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Preface | |
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Acknowledgments | |
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About the Authors | |
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Orientation to Student Teaching | |
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Introduction to Student Teaching Practicum | |
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Training Guidelines | |
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Initial Feelings | |
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The Mechanics of Student Teaching | |
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Key Participants Play a Role in Student Teacher Development | |
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Before Placements | |
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Orientation | |
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Professionalism | |
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Student Teaching Goals | |
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Preparing for Your First Days | |
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Meeting with the Administrator | |
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Your Classroom | |
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Beginning Days | |
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Becoming a Team Member | |
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Goals of the Team and Program | |
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A Student Teacher's Values and Developing Teaching Style | |
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Knowing Yourself and Your Values | |
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The Acquisition of Values | |
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Your Values | |
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Personal Values and Activities | |
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Professional Ethics | |
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Teaching Style | |
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Other Teaching Styles | |
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Being Observed: Discovering Your Competencies | |
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Goals of Observation, Evaluation, and Discussion | |
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Methods of Observation | |
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Clinical Supervision | |
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Reliability | |
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Peer Evaluations | |
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Competency-based Training | |
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The Whole Teacher | |
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Reflective Behaviors in Student Teachers | |
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Critical Thinking | |
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Self-Perception | |
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Self-Analysis | |
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Programming | |
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Review of Child Development and Learning Theory | |
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Theories of Child Development | |
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How Do Children Learn? | |
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Review of Selected Current Research | |
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Student Teacher Intelligent Behavior | |
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Instructional Planning | |
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A Way to Look at Early Childhood Curriculum | |
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Identifying Child Interests | |
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Constructivism and Developmentally Appropriate Practice | |
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Other Curriculum Approaches | |
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Activity Resources | |
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Curriculum | |
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How Language Instruction Fits into All Activity Planning | |
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Goals and Objectives | |
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Developmental Skills | |
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Other Activity Plan Areas | |
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Transitions | |
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Working with Groups | |
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Thematic Teaching | |
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Classroom Management Revisited | |
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Classroom Management Goals and Techniques | |
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Classroom Management | |
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The Guidance Function in Classroom Management | |
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Child Empowerment | |
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Classroom Management Techniques | |
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Additional Management Strategies | |
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Guidance Techniques Used in Elementary Schools | |
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Analyzing Behavior to Promote Self-Control | |
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Erikson's Theory of Psychosocial Development and Its Relation to Self-Control | |
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Burton White and Self-Control | |
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Maslow's Hierarchy of Needs and Its Relation to Self-Control | |
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A Case Study to Analyze | |
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Cultural Differences | |
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Communication | |
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Common Problems of Student Teachers | |
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Kinds of Problems | |
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Seeking Help | |
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The Role of Communication | |
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Listening: The Ability to Receive | |
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Theories in Problem Solving | |
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A Problem-Solving Process | |
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The Child | |
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Case Studies, Analysis, and Applications | |
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Case Studies | |
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Observation Forms | |
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Analysis of Observation | |
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Observation and Conjecture | |
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Working With Special Needs Children | |
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Laws Relating to the Education of Young Children with Special Needs | |
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"Special" Children | |
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Working with Special Needs Children | |
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Parents | |
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The Changing American Family | |
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The American Family in the New Millenium | |
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Changes Mandated by the New Welfare Law | |
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Early Childhood Education in the Twentieth Century | |
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Parents as Volunteers | |
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How to Motivate Parents to Volunteer | |
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Parents and Student Teachers | |
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Interacting with Parents | |
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The Importance of Parent-Teacher Relationships | |
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Models of Communication | |
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Planning the Home Visit | |
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The Home Visit | |
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Other Home-School Interactions | |
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Professional Concerns | |
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Quality Programs | |
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Meeting Children's Needs | |
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Standard of Quality Programs | |
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Types of Quality Programs | |
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Who Decides the Quality of a Program? | |
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Acceditation and Its Relationship to Quality | |
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Total Quality Management | |
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The Comer Project for Change in Education | |
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Mentoring Programs | |
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State Legislative Awareness | |
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Defining an Optimal Education and Care System | |
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Professional Commitment and Growth | |
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Definitions | |
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Concerns in the Profession | |
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Professional Behavior and Commitment | |
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Professional Growth and Development | |
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Professional Growth Opportunities | |
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Parents' Attitudes Toward Professionalism | |
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Trends and Issues | |
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Trends | |
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Issues | |
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Infant/Toddler Placements | |
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Student Teaching with Infants and Toddlers | |
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Standards | |
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Characteristics of a Quality Infant/Toddler Center | |
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Student Teaching with Infants and Toddlers | |
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Approaching and Working with Children | |
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General Rules and Regulations | |
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Caregiving as a Teaching Activity | |
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A Curriculum for Infants and Toddlers | |
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Activities in the Infant/Toddler Center | |
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Child's Physical Environment | |
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Awareness of Your Own Needs as a Caregiver | |
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Safety | |
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Appendix | |
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Glossary | |
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Index | |