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| Introduction to Teaching and Learning in Middle and Secondary Schools | |
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| Today's Middle and Secondary Schools: Purpose, Organization, Structure, and Reform | |
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| Middle and Secondary Schools | |
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| Colonial Education: The First Schools | |
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| The Advent of Secondary Education: The Forerunners of Today's High Schools | |
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| Latin Grammar Schools | |
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| Academies | |
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| English Classical Schools: The First American Public High Schools | |
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| Funding for Public Secondary Education | |
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| The Creation of Junior High Schools | |
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| The Creation of Middle Schools | |
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| The Changing Purpose of Education | |
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| Reform Initiatives | |
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| Early Reform Efforts | |
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| Goals 2000 | |
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| No Child Left Behind | |
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| Reforming Middle Schools | |
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| Today's Middle and Secondary Schools | |
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| Organizing Education to Meet Students' Needs | |
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| Organization | |
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| The Middle School Concept and Philosophy | |
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| Middle Schools and Junior High Schools | |
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| Organizational Provisions for Student Differences | |
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| Curriculum Tracks and Homogeneous Grouping | |
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| Structuring Schools to Meet Students' Needs | |
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| The Structure of Middle Schools and High Schools | |
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| The School Calendar Year | |
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| The School Day | |
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| Nonstandard Daily Starting Times | |
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| Teaching Teams | |
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| The School-Within-a-School (SWAS) Concept | |
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| Teacher's Daily Schedules | |
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| Common Planning Time for Interdisciplinary Teams | |
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| Nontraditional Scheduling | |
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| Block Scheduling: Advantages and Disadvantages | |
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| Modifying the Curriculum to Facilitate Student Learning | |
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| Striving to Present Quality Education for All Students | |
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| Providing Challenging Curriculum Options | |
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| Embracing Student Diversity to Meet Students' Needs | |
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| At-Risk Students | |
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| Responsive Practices for Helping All Students Succeed in School | |
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| Preparing Teachers to Teach in a Diverse Classroom | |
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| The Fundamental Characteristic of Exemplary Education | |
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| Committed Teachers | |
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| Reflective Decision Making and the Locus of Control | |
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| Decision-Making and Thought-Processing Phases of Instruction | |
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| Reflection and the Decision-Making Process | |
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| Developing a Teaching Style | |
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| A Model for Teaching | |
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| Accessing Community Resources to Meet Students' Needs: Telecommunications Networks, Members of the Community, and Parent Organizations | |
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| Vehicles for Obtaining and Sharing Ideas and Information | |
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| Home and School Connections | |
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| Community Service Learning | |
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| Telecommunications Networks | |
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| The Emergent Overall Picture | |
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| Key Trends and Practices Today | |
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| Problems and Issues That Plague the Nation's Schools | |
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| Your Emerging Teaching Style | |
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| Methods of Instruction | |
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| The Teacher as Reflective Decision-Maker | |
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| The Preactive Phase of Instruction | |
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| My First Micro Peer-Teaching Demonstration-MPT 1 | |
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| Reflecting Upon My Own School Experiences | |
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| Summary | |
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| Module 1 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Middle and Secondary School Students | |
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| Adolescence | |
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| Characteristics of Middle and Secondary School Students | |
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| Teaching Adolescents | |
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| Adolescent Development | |
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| Culture and Its Impact on Education | |
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| Cultural Identity | |
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| Cultural Competence | |
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| Cultural Sensitivity | |
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| Multicultural Education | |
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| The Classroom in a Nation of Increasing Diversity | |
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| Demographic Changes | |
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| Styles of Learning and Implications for Teaching | |
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| Learning Modalities | |
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| Create and Ice-Breaker Activity Addressing the Learning Modalities | |
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| Create a Warm-Up Activity Addressing the Learning Modalities | |
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| Learning Styles | |
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| The Learning Cycle | |
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| Learning Capacities: The Theory of Multiple Intelligences | |
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| Modify a Lesson Plan to Integrate the Multiple Intelligences | |
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| Learning Style and Its Implications for Teaching | |
