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| Preface | |
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| Developing a Personal View of Teaching | |
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| Impact of Personal Biography on Teaching | |
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| Childhood Experiences | |
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| Role Models | |
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| Teaching Experiences | |
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| Reasons for Becoming a Teacher | |
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| Characteristics of Good Teachers | |
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| Commitment to Students and Their Learning | |
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| Knowledge of Subjects and How to Convey Content to Students | |
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| Ability to Manage and Monitor Student Learning | |
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| Ability to Think about Teaching and Learn from Experiences | |
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| Participation in Learning Communities | |
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| Teaching as a Lifelong Learning Process | |
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| The Preservice Years | |
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| Beyond the Preservice Years | |
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| Induction | |
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| Competency Building | |
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| Enthusiasm | |
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| Frustration | |
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| Stability | |
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| Winding Down | |
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| Career Exit | |
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| The Formal Steps of Learning to Teach | |
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| Overview of Teacher Education | |
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| Linking Theory and Practice | |
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| School-University Collaboration | |
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| The University and Public School Contributions | |
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| Learning to Teach in a Field-Based Setting | |
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| Reflection in Teacher Education Programs | |
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| Importance of Developing a Personal Philosophy | |
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| Portfolio Reflections and Exhibits | |
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| InfoTrac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Surveying Educational History and Philosophy | |
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| A Brief History of American Schools | |
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| The Early 1600s | |
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| Colonial Schools | |
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| Contributions of Jefferson and Franklin | |
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| The 1880s | |
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| The 1900s and the Progressive Era | |
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| The 1950s and Beyond | |
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| Philosophical Themes | |
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| Idealism | |
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| Realism | |
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| Pragmatism | |
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| Existentialism | |
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| Portfolio Reflections and Exhibits | |
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| Info Trac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Understanding the Current Educational Context | |
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| Twenty Years of Educational Reform, 1980-2000 | |
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| Current Educational Themes | |
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| Accountability and Testing | |
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| Standards for Teaching and Learning | |
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| Professionalization of Teaching | |
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| School Choice | |
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| Equitable Education for All Students | |
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| Success in Times of Change | |
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| Theodore Sizer: Essential Schools | |
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| Robert Slavin: Success for All | |
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| James Comer: School Power | |
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| Characteristics of Successful Programs | |
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| The Case against Change | |
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| Portfolio Reflections and Exhibits | |
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| InfoTrac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Considering Legal and Ethical Issues | |
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| Governmental Authority | |
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| Federal Authority | |
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| State Authority | |
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| Local Authority | |
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| The Laws that Change Educational Contexts | |
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| Equity | |
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| English as a Second Language | |
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| New Arrivals | |
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| Religious Freedom | |
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| Special Needs Students | |
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| Teachers' Legal Rights and Responsibilities | |
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| Academic Freedom and Freedom of Speech | |
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| Child Abuse | |
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| Unions and Negotiations | |
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| Students' Rights and Responsibilities | |
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| In Loco Parentis and Family Rights | |
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| Searches and Seizures | |
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| Freedom of Expression | |
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| Ethical Issues for Teachers | |
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| Portfolio Reflections and Exhibits | |
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| InfoTrac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Describing the Status of Contemporary Children | |
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| Families and Communities | |
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| Divorced and Single Parents | |
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| Different Family Lifestyles | |
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| Working Parents | |
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| Homelessness | |
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| Diversity in Our Schools | |
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| Cultural and Language Diversity of Students | |
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| Challenges for Teachers | |
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| Societal Changes and Challenges | |
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| Poverty | |
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| Violence | |
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| Health Care | |
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| Gender | |
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| Learning Disabilities | |
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| Resiliency of Children | |
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| Providing Equal Educational Access to Learning | |
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| Portfolio Reflections and Exhibits | |
