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| Foundational Issues: An'Overview of the Profession | |
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| Today's Secondary Schools | |
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| Introduction to the Chapter | |
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| Historical Overview of Secondary Schools | |
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| Early Schools | |
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| Birth of the Modern High School | |
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| Educational Reform Movements | |
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| Professional Practice | |
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| Educational Belief Foundations | |
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| Overview of Educational Philosophies | |
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| Your Educational Philosophy | |
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| Professional Development | |
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| Circle of Courage | |
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| INTASC Core Teaching Standards | |
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| Professional Teacher Dispositions | |
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| Attributes of Successful Preservice Teachers | |
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| Chapter Summary and Reflection | |
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| References | |
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| Today's Learners | |
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| Introduction to the Chapter | |
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| Theories of Learning and Development | |
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| Scheme Development | |
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| Social-Cultural Contexts of Learning | |
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| The Constructivists | |
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| Cognitive Development | |
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| Stages of Cognitive Development | |
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| Multiple Intelligence Theory | |
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| Epistemological Frameworks | |
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| Language Acquisition | |
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| Biological and Psychological Development | |
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| Physical Growth | |
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| Personality and Identity | |
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| Implications for Teachers | |
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| Social and Ethical Development | |
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| Relationships | |
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| Moral Development | |
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| The Humanist Perspective's Connection to Teaching | |
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| Chapter Summary and Reflection | |
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| References | |
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| Planning Instruction | |
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| Assessment | |
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| Introduction to the Chapter | |
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| Assessment Practices | |
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| Review of Assessment Practices | |
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| Standards for Assessment | |
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| Formative and Summative Assessment | |
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| Validity and Reliability | |
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| Assessment of Student Understanding | |
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| Considerations in Designing Assessments | |
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| Authentic Assessment | |
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| Authentic Assessment Tools | |
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| Construction of Rubrics | |
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| Professional Considerations for Assessment | |
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| Teacher Expectations for Students | |
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| Importance of Reporting Student Learning | |
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| Evaluation of Instruction and Curriculum | |
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| Chapter Summary and Reflection | |
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| References | |
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| Instructional Strategies | |
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| Introduction to the Chapter | |
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| Teacher-Centered Instructional Strategies | |
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| Lecture | |
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| Demonstrations | |
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| Questioning Strategies | |
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| Student-Centered Instructional Strategies | |
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| Discussion | |
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| Problem Solving | |
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| Simulations | |
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| Strategies for Multilingual/Multicultural Classrooms | |
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| Lecture Strategies | |
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| Student-Centered Strategies | |
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| Participation of English Language Learners in Inquiry | |
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| Technology as an Instructional Tool | |
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| ISTE Student Foundation Technology Standards | |
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| Technology Management Strategies | |
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| Software Applications | |
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| The Internet | |
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| Chapter Summary and Reflection | |
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| References | |
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| Unit and Lesson Plans | |
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| Introduction to the Chapter | |
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| Overview of Instructional Planning | |
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| Student Focus | |
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| Levels of Planning | |
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| Determination of Course Goals | |
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| Goals and Objectives | |
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| Learning Goals | |
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| Elements of Planning Instruction | |
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| Unit Plan Development | |
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| Lesson Plan Development | |
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| Differentiated Instruction | |
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| Scaffolding Techniques | |
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| Needs of Struggling Students | |
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| Students Requiring Additional Challenges | |
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| Chapter Summary and Reflection | |
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| References | |
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| Approaches for Engaging Learners | |
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| Cooperative Learning | |
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| Introduction to the Chapter | |
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| Overview of Cooperative Learning | |
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| Implications for Performance | |
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| Characteristics of Effective Groups | |
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| Organizational Guidelines for Cooperative Groups | |
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| Accountability in Cooperative Groups | |
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| Strategies to Improve Cooperative Skills | |
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| Communication and Trust Building | |
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| Reinforcement of Interpersonal Communication | |
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| Leadership and Conflict Management | |
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| Cooperative Learning Models | |
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| Essential Characteristics | |
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| Student Team Models | |
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| Additional Cooperative Learning Methods | |
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| Chapter Summary and Reflection | |
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| References | |
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| Interdisciplinary Thematic Units (ITUs) | |
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| Introduction to the Chapter | |
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| Introduction to ITUs | |
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| The Purpose of ITUs | |
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| Models for ITU Design | |
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| ITU Teams | |
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| The ITU Development Process | |
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| Essential Questions | |
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| Scope and Sequence | |
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| Assessment Strategies | |
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| Essentials for ITU Implementation | |
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| Support of School Administrators | |
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| Teacher Buy-in and Expertise | |
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| Commitment to Innovation | |
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| Chapter Summary and Reflection | |
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| References | |
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| Creating Supportive Environments for Learning | |
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| Diverse Inclusive Classrooms | |
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| Introduction to the Chapter | |
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| Overview of Democratic Schools | |
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| Participatory Decision Making | |
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| An Equitable Learning Community | |
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| Positive Relationships | |
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| The Role of the Teacher | |
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| Perceptual Filters | |
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| Cultural Competence | |
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| Standards for Responsibility | |
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| Effective Classroom Environments | |
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| Management | |
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| Connections with Students | |
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| Rules and Routines | |
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| Physical Climate | |
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| Chapter Summary and Reflection | |
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| References | |
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| Classroom Management | |
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| Introduction to the Chapter | |
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| Integration of Management in the Classroom | |
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| Power Relationship Model | |
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| Teacher Management Model | |
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| Classroom Management Research | |
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| Applications of Classroom Management | |
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| Most Common Disruptions | |
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| Serious Management Issues | |
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| Introduction to Bullying | |
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| School-Wide Response to Bullies | |
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| School Programs | |
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| Parent Training | |
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| Peer Mediation | |
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| Resources | |
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| Chapter Summary and Reflection | |
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| References | |
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| Beyond the Classroom | |
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| Collaboration Between Schools and Communities | |
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| Introduction to the Chapter | |
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| Service-Learning | |
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| Overview of Service-Learning | |
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| Guidelines for Effectiveness | |
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| Importance of Content Standards | |
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| Parent Involvement | |
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| Teacher-Parent-Student Communication | |
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| Parent Involvement at the School Site | |
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| Community Involvement | |
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| Volunteers in Education | |
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| Direct Influence in the Educational Process | |
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| Chapter Summary and Reflection | |
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| References | |
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| Professional Challenges | |
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| Introduction to the Chapter | |
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| Professionalism | |
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| Professional Mission | |
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| Professional Stance | |
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| Appropriate Interactions with Students | |
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| Times Change | |
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| Adaptation to Today's Students | |
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| Your Work Environment | |
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| Collaborative Practice | |
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| Cooperation with Parents | |
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| The Profession | |
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| School Culture | |
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| Evaluation Process for Teachers | |
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| Teacher Dispositions and Attributes | |
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| Chapter Summary and Reflection | |
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| References | |
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| Interstate New Teacher Assessment and Support Consortium (INTASC) Standards | |
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| Sample Individualized Literacy Preassessment | |
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| Action Research Examples | |
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| Sample Unit Plans | |
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| Sample Lesson Plans | |
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| Examples of Cooperative Learning Projects | |
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| Sample Interdisciplinary Thematic Unit | |
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| Basics for the Compassionate Discipline Model | |
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| Sample Service-Learning Project | |
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| Preservice Teacher Reflection on Service-Learning | |
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| Sample Newsletter | |
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| Example for Involving Volunteers in Student Portfolio Presentations | |
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| Index | |