WEEK 1
1. Why Teach?
     
       
The Rewards of Teaching
       
  Collaboration with Colleagues    
       
  Sources of Useful Experience
  1. Real Encounters p. 10
    1. Vicarious Experiences p. 11
    2. Guidance p. 12
    3. Reflection p. 1
   
       
       
       
       
       
       
 
  • Sources of Useful Experience
    • Real Encounters p. 10
    • Vicarious Experiences p. 11
    • Guidance p. 12
    • Reflection p. 12

     

  • Case Studies in the Motivation to Teach
    • From Preservice to Practice: The Desire to Teach a Particular Subject p. 13
    • Comment p. 16
    • From Preservice to Practice: The Desire to Aid in the Renewal of Society p 18
    • Comment p. 20

     

  • Opinions About Teachers and Teaching
    • What does the Public Say About Teachers and Teaching?  p. 21
    • What Do New Teachers Think About Teaching?  p. 23

     

  • Why Teachers Teach
    • A Special Intrinsic Reward  p.25
    • Our Final Word  p.26
   
       
2. What Is a School And What Is It For?  p. 29
 
  • Education and Schooling  p. 31
    • Education  p. 31
    • Schooling  p. 31
  • Schools as Cultures
    • Socialization  p. 33

     

  • Schools as Transmitters or Re-creators of Culture
    • Transmitting Culture  p. 35
    • Reconstructing Society  p. 36

     

  • The Four Basic Purposes of School
    • Intellectual Purposes  p. 38
    • Political and Civic Purposes  p. 39
    • Economic Purposes  p. 40
    • Social Purposes  p. 41

     

  • What Do Studies Reveal About the Nature of Schools?
    • Life in Elementary Schools  p. 42
    • Life in Middle and Junior High Schools  p. 44
    • Life in High Schools  p. 47

     

  • What is A Good School?
    • Characteristics of and Effective School  p. 51
    • Voices from the Classroom: What Is a Good School?  p. 52
    • Video Case: Parental Involvement in School Culture  p. 53

     

  • The Unfinished Work of the Schools  p. 54

 

  • Our Final Word  p. 55
   
       
  3. Who Are Today's Students in a Diverse Society?  p. 57    
 
  • Sources of Student Diversity  p. 58

 

  • Racial, Ethnic, and Culturally Responsive Teaching  p. 59
    • Cultural Pluralism: Not There Yet  p. 61
    • Multicultural Education  p.63
    • Video Case: Culturally Responsive Teaching  p.63

     

  • English Language Learners  p. 66
    • The Government Response  p. 67
    • Bilingual Education Models  p. 67
    • Bilingual Education Controversies  p. 68
    • No Child Left Behind and English Language Learners  p. 69

     

  • Diverse Abilities
    • Multiple Intelligences  p. 69
    • Differing Learning Styles  p. 72
    • Students with Disabilities  p. 73
    • Voice from the Classroom: Reflections on Teacher Collaboration  p. 77
    • Video Case:  Inclusion: Classroom Implications for the General and Special Educator  p. 80
    • Gifted and Talented Students  p. 81

     

  • Diverse Needs
    • Glasser's Choice Theory  p. 84
    • Video Case: Motivating Adolescent Learners: Curriculum Based on Real Life  p. 85
    • Adolescent Subcultures  p. 86

     

  • Gender
    • Video Case: Gender Equity in the Classroom: Girls and Science  p. 87
    • Classroom Interaction and School Achievement  p. 88

     

  • The Teacher's Response to Diversity
    • Teacher-Student Disparity  p. 91
    • Diversity: A Complex Phenomenon  p. 92
    • Implications for Teachers  p.92

     

  • Our Final Work

 

   
  WEEK 2    
  4. What Social Problems Affect Today's Students?  p. 96    
 
  • Recognizing Risk Factors  p. 97

 

  • New American Family Patterns  p. 99
    • Family Composition  p. 99
    • Family Relationships  p. 100
    • Voices from the Classroom: Families and School  p. 100
    • School and Teacher Responses  p. 101

     

  • Poverty
    • Who are the Poor?  p. 103
    • Homelessness  p. 104
    • School and Teacher Responses  p. 106

     

  • Teenage Parenting
    • Sex Education  p. 108

     