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| Meeting the Challenge: Recognizing and Providing for Student Differences | |
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| Instructional Practices That Provide for Student Differences: General Guidelines | |
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| Recognizing and Working with Exceptional Students | |
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| Guidelines for Working with Students with Special Needs in the Regular Classroom | |
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| Working with Culturally and Linguistically Diverse Students | |
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| Additional Guidelines for Working with English Language Learners | |
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| Best Practices for Promoting Success for All Students | |
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| Recognizing and Working with Students Who Are Gifted | |
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| Guidelines for Working with Gifted Students | |
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| Recognizing and Working with Students Who Take More Time but Are Willing to Try | |
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| Recognizing and Working with Recalcitrant Students | |
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| Teaching Toward Positive Character Development | |
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| Multitasking | |
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| Summary | |
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| Module 2 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Planning for Instruction | |
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| Establishing and Maintaining a Safe and Supportive Classroom Learning Environment | |
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| The Importance of Perceptions | |
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| Classroom Control: Its Meaning-Past and Present | |
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| Historical Meaning of Classroom Control | |
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| Today's Meaning of Classroom Control and the Concept of Classroom Management | |
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| Classroom Management: Contributions of Some Leading Authorities | |
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| Developing Your Own Effective Approach to Classroom Management | |
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| Providing a Supportive Learning Environment | |
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| Create a Positive Classroom Atmosphere | |
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| Behaviors to Avoid | |
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| Get to Know Your Students as People | |
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| Preparation Provides Confidence and Success | |
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| Effective Organization and Administration of Activities and Materials | |
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| Natural Interruptions and Disruptions to Routine | |
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| Classroom Procedures and Guidelines for Acceptable Behavior | |
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| Designing Your Room Arrangement | |
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| Starting the School Term Well | |
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| Procedures Rather Than Rules; Consequences Rather Than Punishment | |
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| The First Day | |
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| Establishing Classroom Expectations, Procedures, and Consequences | |
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| What Students Need to Understand from the Start | |
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| Observing a Classroom for Frequency of External Interruptions | |
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| Teachers' Behavior Management Systems | |
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| Beginning the Development of My Classroom Management System | |
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| Using Positive Rewards | |
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| Managing Class Meetings | |
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| Opening Activities | |
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| Observation and Analysis of How Teachers Start Class Meetings | |
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| Smooth Implementation of the Lesson | |
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| Transitions: A Difficult Skill for Beginning Teachers | |
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| Student Misbehavior | |
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| Categories of Student Misbehavior | |
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| There Are Success Stories | |
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| Teacher Response to Student Misbehavior: Direct and Indirect Intervention | |
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| Teacher-Caused Student Misbehavior: Scenarios for Review | |
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| Preventing a Ship from Sinking Is Much Easier Than Saving a Sinking One: Mistakes to Avoid | |
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| Applying Measures of Control | |
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| Selecting Measures of Control | |
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| Summary | |
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| Module 3 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Selecting Content and Preparing Objectives | |
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| Reasons for Planning Thoughtfully and Thoroughly | |
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| Components of Instructional Planning | |
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| Planning a Course | |
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| Documents That Provide Guidance for Content Selection | |
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| National Curriculum Standards | |
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| Examining National Curriculum Standards | |
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| Examining State Curriculum Documents | |
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| Examining Local Curriculum Documents | |
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| Student Textbooks | |
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| Benefit of Student Textbooks to Student Learning | |
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| Problems with Reliance on a Single Textbook | |
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| Examining Student Textbooks and Teachers' Editions | |
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| Guidelines for Textbook Use | |
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| Introducing the Textbook | |
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| Multitext and Multireadings Approaches | |
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| Other Printed Materials | |
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| The Future for School Textbooks | |
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| Collaborative Planning | |
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| Team Planning | |
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| Teacher-Student Collaboration in Planning | |
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| Preparing for the Year | |
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| Preparing a Content Outline | |
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| Preparing for and Dealing with Controversy | |
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| Dealing with Controversial Content and Issues | |
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| Censorship: Books That Are Sometimes Challenged | |
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| Aims, Goals, and Objectives: A Clarification | |
