Teaching in the Middle and Secondary Schools

ISBN-10: 0131193732

ISBN-13: 9780131193734

Edition: 8th 2006 (Revised)

Authors: Richard D. Kellough, Jioanna Carjuzaa

List price: $95.40
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Teaching in the Middle and Secondary Schools, 8e, is a highly practical book for teachers in middle school and secondary schools. Teachers will find practical classroom applications for planning instruction, selecting and using instructional strategies, and assessment. Its modular format includes exercises and post-tests in each module. Inservice Teachers in Middle and Secondary Schools.
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Book details

List price: $95.40
Edition: 8th
Copyright year: 2006
Publisher: Prentice Hall PTR
Binding: Paperback
Pages: 360
Size: 8.25" wide x 11.00" long x 1.00" tall
Weight: 1.584
Language: English

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