  • Abused and Neglected Children

 

  • Alcohol and Drug Abuse
    • Video Case: Social and Emotional Development: The Influence of Peer Groups  p. 112

     

  • Adolescent Suicide

 

  • School Violence and Vandalism
    • Gangs  p. 116
    • Bullying  p. 117
    • Steps to Reduce School Violence  p. 118
    • Video Case: Social and Emotional Development: Understanding Adolescents  p. 118

     

  • Student Cheating  p. 119

 

  • High School Graduation and Dropout Rates  p. 120

 

  • Our Final Word  p. 121

 

   
       
  5. What Is Taught?   p. 124    
 
  • What is Curriculum?
    • Standards-Based Reform Movement  p. 126

     

  • What is Present Curriculum?
    • Language Arts and English  p. 130
    • Video Case: Elementary Reading Instruction: A Balanced Literacy Program  p. 131
    • Science  p. 133
    • Social Studies  p. 133
    • Foreign Languages  p. 134
    • The Arts  p. 135
    • Physical Education and Health  p. 136
    • Elective Courses  p. 137
    • Career and Technical Education  p. 137

     

  • Assessing Student Academic Performance
    • National Assessment of Educational Progress  p. 139
    • International Comparisons  p. 140

     

  • Additional Influences on the Curriculum
    • Textbooks  p. 143
    • Innovative Instructional Approaches  p. 144
    • Video Case: Reading in the Content Areas: An Interdisciplinary Unit in the 1920s  p. 144
    • Video Case: Cooperative Learning at the Elementary Level: Jigsaw Model  p. 146
    • Video Case: Cooperative Learning: High School History Lesson  p. 148
    • Voices from the Classroom: Triumphs and Setbacks  p. 150
    • Video Case: Acade,oc Diversity: Differentiated Instruction  p. 151

     

  • Current Curriculum Controversies
    • Core Versus Multicultural Curriculum  p. 155
    • Tracking  p. 156

     

  • Is the Existing Curriculum Relevant to Today's Society?

 

  • Our Final Word  p. 159
   
       
  6. What Makes a Teacher Effective?  p. 163    
 
  • Framework for Professional Practice  p. 165
    • From Preservice to Practice: Carol Landis: A Case of Classroom Decision Making.  p. 167

     

  • The Teacher  as a Reflective Decision Maker  p. 169
    • Planning Decisions  p. 169
    • Implementing Decisions  p. 169
    • Evaluating Decisions  p. 169

 

  • Aspects  of Reflective Decision Making  p. 170

 

  • What Attitudes Does the Effective Teacher Possess?  p. 171
    • The Teacher's Attitude Toward Self: Self-Understanding  p. 173
    • The Teacher's Attitude Toward Peers and Parents  p. 177
    • The Teacher's Attitude Toward the Subject Matter  p. 178
    • Video Case: Elementary Writing Instruction: Process Writing  p. 178

     

  • What Subject Matter Knowledge Does the Effective Teacher Need?  p. 179

 

  • What Theoretical Knowledge Does the Effective Teacher Need?  p. 181
    • Theories-In-Use  p. 181
    • Why Study Educational Theory?  p. 182
    • How Can Theoretical Knowledge Be Used?  p. 182

     

  • Personal Practical Knowledge  p. 184

 

  • Which Teaching Skills are Required of an Effective Teacher?
    • Classroom Management Skills  p. 186
    • Questioning Skills  p. 192
    • Planning Skills  p. 193

     

  • Our Final Word  p. 194
   
  WEEK 3    
  7. What Should Teachers Know About Technology  and Its Impact on Schools?  p. 197    
 
  • From Preservice to Practice: Patricia Gonzalez: Using Technology to Innovate in her Classroom  p.198

 

  • A Brief Look  at Education's Technological Past  p. 200

 

  • How are Schools Being Pressured to Change?  p. 201
    • Video Case: An Expanded Definition of Literacy: Meaningful Ways to Integrate Technology  p. 202

     

  • How Are Technologies Affecting Student Learning?  p. 203
    • English/Language Arts Education  p. 206
    • Video Case: Multimedia Literacy: Integrating Technology nto the Middle School Curriculum  p. 207
    • Science Education  p. 209
    • Video Case: Integrating Technology to Improve Student Learning: A High School Science Simulation  p. 211
    • Social Studies Education  p. 212
    • Mathematics Education  p. 215
    • Foreign Language and ESL Education  p. 216
    • Distance Education  p. 217
    • Technology for Students with Special Needs  p. 218