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| Instructional Objectives and Their Relationship to Curriculum and Assessment | |
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| Learning Targets and Goal Indicators | |
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| Overt and Covert Performance Outcomes | |
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| Balance of Behaviorism and Constructivism | |
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| Teaching Toward Multiple Objectives, Understandings, and Appreciations | |
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| Preparing Instructional Objectives | |
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| The ABCDs of Writing Objectives | |
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| Recognizing Verbs That Are Acceptable for Overt Objectives-A Self-Check Exercise | |
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| Recognizing the Parts of Criterion-Referenced Behavioral Objectives-A Self-Check Exercise | |
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| Recognizing Objectives That Are Measurable-A Self-Check Exercise | |
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| Classifying Instructional Objectives | |
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| The Domains of Learning and the Developmental Needs of Youth | |
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| Assessing Recognition of Objectives According to Domain-A Self-Check Exercise | |
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| Preparing My Own Instructional Objectives | |
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| Using the Taxonomies | |
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| Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals | |
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| Character Education | |
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| Learning That Is Not Immediately Observable | |
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| Summary | |
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| Module 4 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Preparing an Instructional Plan | |
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| Planning for Instruction: A Three-Level and Seven-Step Process | |
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| The Syllabus | |
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| Use and Development of a Syllabus | |
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| Content of a Syllabus | |
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| Content of a Course Syllabus | |
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| Preparing a Course Syllabus-An Exercise in Collaborative Thinking | |
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| The Instructional Unit | |
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| Types of Instructional Units | |
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| Planning and Developing Any Unit of Instruction | |
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| Unit Format, Inclusive Elements, and Time Duration | |
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| Curriculum Integration | |
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| Procedural and Conceptual Knowledge | |
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| The Spectrum of Integrated Curriculum | |
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| Definition of Integrated Curriculum | |
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| Integrated Curricula Past and Present | |
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| Levels of Curriculum Integration | |
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| Procedure for Planning and Developing an Interdisciplinary Thematic Unit | |
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| Generating Ideas for Interdisciplinary Units | |
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| Integrating the Topic | |
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| Lesson Planning: Rationale and Assumptions | |
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| Rationale for Preparing Written Lesson Plans | |
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| Assumptions About Lesson Planning | |
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| A Continual Process | |
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| Well Planned but Open to Last-Minute Change | |
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| The Problem of Time | |
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| A Caution About "The Daily Planning Book" | |
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| Constructing a Lesson Plan: Format, Components, and Samples | |
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| For Guidance, Reflection, and Reference | |
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| Basic Elements of a Lesson Plan | |
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| Descriptive Data | |
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| Goals and Objectives | |
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| Rationale | |
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| Procedure | |
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| Assignments | |
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| Materials and Equipment to Be Used | |
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| Accommodations for Students with Special Needs | |
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| Assessment | |
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| Reflection and Revision | |
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| Analysis of a Lesson That Failed | |
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| Preparing a Lesson Plan | |
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| Self- and Peer-Assessment of My Lesson Plan | |
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| Preparing an Instructional Unit | |
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| Summary | |
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| Module 5 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Selecting and Implementing Instructional Strategies | |
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| Student-Centered Instructiona Strategies | |
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| Principles of Classroom Instruction and Learning: A Synopsis | |
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| Culturally Sensitive Pedagogy | |
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| Direct vs. Indirect Instructional Modes: Strengths and Weaknesses of Each | |
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| Selecting Learning Activities | |
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| The Learning Experiences Ladder | |
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| Direct, Simulated, and Vicarious Experiences Help Connect Student Learning | |
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| A Reflection on My Past Involvement with Student-Centered Instructional Activities | |
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| Recalling My Own Learning Experiences in School | |
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| The Total Class as a Group Enterprise | |
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| Learning in Pairs | |
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| Peer Tutoring, Mentoring, and Cross-Age Coaching | |
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| Paired Team Learning | |
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| Think-Pair-Share | |
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| The Learning Center | |
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| Learning in Small Groups | |
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| Purposes for Using Small Groups | |
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| Cooperative Learning | |
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| The Cooperative Learning Group (CLG) | |
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| Why Some Teachers Have Difficulty Using CLGs | |