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| InfoTrac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Interpreting Classroom Learning Theory | |
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| Learning as Behavior | |
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| Classical Conditioning | |
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| Operant Conditioning | |
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| Observational Learning | |
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| Applying Behavioral Theory in the Classroom | |
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| Rosenshine's Direct Instruction Model | |
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| Learning as Cognition | |
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| Comparing Behavioral and Cognitive Approaches | |
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| Traditional Cognitive Theory | |
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| Cognitive Information Processing Theory | |
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| Applying Cognitive Theory in the Classroom | |
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| Learning as Constructivism | |
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| Putting It All Together: Using Behavioral, Cognitive, and Constructivist Theories | |
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| Portfolio Reflections and Exhibits | |
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| InfoTrac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Establishing a Successful Classroom Environment | |
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| Establishing a Personal Management Style | |
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| Factors Influencing Classroom Procedures | |
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| Home and Social Contexts | |
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| Students' Characteristics and Needs | |
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| Expectations of Teachers and Learners | |
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| The School Context | |
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| Instructional Tasks | |
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| Developing Effective Classrooms | |
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| Recognizing Effective Teaching Behaviors | |
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| Creating Positive Interpersonal Relationships | |
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| Enhancing On-Task Behavior | |
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| Organizing Students, Time, and Materials | |
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| Organizing Students | |
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| Organizing Time | |
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| Organizing Materials | |
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| Physical Arrangement | |
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| Discipline | |
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| Classroom Environments and Decision Making | |
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| Portfolio Reflections and Exhibits | |
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| InfoTrac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Teaching Lessons in Today's Classrooms | |
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| Approaches to Classroom Instruction | |
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| Teacher-Centered Approaches | |
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| Student-Centered Approaches | |
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| Establishing Goals for the Classroom | |
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| State and National Goals | |
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| Assessing Curriculum Needs | |
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| Creating, Selecting, and Adapting Resources | |
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| Using Technology | |
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| Creating Relevant Curriculum | |
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| Integrated Instruction | |
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| Linking Disciplines | |
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| Thematic Teaching | |
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| Teaching for Multiple Intelligences | |
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| Including Cultural Diversity | |
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| Instructional Guidelines | |
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| Lesson Planning | |
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| Evaluation and Assessment | |
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| Becoming a Reflective Teacher | |
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| Reflecting on Learning | |
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| The Dynamics of Instructional Organization | |
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| Portfolio Reflections and Exhibits | |
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| InfoTrac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Outlining School Contexts, Organization, and Leadership | |
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| Community Contexts | |
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| Urban Schools | |
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| Suburban Schools | |
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| Rural Schools | |
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| Organizational Contexts | |
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| Preschools | |
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| Elementary Schools | |
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| Intermediate Grades and Middle Schools | |
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| Junior High and High Schools | |
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| Leadership in Today's Schools | |
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| State Policymakers | |
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| Local Policymakers and Administrators | |
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| School Building Administration and Leadership | |
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| Teachers as Leaders | |
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| Preservice Teacher Leadership | |
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| Portfolio Reflections and Exhibits | |
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| InfoTrac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Collaborating with Families, Businesses, and the Community | |
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| Families as Partners in Education | |
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| Characteristics of Family Involvement | |
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| Factors that Encourage Family Involvement | |
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| Family Involvement in Elementary and Secondary Schools | |
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| Challenges of Family Involvement | |
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| Teachers' Roles | |
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| Community Involvement | |
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| Business Partners | |
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| School-to-Work Programs | |
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| Influences of Business | |
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| Interprofessional Partners | |
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| Healthy Learners | |
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| Corridor of Success | |
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| School Families | |
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| Churches and Religious Groups | |
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| Challenges of Collaboration | |
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| Portfolio Reflections and Exhibits | |
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| InfoTrac College Edition Extension | |
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| Related Readings | |
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| References | |
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| Final Portfolio Reflections and Exhibits | |
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| Photo Credits | |
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| Index | |