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Preface | |
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Reviewers | |
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Building a Foundation for This Book | |
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What Is in a Textbook? | |
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Traditional Textbooks | |
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This Textbook | |
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An Example-Building a Table | |
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Comparing Methods of Learning | |
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This Book Is a Little Like Building a Table | |
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Using Building Blocks | |
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This Is Constructivism | |
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Other Features | |
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Conclusion | |
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Self | |
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Teaching Excellence and You | |
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Characteristics of Excellent Teachers and Effective Teaching: Your Beliefs | |
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Characteristics of Excellent Teachers and Effective Teaching: Views from Other Perspectives | |
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Components of Effective Teaching | |
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Characteristics of Excellent Teachers and Effective Teaching: Views from Teachers | |
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Characteristics of Excellent Teachers and Effective Teaching: The Media | |
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Characteristics of Excellent Teachers and Effective Teaching: The Experts | |
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Characteristics of Excellent Teachers and Effective Teaching: The Research | |
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Characteristics of Excellent Teachers and Effective Teaching: Psychologists | |
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Characteristics of Excellent Teachers and Effective Teaching: The Federal Government | |
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Characteristics of Excellent Teachers and Effective Teaching: Professional Standards | |
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Interstate New Teacher Assessment and Support Consortium (INTASC) | |
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National Board for Professional Teaching Standards (NBPTS) | |
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Putting It All Together | |
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Conclusion | |
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Your Philosophy of Education | |
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The Nature of Educational Philosophy | |
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What Is Philosophy? | |
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Branches of Philosophy | |
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Educational Philosophy | |
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Your Personal Beliefs about Education | |
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Schools of Philosophic Thought | |
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A Continuum of Schools of Philosophic Thought | |
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School Philosophy and Mission Statements | |
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Philosophic Perspectives of Non-Eurocentric Cultures | |
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Theories of Educational Psychology | |
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Your Philosophy of Education | |
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Metaphors | |
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Conclusion | |
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Student | |
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The Student: Common Needs | |
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What Do Students Need? | |
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Basic Needs | |
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Basic Needs: Putting It All Together | |
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Cognitive Needs | |
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Psychosocial Needs | |
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General Academic Needs | |
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Self-Fulfilling Prophecy | |
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Instruction that Addresses Student Needs | |
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General Academic Needs | |
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Conclusion | |
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The Student and the Teacher: Acknowledging Unique Perspectives | |
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The Nature of Diversity | |
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Students' Unique Perspectives and Characteristics | |
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Cultural Diversity | |
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English Language Learners | |
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Religion | |
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Socioeconomic Status | |
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Gender | |
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Sexual Orientation | |
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Putting It All Together | |
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Conclusion | |
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The Student and the Teacher: Acknowledging Unique Abilities | |
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Exceptional Children and the Individuals with Disabilities Education Act | |
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Learning Disabilities | |
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Cognitive Abilities | |
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Multiple Intelligences | |
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Learning Styles | |
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Locus of Control | |
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A Final Word about Unique Perspectives and Abilities | |
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Constructivism | |
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Conclusion | |
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School | |
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Purposes of Schools | |
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Common Purposes of Schools | |
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Purposes of Schools as Seen by Government Agencies and Noteworthy Individuals | |
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Purpose of Schools as Seen in Mission Statements | |
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Factors Influencing Schools' Purposes | |
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Influence of Grade Level on School Purposes | |
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Influence of School Location on Its Purpose | |
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Nontraditional Schools | |
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Your Hypothetical School | |
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Conclusion | |
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Structure of Schools | |
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What Is a School? | |
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Needs of Schools | |
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Physical Facilities | |
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Personnel | |
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Scheduling | |
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Putting It All Together | |
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Conclusion | |
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The School and the Student | |
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Student Life in the School | |
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Safety in School | |
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School Responses to Safety Issues | |
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The Teacher's Role | |
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Curriculum, Instruction, and Assessment | |
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Conclusion | |
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The School and the Teacher | |
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The School's Expectations of the Teacher | |
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The Teacher's Expectations of the School | |
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Conclusion | |
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Society | |
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Historical Perspectives | |
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Basic Educational History Considerations | |
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American Education in the Colonial Period | |
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American Education in the Young Nation Period | |
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American Education in the Progressive Nation Period | |
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American Education in the Postwar Period | |
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American Education in the Modern Period | |
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Education of Minorities | |
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Conclusion | |
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School Governance and Finance | |
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The Stakeholders in American Education | |
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Governance | |
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Financing Education | |
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Issues in School Governance and Finance | |
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Conclusion | |
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Social Issues and the School's Response | |
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Social Issues | |
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Social Issues That Affect Emotional Well-Being | |
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Social Issues That Affect Physical Well-Being | |
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Social Issues That Affect the Community | |
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Conclusion | |
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Teachers, Students, and the Law | |
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Laws Affecting Teachers, Students, and Schools | |
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Sources of Laws and Regulations Impacting Schools | |
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Teachers and the Law | |
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Students and the Law | |
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Conclusion | |
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Curriculum and School Reform | |
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What Is Educational Reform? | |
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Curricular and Instructional Reform | |
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Assessment Reform | |
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Teacher Education Reform | |
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School Structure | |
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Governance and Finance Reform | |
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Conclusion | |
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Building A Teacher | |
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Your Motives for Teaching | |
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Identifying Your Reasons for Teaching | |
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Teaching as a Profession | |
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Your Chosen Profession | |
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Conclusion | |
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Appendix | |
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Glossary | |
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References | |
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Index | |