| |
| |
Brief Contents | |
| |
| |
| |
The Teaching Profession | |
| |
| |
| |
Status of the Profession | |
| |
| |
| |
Development of the Profession | |
| |
| |
| |
Philosophy and Its Impact on the Schools | |
| |
| |
| |
The Major Philosophies | |
| |
| |
| |
The Impact of Educational Theories on Educational Practice | |
| |
| |
| |
Historical Foundations of Education | |
| |
| |
| |
American Education: European Heritage and Colonial Experience | |
| |
| |
| |
American Education: From Revolution to the Twentieth Century | |
| |
| |
| |
Modern American Education: From the Progressive Movement to the Present | |
| |
| |
| |
Schooling In A Diverse and Multicultural Society | |
| |
| |
| |
The Social and Cultural Contexts of Schooling: Their Influence and Consequence | |
| |
| |
| |
Responding to Diversity | |
| |
| |
| |
Students at Risk and At-Risk Behaviors | |
| |
| |
| |
Legal and Political Control and Financial Support | |
| |
| |
| |
Legal Framework for the Public Schools | |
| |
| |
| |
Teachers, Students, and the Law | |
| |
| |
| |
Governance and Financing of Elementary and Secondary Schools | |
| |
| |
| |
Curriculum, Instruction, and Assessment in Effective Schools | |
| |
| |
| |
Curriculum and Instruction | |
| |
| |
| |
Standards and Assessment | |
| |
| |
| |
The Teaching Profession | |
| |
| |
| |
Status of the Profession | |
| |
| |
The Teacher and Teaching: Definitions | |
| |
| |
Profile of the Teaching Profession | |
| |
| |
Why Become a Teacher? | |
| |
| |
ASK YOURSELF: Do I Want to Be a Teacher? | |
| |
| |
Satisfactions and Dissatisfactions with Teaching | |
| |
| |
Teacher Preparation | |
| |
| |
Baccalaureate Teacher Education Programs | |
| |
| |
HISTORICAL NOTE: The Columbian School: The First Formal Teacher Training Institution | |
| |
| |
Alternative Teacher Preparation Programs | |
| |
| |
VIDEO INSIGHT: Teacher Shortage: Alternative Certification | |
| |
| |
Minority Representation in the Teaching Force | |
| |
| |
Teacher Certification | |
| |
| |
Assessment for Initial Certification and Licensure | |
| |
| |
Emergency Certification | |
| |
| |
Recertification | |
| |
| |
Reciprocity and Interstate Certification | |
| |
| |
National Certification: The NBPTS | |
| |
| |
Teacher Supply and Demand | |
| |
| |
Salary and Other Compensation | |
| |
| |
Salary Schedules | |
| |
| |
Performance-Based Pay Plans and Knowledge and Skills | |
| |
| |
CONTROVERSIAL ISSUE: Value-Added Pay | |
| |
| |
Compensation for Supplemental Activities | |
| |
| |
Salaries for Administrative and Support Personnel | |
| |
| |
Indirect Compensation: Employee Benefits and Services | |
| |
| |
Summary | |
| |
| |
Professional Development Workshop | |
| |
| |
| |
Development of the Profession | |
| |
| |
Teaching as a Profession | |
| |
| |
Requirements of a Profession | |
| |
| |
Specialized Knowledge and Preparation | |
| |
| |
Provision of Essential Services to Society | |
| |
| |
The Exercise of Discretion | |
| |
| |
Autonomy and Freedom from Direct Supervision | |
| |
| |
Code of Professional Standards | |
| |
| |
Professional Codes of Ethics | |
| |
| |
ASK YOURSELF: Does Teaching Qualify as a Profession? | |
| |
| |
The Increased Professionalization of Teaching | |
| |
| |
Development of Professional Standards | |
| |
| |
Professional Development | |
| |
| |
Career Advancement | |
| |
| |
CONTROVERSIAL ISSUE: Teacher Tenure | |
| |
| |
HISTORICAL NOTE: Apprentice Contract for a Schoolmaster, 1722 | |
| |
| |
Evaluating Teacher Performance | |
| |
| |
Teachers' Organizations | |
| |
| |
National Organizations for Teachers | |
| |
| |
Local Organizations for Teachers and Collective Negotiations | |
| |
| |
Specialized Organizations for Teachers Teachers Organizations and Public Policy Issues | |