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| Teaching Thinking for Intelligent Behavior | |
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| Characteristics of Intelligent Behavior | |
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| Direct Teaching for Thinking and Intelligent Behavior | |
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| Research Imperatives for the Teaching of Thinking | |
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| Direct Teaching of Skills Used in Thinking | |
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| Inquiry Teaching and Discovery Learning | |
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| Problem Solving | |
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| Inquiry vs. Discovery | |
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| True Inquiry | |
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| The Critical Thinking Skills of Discovery and Inquiry | |
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| Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports | |
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| Values and Purposes of Project-Centered Learning | |
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| Writing Across the Curriculum | |
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| Kinds of Writing | |
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| Student Journals | |
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| Purpose and Assessment of Student Journal Writing | |
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| Learning by Educational Games | |
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| Purposes of Educational Games | |
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| Sources of Educational Games | |
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| Integrating Strategies for Integrated Learning | |
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| Study of Inquiry and Strategy Integration | |
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| Summary | |
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| Module 6 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Teacher-Centered Instructional Strategies | |
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| Teacher Talk: Formal and Informal | |
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| Cautions in Using Teacher Talk | |
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| Teacher Talk: General Guidelines | |
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| Teacher Talk: Specific Guidelines | |
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| Demonstration | |
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| Purposes of Demonstrations | |
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| Guidelines for Using Demonstrations | |
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| The Lecture-Summary Review and Practice | |
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| Questioning | |
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| Purposes for Using Questioning | |
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| Questions to Avoid Asking | |
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| Types of Questions: A Glossary | |
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| Socratic Questioning | |
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| Levels of Cognitive Questions and Student Thinking | |
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| Identifying the Cognitive Levels of Questions-A Self-Check Exercise | |
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| Guidelines for Using Questioning | |
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| Think-Time and the Art of Questioning-An In-Class Exercise | |
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| Questions from Students: The Question-Driven Classroom | |
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| An Analysis of the Quality of Questions-A Self-Check Exercise | |
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| Observing the Cognitive Levels of Classroom Verbal Interaction | |
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| A Cooperative Learning Exercise in the Use of Questioning-Micro Peer-Teaching II | |
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| Whole-Class Discussion | |
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| Whole-Class Discussion as a Teaching Strategy: Building Upon What I Already Know | |
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| Generating Guidelines for Using Whole-Class Discussions | |
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| Recitation | |
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| Equality in the Classroom | |
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| Title IX: Student Rights | |
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| Teacher Interaction with Students According to Student Gender or Other Personal Characteristics | |
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| Ensuring Equity | |
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| Learning from Assignments and Homework | |
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| Purposes and Guidelines for Using Assignments and Homework | |
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| Giving Students a Second Chance | |
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| How to Avoid Having So Many Papers to Grade That Time for Effective Planning Is Restricted | |
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| Memorizing and Reviewing: Unavoidable Learning Strategies | |
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| Developing a Lesson Using Inquiry Level II, Thinking Skill Development, a Demonstration, or an Interactive Lecture-Micro Peer-Teaching III | |
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| Summary | |
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| Module 7 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Media, Aids, and Resources | |
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| Printed Materials and Visual Displays | |
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| Sources of Free and Inexpensive Printed Materials | |
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| The Internet | |
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| Internet Sites of Use to Teachers | |
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| Cautions and Guidelines for Using the Internet | |
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| Professional Journals and Periodicals | |
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| The ERIC Information Network | |
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| Copying Printed Materials | |
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| The Classroom Writing Board | |
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| The Classroom Bulletin Board | |
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| The Community as a Resource | |
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| Guest Speakers | |
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| Field Trips | |
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| Media Tools | |
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| When Equipment Malfunctions: Troubleshooting | |
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| The Overhead Projector | |
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| The Document Camera | |
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| Multimedia Program | |
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| Television, Videos, and Videodiscs | |
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| Computers and Computer-Based Instructional Tools | |
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| The Placement and Use of Computers: The Online Classroom | |
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| Selecting Computer Software | |
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| The CD-ROM | |
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| Sources of Free and Inexpensive Audiovisual Materials | |
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| Using Copyrighted Video, Computer, and Multimedia Programs | |