     

  • How are Computer Technologies Organized for Student Use?  p. 224
    • Computer Labs  p . 224
    • Single-Computer Classrooms  p. 225
    • Classroom Clusters  p. 226
    • Laptops and Handheld Computing Devices  p. 226

     

  • What are the Key Issues in Educational Technology?  p. 227
    • Voices from the Classroom Technology  p. 227
    • Infrastructure and Budgeting  p. 228
    • Education of Teachers   p. 229
    • Parents  p. 230
    • Equity  p. 231
    • Integration into the Curriculum  p. 232

     

  • Our Final Word  p. 233
   
       
  8. What Are Ethical and Legal Issues Facing Teachers?  p. 236    
 
  • The Ethics of Teaching  p. 238
    • From Preservice to Practice: The Characteristics of Ethical Teaching  p. 238
    • The Characteristics of Ethical Teaching  p. 239
    • Needed: A Guiding Code of Ethics  p. 240
    • Ethical Dilemmas in Teaching  p. 242
    • From Preservice to Practice: A Big Deal or a Little Fudge?  p. 243
    • From Preservice to Practice: Righting Wrongs  p. 243
    • The Everyday Ethics of Teaching  p. 245
    • Codes of Professional Ethics  p. 246
    • Boston University Educator's Affirmation  p. 247

     

  • The Teacher and the Law
    • Video Case: Legal and Ethical Dimensions of Teaching: Reflecting from Today's Educators  p. 248
    • The Teacher and Due Process  p. 249
    • Contracts, Tenure, and Dismissal  p. 250
    • Teachers' Liability  p. 254
    • From Preservice to Practice: The Teacher and Liability  p. 254
    • Reporting Child Abuse  p. 256
    • Self-Defense  p. 257
    • Freedom of Expression  p. 258
    • Copyright Laws  p. 261

     

  • Lifestyle and the Teacher
    • Personal Appearance: Hair, Clothes, and Weight  p. 264
    • Private Sexual Behavior  p. 264
    • Conduct with Students  p. 265

     

  • Law Religion, and the School  p. 265
    • Prayer and Scripture in the School  p. 266
    • Religious Clubs and Prayer Groups  p. 268
    • Religion and Secular Humanism  p. 269
    • Guidelines for Religious Neutrality  p. 271

     

  • Students and the Law  p. 273
    • The Student and Due Process  p. 273
    • Suspension and Expulsion  p. 274
    • Voices from the Classroom: Dress Codes  p. 276
    • Corporal Punishment  p. 277
    • Search and Seizure  p. 278
    • Freedom of Speech  p. 280
    • Sexual Harassment  p. 282
    • Records and Students' Right to Privacy  p. 285

     

  • Our Final Word  p. 286
   
  WEEK 4    
  9. What are the Philosophical Foundation of American Education? p. 288    
 
  • What is Philosophy?  p. 290
    • Fundamental Questions of Existence  p. 290
    • The Nature of Philosophy  p. 290
    • The Philosopher's Method and Language  p. 291

     

  • The Terrain of Philosophy  p. 291
    • Metaphysics  p. 292
    • Epistemology  p.292
    • Axiology p. 293
    • Logic  p. 295

     

  • Schools of Educational Philosophy  p. 297
    • Subject-Centered Philosophies
    • Video Case: Middle School Reading Instruction: Integration Technology  p. 300
    • Education as Preparation for Life  p. 300
    • From Preservice to Practice: A Perennialist Teacher  p. 301
    • From Preservice to Practice: An Essentialist Teacher  p.304
    • Child-Centered Philosophies  p. 305
    • From Preservice to Practice: A Romantic Teacher  p. 307
    • Video Case: Middle School Science Instruction: Inquiry Learning  p. 308
    • From Preservice to Practice: A Progressive Educator  p. 311

     

  • The Influence of Psychological Theories
    • Behaviorism: Conditioning Students or Setting Them Free?  p. 312
    • Cognitive Psychology: Students of Makers of Meaning?  p. 313
    • Voices from the Classroom: Constructivist Philosophy  p. 314

