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The Changing Face of Teaching and Learning | |
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Focus Questions | |
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Vignette - Miranda's Decision: Choosing What Is Best for a Student | |
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Primary Reasons for Teaching: A Calling, the Love of Children, and the Desire to Help | |
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Why Do Students Go to School? The Three Purposes of Schooling | |
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Preserving and Transmitting the Cultural Heritage | |
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Selecting and Preparing Students for Occupational Status Levels | |
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Preparing Students to Build a Better Society | |
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Changes Influencing Teaching and Learning | |
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Recent Changes in the Public's View of Teaching | |
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Changes in Student Demographics | |
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Changes in Teachers' Work | |
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Ways of Teaching | |
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Standards and Accountability | |
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Increased Teachers' Voice | |
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Back to Miranda's Case: An Analysis | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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Becoming an Effective Teacher | |
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Focus Questions | |
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Vignette - Becoming an Effective Teacher | |
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Focus on Effective Teachers | |
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The Knowledge Base of Effective Teachers | |
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Culturally Responsive Teaching | |
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Knowledge of Yourself: Self-Understanding and Self-Acceptance | |
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Knowledge About Why You Are Teaching: A Well-Developed Philosophy of Education | |
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Knowledge of Curricular Content: A Strong Subject Matter Base | |
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Knowledge About Teaching: Pedagogical Content Knowledge | |
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Knowledge About Technology: Are Virtual Teachers the Wave of the Future? | |
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Knowledge About How Students Learn and Grow: Educational Psychology | |
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Knowledge About the Community: Connecting Students to the World Outside of School | |
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The Skills of Effective Teachers | |
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Pedagogical Skills: The Ability to Put It All Together | |
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Reflective Skills: The Ability to Analyze and Act on Teacher-Generated Data | |
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Communication and Collaboration Skills: The Ability to Build Relationships | |
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Management Skills: The Ability to Arrange Successful Learning Environments | |
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Technological Skills: The Ability to Use Technology as a Teaching/Learning Tool | |
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The Attitudes and Dispositions of Effective Teachers | |
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The Reflective Teacher: Open-Mindedness, Wholeheartedness, and Responsibility | |
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An Ethic of Caring: Creating Relationships and Learning Communities | |
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Back to Ms. Mac's Dilemma | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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The Dilemmas of Discipline and Classroom Management | |
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Focus Questions | |
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Vignette - Carol's Discipline Dilemma | |
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Discipline and Management: A Dilemma for Teachers | |
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Classroom Management and Discipline: What's the Difference? | |
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Classroom Management: Creating an Environment for Learning | |
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Discipline: Fostering Individual and Collective Responsibility | |
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Discipline and Management: What's the Past Got to Do With It? | |
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Colonial Schools: Spare the Rod? | |
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The 1800s: Changing Times, Changing Attitudes | |
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Horace Mann and the Debate Over Discipline | |
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Colonial and Postcolonial Schooling: Diversity and Power | |
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The 1900s: John Dewey and Progressivism Versus the Status Quo | |
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Making Connections: Past to Present | |
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The Canters: Assertive Discipline | |
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Alfie Kohn: Classroom as Community | |
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School Violence: Challenges to the School Community | |
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Today's Classroom: Where Do You Stand? | |
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Back to Carol's Dilemma | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Notes | |
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Curriculum | |
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Focus Questions | |
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Vignette - Curriculum and Turkey: Marcy, Mrs. Platt, and Joanna | |
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Curriculum: Does It Mean What You Think It Means? | |
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Definitions of Curriculum | |
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Who Owns the Curriculum? | |
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Curriculum Standards | |
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The Overt Curriculum | |
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The Overt Curriculum and Social Responsibility | |
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The Hidden Curriculum | |
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Curriculum: A Major Source of Educational Debate | |
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The "What Knowledge" Debate | |
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The "Whose Knowledge" Debate | |
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The Canon Debate | |
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Student Teaching and the "Whose Knowledge" Debate | |
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Curriculum Organization | |
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Societal Level | |
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Institutional Level | |
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Instructional Level | |
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Ideological Level | |
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Commonplaces in Curriculum Organization | |
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Scope, Continuity, Sequence, and Integration | |
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Curriculum and Teacher Preparation | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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Teaching, Planning, and Assessment | |
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Focus Questions | |
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Vignette - Teach as I Say, Not as I Teach | |
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Teaching | |
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Instruction 1890-2000 | |
