|aIntroduction to teaching :|bmaking a difference in student learning /|cGene E. Hall, Linda F. Quinn, Donna M. Gollnick.
|aTeaching :|bmaking a difference in student learning
|aLos Angeles :|bSAGE Publications,|c
|aLos Angeles :|bSAGE Publications, Inc.,|c
|axxxvi, 546 pages :|bcolor illustrations ;|c28 cm
|aIncludes bibliographical references and index.
|aMachine generated contents note: 1. Becoming a Teacher -- Teacher Interview: Katie Johnston -- Questions to Consider -- Learning Outcomes -- Introduction -- Why Teach? -- The Joy of Teaching -- Intrinsic and Extrinsic Rewards -- The Laughs -- Making a Difference -- The Teaching Profession -- Being a Professional -- Setting and Upholding Standards -- Specialized Knowledge -- Code of Ethics -- Obligation to Practice in Acceptable Ways -- What Do Teachers Need to Know? -- Teacher Education Programs -- Ways Programs Are Organized and Why -- Different Pathways to Licensure -- Where the Jobs Are -- What Do Teacher Education Candidates Need to Do? -- How to Get Off to a Good Start in Your Teacher Education Program -- Test of Basic Skills -- Learn About Assessment Practices -- Pass Licensure Tests -- Spend Time in Schools -- Professional Development Schools -- Teachers' Lounge -- School District/University Partnership Schools -- Challenging Assumptions -- Become a Member of a Teaching and Learning Team -- Understanding and Using Evidence -- Understand the Role of Your Mentor or Cooperating Teacher -- How Do You Keep Track of Your Growth as a Teacher? -- Know the Standards -- Student Standards -- Teacher Standards -- Begin a Portfolio -- Reflect on Your Observations and Practice in Schools -- Begin Collaborating With Peers and Professors -- Connecting to the Classroom -- Field Guide for Learning More About Becoming a Teacher -- 2. Today's Students -- Teacher Interview: Michele Clarke -- Questions to Consider -- Introduction -- Learning Outcomes -- How Racially and Ethnically Diverse Are Our Schools? -- Race and Ethnicity of the Population -- The Impact of Immigration -- Race and Ethnicity in Schools -- Teaching Students From Diverse Racial and Ethnic Groups -- The Achievement Gap -- Race in the Classroom -- Ethnic Studies -- Ethnocentric Curriculum -- How Do Economics Affect Students and Schools? -- Economic Diversity of Students -- Students in Low-Income Families -- Homeless Students -- Middle-Class Families -- Providing Equity in Schools -- Teacher Expectations -- Tracking -- What If Students' Native Languages Arc Not English? -- Teaching English-Language Learners -- Understanding and Using Evidence -- Bilingual Education -- English as a Second Language (ESL) -- What Is the Relationship of Gender and Education? -- Differences Between Females and Males -- Delivering an Equitable Education for Girls and Boys -- Challenging Assumptions -- Teachers' Lounge -- How Is Sexual Orientation Addressed in Schools? -- Sexual Identity -- Supporting LGBTQ Students -- What Do the Religious Beliefs of Students Have to Do With Schools? -- Religious Diversity -- Addressing Religion in Public Schools -- Connecting to the Classroom -- Field Guide for Learning More About Today's Students -- 3. Addressing Learners' Individual Needs -- Teacher Interview: Brandy Donald -- Questions to Consider -- Learning Outcomes -- Introduction -- What Are Key Characteristics of Students With Disabilities? -- Established Disability Categories -- Learning Disabilities -- Speech Impairment -- Mental Retardation -- Emotionally Disturbed -- Other Disabilities -- Autism, a Spectrum -- School Experiences for Students With Disabilities -- Inclusion -- Parental Involvement -- Disproportionate Placement -- What Are Some Ways of Distinguishing Students in Terms of Academic Ability -- Intelligence as a Basic Ability -- Intelligence as One Ability -- Multiple Intelligences -- Implications of Academic Abilities for Teaching and Learning -- Understanding and