     

  • Your Philosophy of Education  p. 315
    • Eclecticism: Not an Excuse for Sloppy Thinking  p. 318
    • Philosophy and Liberal Education  p. 319

     

  • Our Final Word  p. 319
   
       
  10. What Is the History of American Education and the Struggle for Educational Opportunities?  p. 322    
 
  • Themes in American Edcuation  p. 324

 

  • Elementary Education  p. 326
    • Colonial Origins  p. 326
    • The Common School  p. 329
    • Other Developments in Elementary Education  p. 331

     

  • Secondary Education  p. 335
    • Early Forms  p. 335
    • The Academy  p. 337
    • The Public High School  p. 338
    • Growth of Junior High and Middle Schools  p. 339
    • Secondary Education Today  p. 341

     

  • Private Education  p. 342

 

  • Education of Minorities  p. 343
    • Education of  African Americans  p. 344
    • Voices from the Classroom: Teaching in Segregated Schools  p. 347
    • Education of American Indians  p. 253
    • Education of Hispanic Americans  p. 353
    • Video Case: Bilingual Education: An Elementary Two-Way Immersion Program  p. 353
    • Video Case: Diversity: Teaching in a Multiethnic Classroom  p. 354
    • Education of Asian Americans  p. 354
    • Access and Equality of Educational Opportunity  p. 355

     

  • Our Final Word  p. 359

 

   
  WEEK 5    
  11. How are Schools Governed, Influenced, and Financed?  p. 362    
 
  • Who Legally Governs Public Education?  p. 363
    • State Offices and Administrators  p. 365
    • The Local School District  p. 366
    • Voices from the Classroom: Swimming Against the Current  p.371

     

  • Who Influences American Public Education?  p. 372
    • Professional Education Organizations  p. 372
    • Parents  p. 373
    • Business  p. 374
    • The Federal Government  p. 377

     

  • How are Schools Financed?   p. 378
    • School Spending  p. 378
    • State and Local Funding  p. 381
    • School Finance Reform and the Courts  p. 382
    • Federal Funding  p. 383

     

  • Our Final Word  p. 387
   
       
  12. How Should Education Be Reformed?  p. 390    
 
  • A Framework for Educational Reform  p. 392

 

  • What Ought to be the Elements of Educational Reform?  p. 393
    • A Call for Excellence  p. 393
    • High Standards  p. 393
    • Accountability  p.  394
    • High-Stakes Standardized Testing  p. 395
    • Video Case: Assessment in the Elementary Grades: Formal and Informal Literacy Assessment  p. 395
    • Video Case: Performance Assessment: Student Presentations in a High School English Class  p. 396
    • Video Case: Portfolio Assessment: Elementary Classroom  p. 397
    • Active Learning: The Constructivist's Approach  p. 397
    • Video Case: Elementary School Language Arts: Inquiry Learning  p. 398
    • A Sense of Community  p. 399
    • Lifelong Learning  p. 400
    • Reclaiming Character Education  p. 401
    • Voices from the Classroom: Building Character Education into the P.E. Curriculum  p. 404

     

  • Current Reform Initiatives  p. 405
    • National-Level Reform Efforts  p. 405
    • State Educational Reform  p. 411
    • School Choice  p. 415
    • For-Profit Schools  p. 422
    • Local-Level School Reform  p. 423

     

  • The Current State of School Reform  p. 423

 

  • Our Final Work  p. 424
   
  WEEK 6    
  13. What Are Your Job Options in Education?  p. 427    
       
 
  • Will there be Job Openings in Education?  p. 427
    • Factors Influencing Teacher Supply and Demand  p. 429
    • The Severe Shortage of Minority Teachers  p. 433
    • Employers Besides the Public Schools  p. 436
    • What are Teachers Paid?  p. 437
    • Voices from the Classroom: Teaching in Public Versus Private Schools  p. 438

     

  • How Do You Obtain a Teaching Position?  p. 441
    • Campaign Actively  p. 441
    • Prepare Materials  p. 441
    • Develop Interview Skills  p. 443
    • Determine Job Availability  p. 445
    • Gain Experience Through Substitute Teaching  p. 445
    • Video Case: The First Year of Teaching: One Colleague's Story  p. 445

