Teachers Protected? | |
| |
| |
Can Principals Be Tenured? | |
| |
| |
What Teaching Positions Exist in Unique School Settings | |
| |
| |
What Kinds of Educational Careers Are Available Beyond | |
| |
| |
Classroom Teaching? | |
| |
| |
Summary | |
| |
| |
Key Terms and People | |
| |
| |
INTASC Reflective Activities and Your Portfolio: Part IV | |
| |
| |
Appendices | |
| |
| |
Test Appendices | |
| |
| |
| |
Teacher Competency Exams and Praxis Sample Test Questions | |
| |
| |
| |
State Offices for Teacher Certification and Licensure | |
| |
| |
Online Appendixes | |
| |
| |
| |
Classroom Observation Guidelines | |
| |
| |
| |
State Offices for Teacher Certification and Licensure | |
| |
| |
Glossary | |
| |
| |
Notes | |
| |
| |
Credits | |
| |
| |
Index | |