Using Evidence -- Do All Students Develop in the Same Way? -- Stages of Cognitive Development -- Maturation -- Activity -- Sensorimotor Stage (0-2 years) -- Preoperational Stage (2-7 years) -- Concrete Operational Stage (7-11 years) -- Formal Operational Stage (11 years to adult) -- Human Brain Development -- Different Neural Circuits Develop at Different Ages -- Impoverishment Effects Can Be Long lasting -- The Brain Has Plasticity -- Implications of Developmental Models for Teaching and Learning -- How Do Class and Culture Affect Teaching and Learning? -- Socioeconomic Status as a Way to See Each Student as Exceptional -- Relationships Between Family Status and the Quantity of Words Heard -- Relationships Between Family Status and the Quality of Words Heard -- The Vocabulary Gap Continues to Widen -- Implications of Vocabulary Development for Teaching and Learning -- Culture as a Source of Student Exceptionality -- Elements of Culture: A Quick Review -- The Meaning in the Symbols -- Culture in the Classroom -- Safe and Caring Classroom Environment -- Bullying Can Come in Two Ways -- Implications of Class and Culture for Teaching and Learning -- Characteristics of Students as Learners -- What Are Some of the Most Common Ways of Categorizing Students? -- Gifted and Talented Education (GATE) -- Struggling Students -- Students at Risk -- Challenging Assumptions -- Teachers' Lounge -- Early Warning Indicators of Students Dropping Out -- Implications for Teaching and Learning From Placing Students in Categories -- Connecting to the Classroom -- Field Guide for Learning More About Addressing Learners' Individual Needs -- 4. The Social Context of Schools -- Teacher Interview: Ava Evbuoma -- Questions to Consider -- Introduction -- Learning Outcomes -- How Does Social Context Challenge Educators? -- Academic Performance -- The Federal Mandate -- The Importance of a Teacher -- The Sociopolitical Context -- Understanding and Using Evidence -- Deficit Ideology -- Stereotyping -- Students Leaving School Early -- Why Students Drop Out of School -- The Cost of Dropping Out -- School-to-Prison Pipeline -- Challenging Assumptions -- How Does Social Context Influence What Is Taught? -- Social Construction of Knowledge -- Whose Knowledge -- Multiple Perspectives -- Multicultural Education -- Culturally Responsive Teaching -- Social Justice Education -- How Are Students Affected by Social Context? -- Health and Fitness -- Nutrition -- Physical Activity -- Sexuality -- Sexual Behavior -- Teen Pregnancy -- Sex Education -- Violence -- Child Abuse -- Bullying -- Teachers' Lounge -- Gangs -- Suicide -- Substance Abuse -- Connecting to the Classroom -- Field Guide for Learning More About the Social Context of Schools -- 5. Families and Communities -- Teacher Interview: Arlene M. Costello -- Questions to Consider -- Learning Outcomes -- Introduction -- How Do the Public and Educators View Education? -- Teacher Quality -- Problems With Schools -- Standards and Academic Success -- In What Types of Families Do Students Live? -- Diversity of Families -- Size of Families -- How Does Culture Influence Families and Their Children? -- Characteristics of Culture -- Cultural Relativism -- Biculturalism and Multiculturalism -- School Culture -- Traditions -- Hidden Curriculum -- What Happens When Students' Cultures Come to School? -- Religious Beliefs -- Prayer in School -- Books to Read -- Religious Beliefs in Schools -- Use of Native Languages -- Learning English -- Maintaining the Native Language -- How Should Teachers Work With Parents and Communities? -- Challenging Assumptions -- Working With Families as Partners for Student Learning -- Understanding and Using Evidence -- Communications -- Teachers' Lounge -- Working With Diverse Families -- Family and Teacher Organizations -- Relationship of Schools to the Community -- Partnerships -- Bringing the Community Into the School -- Connecting