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| Distance Learning | |
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| Summary | |
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| Module 8 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Assessment of Teaching and Learning | |
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| Assessing and Reporting Student Achievement | |
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| Purposes and Principles of Assessment | |
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| Terms Used in Assessment | |
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| Assessment and Evaluation | |
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| Measurement and Assessment | |
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| Validity and Reliability | |
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| Authentic Assessment: Advantages and Disadvantages | |
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| Diagnostic, Formative, and Summative Assessment | |
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| Assessing Student Learning: Three Avenues | |
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| Importance and Weight of Each Avenue | |
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| Assessing What a Student Says and Does | |
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| Assessing What a Student Writes | |
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| Assessment for Affective and Psychomotor Domain Learning | |
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| Student Involvement in Assessment | |
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| Using Student Portfolios | |
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| Using Checklists | |
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| Maintaining Records of Student Achievement | |
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| Recording Teacher Observations and Judgments | |
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| Grading and Marking Student Achievement | |
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| Criterion-Referenced Versus Norm-Referenced Grading | |
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| Determining Grades | |
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| Testing for Achievement | |
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| Standardized and Nonstandardized Tests | |
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| Purposes for Testing | |
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| Frequency of Testing | |
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| Test Construction | |
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| Administering Tests | |
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| Controlling Cheating | |
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| Determining the Time Needed to Take a Test | |
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| Preparing Assessment Items | |
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| General Guidelines for Preparing for Assessment | |
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| Classification of Assessment Items | |
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| Performance Testing Can Be Expensive and Time-Intensive | |
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| Attaining Content Validity | |
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| Types of Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using Them | |
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| Arrangement | |
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| Completion Drawing | |
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| Completion Statement | |
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| Correction | |
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| Essay | |
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| Grouping | |
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| Identification | |
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| Matching | |
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| Multiple Choice | |
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| Performance | |
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| Short Explanation | |
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| True-False | |
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| Preparing Assessment Items | |
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| Reporting Student Achievement | |
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| The Grade Report | |
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| More About Parental Involvement and Home-School Connections | |
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| Contacting Parents | |
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| Meeting Parents | |
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| Parent Conferences | |
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| Dealing with an Irate Parent or Guardian | |
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| Summary | |
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| Module 9 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Self-Assessment of Teaching and Continued Professional Development | |
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| Professional Development Through Field Experiences | |
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| Observation | |
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| Student Teaching | |
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| Guidelines for Behaving Professionally During Field Experiences | |
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| Relationships with Students | |
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| Finding a Teaching Position | |
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| Guidelines for Locating a Teaching Position | |
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| The Professional Career Portfolio | |
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| Development of My Professional Portfolio | |
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| Resources for Locating Teaching Vacancies | |
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| State (and Territorial) Sources for Information About Credential Requirements | |
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| The Professional Resume | |
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| The In-Person Interview | |
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| Professional Development Through Reflection and Self-Assessment | |
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| Professional Development Through Mentoring | |
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| Professional Development Through In-Service and Advanced Study | |
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| Professional Development Through Participation in Professional Organizations | |
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| Professional Development Through Communications with Other Teachers | |
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| Professional Development Through Summer and Off-Teaching Work Experience | |
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| Professional Development Through Micro Peer-Teaching | |
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| Pulling It All Together-Micro Peer-Teaching IV | |
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| Form A | |
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| Form B | |
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| Form C | |
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| Summary | |
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| Module 10 Posttest | |
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| Suggested Readings | |
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| Endnotes | |
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| Glossary | |
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| Author Index | |
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| Subject Index | |