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Connecting Teaching and Curriculum: Instructional Engagement | |
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Planning | |
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Levels of Planning | |
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Planning and Education That Is Multicultural and Social Reconstructionist | |
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Procedures for Planning | |
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Assessment of Instruction | |
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Authentic Assessment | |
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Portfolio Assessment | |
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Exhibition Assessment | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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Teaching: The Profession | |
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Focus Questions | |
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Vignette - The Debate Over Professionalism Is an Annoyance at Times | |
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Teachers as Professionals | |
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Teacher Licensing and Certification | |
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Traditional License | |
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Alternative Teacher Certification | |
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National Certification | |
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Searching for a Teaching Position | |
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Placement and Career Services Office | |
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When to Use a Letter of Inquiry | |
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Personal Interview | |
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Teachers' Salaries | |
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Dollar Amounts | |
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Comparison With Other Professions | |
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Benefits | |
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Signing the Contract | |
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Teaching Opportunities | |
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Career Opportunities in Education | |
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Substitute Teaching | |
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Administration | |
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Pupil Personnel and Guidance Services | |
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Librarian and Technology/Media Specialist | |
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Specialized Teachers | |
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Paraprofessionals | |
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Volunteer Personnel | |
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Nonteaching School Personnel | |
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Teacher Supply and Demand | |
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Professional Associations and Organizations | |
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The National Education Association (NEA) | |
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The American Federation of Teachers (AFT) | |
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Possible Merger | |
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Subject Matter and Grade Level Organizations | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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The Organizational Structures of Schooling in the United States | |
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Focus Questions | |
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Vignette - Mrs. Fowler's Story | |
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The Organization of Schooling: What Does It Mean? | |
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Control of Schools and Decision Making: Power in Action | |
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The First State Superintendent and the Rise of School Boards | |
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Organizing the School Year: Meeting the Needs of Society | |
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The Agrarian Model | |
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Year-Round Schools | |
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Organizing a District: Choices, Choices, Choices | |
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Neighborhood Schools: Building Community in the Local Area | |
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Magnet Schools: Building Community Around a Theme | |
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Centric Schools: Shifting the Lens Through Which Students View the World | |
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Two-Way Bilingual Schools: Se Hablamos Ingles y Espanol | |
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Charter Schools: Choice Within Public Education | |
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Organizing Students for Instruction: Considering Age | |
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The Graded System: Grouping Students by Age | |
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The Ungraded School: Learning Across the Ages | |
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Organizing Students by Ability: Whose Needs Are Served? | |
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Homogeneous Grouping: Keeping on Track | |
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Heterogeneous Grouping: In the Mix | |
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Organizational Patterns Within the School Building | |
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Team Teaching: Doing It Better, Together | |
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Looping: Two Years Are Better Than One | |
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Multi-Age Grouping: Learning From Mixed-Aged Peers | |
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The House or Team Approach: We're All in This Together | |
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Privatization: Inside and Outside the Public Domain | |
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Back to Mrs. Fowler's Story | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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Pursuing an Educational Philosophy | |
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Focus Questions | |
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Vignette - Getting Started on My Educational Philosophy | |
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Philosophy: What Is It? | |
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Is Philosophy a Part of the Sciences or the Humanities? | |
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The Value of Philosophy | |
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Who Are Philosophers and What Do They Do? | |
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Early History | |
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Western Philosophy | |
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Far Eastern Philosophy | |
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Indian Philosophy | |
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Different, but Much in Common | |
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New Age for Philosophical Beliefs | |
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The Influence of Philosophy on a Developing United States | |
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Educational Philosophy Is Shaped by Events and Conditions | |
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Educational Philosophies | |
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Perennialism | |
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Essentialism | |
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Experimentalism | |
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Social Reconstructionism | |
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Existentialism | |
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Postmodernism | |
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Reason for Developing a Philosophy of Education | |
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Questions to Guide the Development of Your Philosophy of Education | |