to the Classroom -- Field Guide for Learning More About Families and Communities -- 6. History of Schools in the United States -- Teacher Interview: Marvin Kuhn -- Questions to Consider -- Introduction -- Learning Outcomes -- How Did Public Schools Come to Be? -- Schools in the Colonies -- Creating a System of Public Education -- How Did Schools Become Designed Based on the Age of Students? -- Understanding and Using Evidence -- Elementary Schools -- High Schools -- Middle Level Education -- Early Childhood Education -- What Has Influenced the School Curriculum? -- The Industrial Revolution -- Progressivism: Curriculum for Reform -- Sputnik I -- How Has the Educational System Contributed to Equality? -- First Americans -- Resistance to Conversion -- Boarding Schools -- American Indian Control -- African Americans -- Participation in Schools After the Revolutionary War -- Education in the South -- Education at the Beginning of the 20th Century -- School Desegregation -- Latinos -- The Battle for the Use of Spanish -- Equity for Puerto Ricans -- Asian Americans -- How Has Teaching Evolved? -- Teachers' Lounge -- Teacher Preparation -- Teacher Behavior -- Challenging Assumptions -- Connecting to the Classroom -- Field Guide for Learning More About the History of Schools in the United States -- 7. Developing a Philosophy of Teaching and Learning -- Teacher Interview: Heather Cyra -- Questions to Consider -- Learning Outcomes -- Introduction -- How Do Teachers Develop Personal Philosophies Toward Teaching and Learning? -- Developing a Personal Philosophy of Teaching -- The Influence of Stories in Building a Personal Philosophy of Teaching -- Defining Events in Building a Personal Philosophy of Teaching -- Taking Stock of Your Beliefs -- Taking Stock of Your Students -- How Do Students Learn? -- Ideas About How Students Learn -- John Dewey (1859-1952) -- Hilda Taba (1902-1967) -- Ralph W. Tyler (1902-1994) -- Paulo Freire (1921-1997) -- It Eleanor Duckworth (1935- ) -- Howard Earl Gardner (1943) -- Grant Wiggins (1952- ) -- Diane McCarty (1954- ) -- Conflicting Perspectives in Teaching and Learning -- The Necessity of Evaluating Ideas -- Having a Research-Based Perspective -- How Does Educational Psychology Help Teachers Understand Student Learning? -- Research on Teaching and Learning -- Translating Educational Psychological Perspectives Into Teaching Practice -- Johann Pestalozzi (1746-1827). Jean Piaget (1806-1980), and Abraham Maslow (1908-1970).
|aNote continued: Ivan Pavlov (1849-1936), Edward Thorndike (1874-1949), and Burrhus Frederick Skinner (1904-1990) -- Lev Vygotsky (1896-1914) -- How Do Philosophical Perspectives Help Teachers Understand Student Learning? -- Metaphysics, Epistemology, and Axiology -- The Metaphysical Questions of Content or Child -- Ways of Knowing, Learning, and Teaching -- The Role of Values and Ethics in the Classroom -- Teachers' Lounge -- Philosophical Perspectives' Influence on Teaching and Learning -- Confucianism -- Idealism and Realism -- Perennialism and Essentialism -- Pragmatism and Progressivism -- Existentialism -- The Presence of Educational Philosophies in Classrooms -- Teacher-Focused Classrooms -- Understanding and Using Evidence -- Challenging Assumptions -- Student-Focused Classrooms -- The Changing Focus -- Using Philosophy to Problem Solve -- Connecting to the Classroom -- Field Guide for Learning More About Developing a Philosophy of Teaching and Learning -- 8.Organizing Schools for Learning -- Teacher Interview: Dr. Kim Friel -- Questions to Consider -- Learning Outcomes -- Introduction -- How Are Schools Staffed and Organized? -- Roles of the Adult Workers in Schools -- Principal -- Assistant or Vice Principals and Deans -- Teachers -- Department Chairs and Teacher Leaders -- Other School-Based Staff -- Organization Charts -- Communication Is Important -- Organizing for Horizontal Communication -- Variations in the Teachers' Role -- Variations in Teaching Responsibilities -- Professional Learning Communities -- Organizing Students for Learning -- Self-Contained Classroom -- Organizing Students for Work -- What Is the Relationship of Schools to School Districts and the State? -- Challenging Assumptions -- Organization of School Districts -- School District Organization -- School District Superintendent -- District Office-Based School Support Personnel -- School Boards -- Teachers' Lounge -- School Boards as Policy Bodies -- School Board Responsibilities -- Organization of Education at the State Level -- Executive: State Governors -- Legislative: State Legislatures -- Judicial: State Courts -- State Board of Education -- Chief State School Officer -- The Role of the Federal Government -- What Are Today's Issues in the Workplace Called Schools? -- Questions About the Organization of Schools -- Class Size: What's Best? -- Understanding and Using Evidence -- Why Are Schools Organized the Way They Are? -- What Should Be the Role of School Boards? -- What About School Safety? -- Connecting to the Classroom -- Field Guide for Learning More About Organizing Schools for Learning -- 9. Governance and School Finance -- Teacher Interview: Dr. Italia Negroni -- Questions to Consider -- Learning Outcomes -- Introduction -- How Is Governance Different From the Structures of Government? -- Governance Can Be Good or Bad -- Characteristics of Good Governance -- Characteristics of Bad Governance -- There Are Politics -- What Is the Role of the Federal Government in Education? -- The U.S. Constitution and the States' Responsibility for Education -- The Tenth Amendment-Grants Responsibility to the States -- The First Amendment-Freedom of Speech and Religion -- The Fourteenth Amendment-Due Process -- Three Parts of the Federal Government: Three Sources of Education Policy -- Executive: President of the United States -- Legislative: U.S. Congress -- Judicial: U.S. Supreme Court -- U.S. Department of Education -- ESEA Past and Future -- Elements of No Child Left Behind (NCLB) -- Teachers' Lounge -- As the Realities and Consequences of There Were Waivers -- Growth Scores: A Different Way -- Reauthorization of ESEA, 2012 and Beyond -- Rewarding School Success -- Graduating Every Student -- Placing Effective Teachers and Leaders -- Improving STEM Education -- Teacher Incentive Pay -- How Are Schools Paid for, and How Is the Money Spent? -- Finding the Money to Pay for Schools -- Income Tax -- Property Tax -- Sales Tax -- Federal Government Sources of Funds -- Citizens Fight Back -- Seeking Additional Sources of Funding for Schools -- Lotteries and Gambling -- Creative Sources of Funds for Schools -- School Carnivals, Field Events, and Parent-Teacher Organizations -- School-Business Partnership -- Each of These Fundraising Activities Has a Price -- A Possible Source of Revenue That Was Never Considered Before -- Challenging Assumptions -- How Do Schools Spend the Money? -- Distribution of Revenue: By Different Levels of Government -- Per-Pupil Expenditure -- Balancing the Budget in Tight Times -- What Are Some of the School Finance Issues and Challenges? -- School Finance: Equal and Enough -- Two Fundamental Finance Questions -- Different Levels of Government: Roles and Consequences -- Centralization Versus Local Control -- Widespread Variations or a National Curriculum? -- Understanding and Using Evidence -- Connecting to the Classroom -- Field Guide for Learning More About Governance and School Finance -- 10. The Law as It Relates to Teaching and Learning -- Teacher Interview: Michael Simpson -- Questions to Consider -- Introduction -- Learning Outcomes -- Contemporary Legal Issues and Their Deliberations -- Social Media: Uses, Misuses, and Issues -- Teachers' Use of MySpace -- Cyberbullying -- Sexting -- Copying Documents and Other Material From the Internet -- Accessing