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