| |
| |
Summary | |
| |
| |
Professional Development Workshop | |
| |
| |
| |
Philosophy and Its Impact on the Schools | |
| |
| |
| |
The Major Philosophies | |
| |
| |
What Is Philosophy? | |
| |
| |
Branches of Philosophy 0 | |
| |
| |
Metaphysics: What Is the Nature of Reality? | |
| |
| |
Epistemology: What Is the Nature of Knowledge? | |
| |
| |
Axiology: What Is the Nature of Values? | |
| |
| |
Traditional Philosophies and Their Educational Implications | |
| |
| |
Idealism | |
| |
| |
CONTROVERSIAL ISSUES: Should Moral Education, Character Education or Values Education Be a Responsibility of the School? | |
| |
| |
ASK YOURSELF: What Is My Philosophy of Life? | |
| |
| |
HISTORICAL NOTE: Plato's Academy | |
| |
| |
Realism | |
| |
| |
Neo-Thomism | |
| |
| |
Contemporary Philosophies and Their Educational Implications | |
| |
| |
Pragmatism | |
| |
| |
Existentialism | |
| |
| |
Analytic Philosophy | |
| |
| |
Major Eastern Philosophies | |
| |
| |
Hinduism | |
| |
| |
Budism | |
| |
| |
Confucinism | |
| |
| |
Taoism | |
| |
| |
Summary | |
| |
| |
Professional Development Workshop | |
| |
| |
| |
The Impact of Educational Theories on Educational Practice | |
| |
| |
Theories of Education | |
| |
| |
Perennialism | |
| |
| |
Purpose of Schooling | |
| |
| |
Nature of the Learner | |
| |
| |
Curriculum | |
| |
| |
Instructional Methods | |
| |
| |
Classroom Management | |
| |
| |
Assessment | |
| |
| |
The Perennialist Teacher | |
| |
| |
Leading Educational Proponents | |
| |
| |
Progressivism | |
| |
| |
Purpose of Schooling | |
| |
| |
Nature of the Learner | |
| |
| |
Curriculum Instructional Methods | |
| |
| |
Classroom Management | |
| |
| |
Assessment | |
| |
| |
The Progressivist Teacher | |
| |
| |
Leading Educational Proponents | |
| |
| |
HISTORICAL NOTE: Thomas Dewey | |
| |
| |
Behaviorism | |
| |
| |
Purpose of Schooling | |
| |
| |
Nature of the Learner | |
| |
| |
Curriculum | |
| |
| |
Instructional Methods | |
| |
| |
Classroom Management | |
| |
| |
Assessment | |
| |
| |
The Behaviorist Teacher | |
| |
| |
Leading Educational Proponents | |
| |
| |
Essentialism | |
| |
| |
Purpose of Schooling | |
| |
| |
Nature of the Learner | |
| |
| |
Curriculum | |
| |
| |
Instructional Methods | |
| |
| |
Classroom Management | |
| |
| |
Assessment | |
| |
| |
The Essentialist Teacher | |
| |
| |
Leading Educational Proponents | |
| |
| |
Social Reconstructionism | |
| |
| |
Purpose of Schooling | |
| |
| |
Nature of the Learner | |
| |
| |
Curriculum | |
| |
| |
Instructional Methods | |
| |
| |
Classroom Management | |
| |
| |
Assessment | |
| |
| |
The Social Reconstructionist Teacher | |
| |
| |
Leading Educational Proponents | |
| |
| |
Postmodernism | |
| |
| |
Purpose of Schooling | |
| |
| |
Nature of the Learner | |
| |
| |
Curriculum | |
| |
| |
Instructional Methods | |
| |
| |
Classroom Management | |
| |
| |
Assessment | |
| |
| |
The Postmodernist Teacher | |
| |
| |
Leading Educational Proponents | |
| |
| |
Identifying Your Philosophy of Education | |
| |
| |
ASK YOURSELF: What Is My Philosophy of Education? | |
| |
| |
Summary | |
| |
| |
Professional Development Workshop | |
| |
| |
| |
Historical Foundations of Education | |
| |
| |
| |
American Education: European Heritage and Colonial Experience | |
| |
| |
Education in Ancient Societies | |
| |
| |
Education in Ancient Non-Western Societies | |
| |
| |
Education in Ancient Western Societies | |
| |
| |
CONTROVERSIAL issue: Homeschooling | |
| |
| |
Education in the Middle Ages | |
| |
| |
Thomas Aquinas (1225-1274) | |
| |
| |
The Medieval Universities | |
| |
| |
Influence of Arab Scholars | |
| |
| |