     

  • How do You Become Licensed?  p. 446
    • Traditional Licensure Programs  p. 446
    • Alternative Licensure  p. 447

     

  • If you Don't Teach, What Then?  p. 449
    • Transferable Skills  p. 449
    • Other Jobs  p. 449

     

  • Our Final Word  p. 451
   
       
  14. What Can the New Teacher Expect?  p. 454    
 
  • Voices from the Classroom: Tips for Your First Year  p. 456

 

  • The School Milieu: The Shock of the Familiar  p. 457
    • Culture Shock  p. 458
    • From Preservice to Practice: Julia Tucker/Second Grade  p. 458

     

  • Administrators: Mixed Bag and Many Hats  p. 459
    • The Multiple Roles of the Principal  p. 459
    • From Preservice to Practice: Joan Kinney/High School Mathematics  p. 460
    • From Preservice to Practice: Steve Mellonwood/Junior High Science  p. 462
    • From Preservice to Practice: Victoria Klarfeld/Fourth Grade  p. 463

     

  • Peers: A Mixed Blessing  p. 464
    • From Preservice to Practice: Catherine Foley/Sixth Grade  p. 464

     

  • Instruction: So Much to Learn  p. 466
    • From Preservice to Practice: Grace Joyce/Third Grade  p. 466
    • From Preservice to Practice: Nicholas Briggs/ Middle School Social Studies  p. 467
    •  
  • Students: Friends or Fiends?  p. 469
    • From Preservice to Practice: Eileen Black/Fifth Grade  p. 469
    • Sources of a Distorted View  p. 470
    • Video Case: Elementary Classroom Management: Basic Strategies  p. 471
    • Classroom Management  p. 471
    • Video Case: Secondary Classroom Management: Basic Strategies  p. 472
    • Social Distance  p. 472
    • From Preservice to Practice: Carole Foster/Fourth Grade  p. 472
    • From Preservice to Practice: Jane Candis/Middle School Math  p. 474
    • Sex  p. 475
    • From Preservice to Practice: Gary Cornog/High School English  p. 476
    •  
  • Parents: Natural Allies with Different Agendas  p. 477
    • From Preservice to Practice: Walter Connor/High School History  p. 478
    • From Preservice to Practice: Ruth Billsbury/Sixth Grade  p. 479
    • Reasons for Parent-Teacher Problems  p. 480
    • From Preservice to Practice: Scott D. Niemann/Third and Fourth Grades  p. 481

     

  • Surviving the First Year of Teaching  p. 482
    • Begin Now  p. 483
    • Keep a Teaching Journal  p. 483
    • Maintain the Proper Frame of Mind  p. 484
    • Find a Mentor  p. 485
    • Make Your Students' Parents Your Allies  p. 485
    • Take Evaluations Seriously  p. 486
    • Take Care of Yourself  p. 487

     

  • Our Final Word  p. 487
   
       
  15. What Does it Mean to Be a Professional?  p. 491    
 
  • The Status of Teaching: A Profession or Not?
    • The Case Against Teaching as a Profession  p. 495
    • The Case For Teaching as a Profession  p. 499
    • A Third Possibility: An Evolving Profession  p. 500
    • Levels of Professionalism  p. 501
    • National Board for Professional Teaching Standards  p. 503
    • What Every New Teacher Should Possess: The Interstate New Teacher Assessment and Support Consortium Standards  p. 505

     

  • Professional Associations
    • The National Education Association  p. 507
    • The American Federation of Teachers  p. 508
    • Other Professional Associations  p. 512
    • Wanted: New Professionalism  p. 513

     

  • Your Own Professional Development  p. 514
    • What is Professional Development, Anyway?  p. 514
    • The New Imperative: Your Own Professional Development  p. 515
    • Video Case: Parent-Teacher Conference  p. 516
    • Professional Development Opportunities  p. 516
    • Characteristics of Effective Professional Development Opportunities  p. 519
    • Voices from the Classroom: Professionalism  p. 520

     

  • Our Final Word  p. 520
   
       
       
       
       
       
       
  Hirsch- The Schools We NeedVideo- Teamwork    
  Hirsch- Hirsch and Cultural Literacy    
  The Dark Intentions of Public Schooling