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Behaviors to Carry Out a Philosophy | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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Governance of Education: Who Controls Education? | |
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Focus Questions | |
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Vignette - Ally and Regina: Who Controls Education? | |
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Federal Governance of Education | |
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The History of the Federal Government's Role in Education | |
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The Executive Branch: The President's "Bully Pulpit" | |
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The Department of Education | |
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The Legislative Branch | |
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State Governance of Education | |
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When and How Did State Governance Start? | |
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State Boards of Education | |
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The Chief State School Officer | |
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The State Department of Education | |
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The Governor | |
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Local Governance of Education | |
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The Local School District | |
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The Local Board of Education | |
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The Superintendent of Schools | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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Teachers' and Students' Rights and Responsibilities | |
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Focus Questions | |
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Vignette - What Are My Rights Anyway? | |
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Teachers' Rights | |
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Licensing and Certification | |
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Contracts | |
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Tenure | |
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Due Process in Relation to Discharge | |
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Collective Bargaining | |
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Academic Freedom | |
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Tort Liability | |
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Freedom to Be Yourself Outside of School | |
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Teachers' Responsibilities: Equity in Classrooms and Schools | |
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Racial Integration | |
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Gender Equity | |
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Elimination of Sexual Harassment | |
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Language Equity | |
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Disability Equity | |
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| |
Students' Rights | |
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School Attendance | |
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Freedom From Arbitrary Suspension | |
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Freedom of Speech and Distribution of Literature | |
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Dress and Grooming | |
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Pregnancy and Marriage | |
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Freedom From Unreasonable Search and Seizure | |
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Student Records | |
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Church, State, and Students | |
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Students' Responsibilities | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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Educational Finance: Who Pays? | |
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Focus Questions | |
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Vignette - It Takes Your Money to Run the Educational System | |
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Education Is a Big Financial Enterprise | |
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The Development of the Free Public Education Idea | |
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Federal Support of Education | |
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Where Do Federal Dollars Go? | |
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Periods of Federal Support | |
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Need for Federal Dollars | |
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Methods of Federal Support | |
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State Support of Education | |
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When and How State Support Began | |
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Forms of Taxation and Lottery | |
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What Factors Affect States' Ability or Willingness to Pay for Schooling? | |
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| |
How Do States Fund Local School Districts? | |
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Where Do State Funds Go? | |
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| |
Local Support of Education | |
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Property Tax | |
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User Fees | |
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Funding Concepts | |
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Increasing Cost of Education | |
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Courts and Educational Finances | |
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Finding a Voice | |
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| |
Summing Up | |
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| |
Key Terms | |
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| |
Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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We're All in This Together: Meaningful Family and Community Involvement in Schools | |
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Focus Questions | |
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Vignette - Parents Just Don't Care | |
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The Changing Nature of Families | |
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Parents and Teachers: The Importance of Listening to Each Other | |
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Comprehensive Community Involvement in Schools: The Community Schools Concept | |
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| |
Strategies for Working Effectively With Families and Communities | |
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What Schools and Districts Can Do | |
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What Teachers Can Do | |
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Back to the Vignette: Implementing Simple Solutions to the Problem | |
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Finding a Voice | |
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Summing Up | |
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Key Terms | |
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Questions for Reflection | |
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Activities | |
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Getting Connected | |
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Suggested Resources | |
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Notes | |
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Epilogue: Ten Things You Can Do Now to Begin Your Professional Journey | |
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Maureen's Story | |
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Carl's Story | |
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Carl and Maureen's Top Ten List | |
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Seeing Your Students as the Future | |
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Note | |
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Name Index | |
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Subject Index | |