HISTORICAL NOTE: Life of the Medieval University Student | |
| |
| |
Education During the Renaissance | |
| |
| |
Education During the Reformation | |
| |
| |
Martin Luther (1483-1546) | |
| |
| |
John Calvin (1509-1564) | |
| |
| |
Vernacular Schools | |
| |
| |
Later European Educational Thought | |
| |
| |
Francis Bacon (1561-1626) | |
| |
| |
Jan Amos Comenius (1592-1670) | |
| |
| |
John Locke (1632-1704) | |
| |
| |
Jean-Jacques Rousseau (1712-1778) | |
| |
| |
Johann Pestalozzi (1746-1827) | |
| |
| |
Johann Herbart (1776-1841) | |
| |
| |
Friedrich Froebel (1782-1852) | |
| |
| |
Education in the "New" Old World Before Jamestown | |
| |
| |
Native American Education | |
| |
| |
Education in Colonial America | |
| |
| |
Education in the New England Colonies | |
| |
| |
Education in the Mid-Atlantic Colonies | |
| |
| |
New York | |
| |
| |
Education in the Southern Colonies | |
| |
| |
Summary | |
| |
| |
Professional Development Workshop | |
| |
| |
| |
American Education: From Revolution to the Twentieth Century | |
| |
| |
Education in the Early National Period | |
| |
| |
Northwest Land Ordinances Nationalism and Education | |
| |
| |
Educational Innovations | |
| |
| |
The Growth of the Academy | |
| |
| |
The Common School Movement | |
| |
| |
Moving Forces | |
| |
| |
Leading Proponents of the Common School | |
| |
| |
Growth of State and Local Support and Supervision | |
| |
| |
Organization and Curriculum | |
| |
| |
Secondary School Movement | |
| |
| |
Slow Beginnings | |
| |
| |
The Movement Grows as Industry and the Economy Grow | |
| |
| |
CONTROVERSIAL ISSUE: Single-Sex Schools and Classes | |
| |
| |
Tax Support and Compulsory Attendance Laws Further Secondary Education and Literacy | |
| |
| |
The Committee of Ten | |
| |
| |
The Seven Cardinal Principles of Secondary Education | |
| |
| |
The Junior High School | |
| |
| |
Developments in Higher Education | |
| |
| |
The Dartmouth College Case | |
| |
| |
The Morrill Acts and the Establishment of Land-Grant Institutions | |
| |
| |
Higher Education for Women | |
| |
| |
The Emergence of the Modern University | |
| |
| |
Founding of Junior Colleges | |
| |
| |
Education of Minorities | |
| |
| |
Education of Native Americans | |
| |
| |
Education of Hispanic Americans | |
| |
| |
Education of Asian Americans | |
| |
| |
Education of Black Americans | |
| |
| |
HISTORICAL NOTE: Zeal for Learning Among Freedmen, 1868 | |
| |
| |
Teacher Education | |
| |
| |
Establishment of Normal Schools | |
| |
| |
Teacher Institutes | |
| |
| |
Normal School Curriculum and Standards Strengthened | |
| |
| |
Universities Enter Teacher Training | |
| |
| |
Summary | |
| |
| |
PROFESSIONAL DEVELOPMENT WORKSHOP | |
| |
| |
| |
Modern American Education: From the Progressive Movement to the Present | |
| |
| |
The Twentieth Century Unfolds | |
| |
| |
The People and the Nation Grow | |
| |
| |
Economic Growth | |
| |
| |
Politics and Reform | |
| |
| |
Changes in Education | |
| |
| |
Progressivism in Education | |
| |
| |
The Beginnings of Progressive Education | |
| |
| |
John Dewey | |
| |
| |
Ella Flagg Young | |
| |
| |
Progressive Education Association | |
| |
| |
Influence of the Progressive Movement on Higher Education | |
| |
| |
The Child Study Movement | |
| |
| |
The Measurement Movement | |
| |
| |
Education During the Great Depression | |
| |
| |
George S. Counts and Social Reconstructionism | |
| |
| |
William C. Bagley and the Essentialists | |
| |
| |
The Influence of the Second World War | |
| |
| |
The Postwar Years | |
| |
| |
The Critics and the Decline of Progressive Education | |
| |
| |
The Montessori Movement | |
| |
| |
HISTORICAL NOTE: Maria Montessori | |
| |
| |
From Sputnik to the New Federalism | |