Material on the Web That Has a Copyright -- Copyright Guidelines for Teachers and Students -- Finding Out If Something Has a Copyright -- Continuing Legal Dilemmas Related to Education -- Separation of Church and State -- Using Public Funds to Pay for Transportation to Catholic Schools -- Two Continuing Questions -- The Place of Religious Activities in Public Schools -- Prayer at School Events -- Celebration of Religious Holidays in schools -- Funding of Public Schools: Equity and Equality -- What the U.S. Constitution Says About Funding -- View of the States About the Funding of Schools -- Segregation, Desegregation, and the Risks of Resegregation -- Separate but Equal Was Constitutional -- Separate but Equal Becomes Unconstitutional -- Release From Court Order -- Risk of Resegregation -- In Summary: Solving Dilemmas Takes Times -- Understanding and Using Evidence -- Students' Rights and Protections -- Statutes Related to Students With Disabilities -- The Least Restrictive Environment -- Inclusion -- Paying for Special Education -- Student and Teacher Qualifications Under IDEA -- Student Rights -- Family Privacy Rights -- State Interests Versus Individual Rights -- Public High Schools -- Sports for Girls -- Undocumented Students -- Students' Freedom of Expression -- Teachers' Lounge -- Student Body Search -- Locker Search -- Teachers' Responsibilities, Rights, and Liabilities -- Teacher Responsibilities as a School District Employee -- Determining the Content of the Curriculum -- When Parents Disagree With Teachers -- Corporal Punishment -- Reporting Child Abuse -- The Basis for Student Grouping -- Teacher and School Accountability -- Beginning Teacher Nonrenewal and Dismissal -- Due Process -- Individual Teacher Rights and Responsibilities -- Teacher Freedom of Public Expression -- Teacher Dress -- Drug Testing of Teachers -- Challenging Assumptions -- Teacher Liability -- Law and Ethics Are Not the Same -- The Perspective of the Law: Is It Legal? -- The Ethical Perspective: What Is Right? -- Resolving Dilemmas: Legal and Ethical Processes -- Making the Final Decision -- A Final Thought -- Connecting to the Classroom -- Field Guide for Learning More About the Law as It Relates to Teaching and Learning -- 11. Standards, Curriculum, and Accountability -- Teacher Interview: Lorraine (Reina) Floyd -- Questions to Consider -- Learning Outcomes -- Introduction -- What Are Standards and Benchmarks? -- Characteristics of Standards -- Common Core Standards -- Standards for Content -- Developing the Content Standards -- Organizing the Standards -- Using the Standards -- Using Benchmarks -- Keeping Track of Benchmarks and Standards in Lesson Planning -- Knowing the Standards -- Standards for Students -- Standards for Teachers -- Standards for Professional Education Arts -- Standards for Undergraduates -- Standards for Colleges of Education and Universities -- Standards for Professional Practice -- Standards for Teacher Professional Growth -- Knowing When Students Have Met the Standards -- Understanding and Using Evidence -- What Is Curriculum? -- Characteristics of Curriculum -- Challenging Assumptions -- Teachers' Lounge -- Teachers Making Curriculum Come Alive -- Accountability Measures Through Standards, Benchmarks and Curriculum -- Value-Added Assessment of Teacher Effectiveness -- School Accountability -- Connecting to the Classroom -- Field Guide for Learning More About Standards, Curriculum, and Accountability -- 12. Managing the Classroom and Student Behavior -- Teacher Interview: Lena Mann -- Questions to Consider -- Learning Outcomes -- Introduction -- What Is Classroom Management? -- Using What You Already Know About Classroom Management -- Frameworks for Learning About Classroom Management -- Three Areas of Classroom Management -- The Personal and Parental Affect in Classroom Management -- The Paradoxes of Classroom Management -- How Do You Build a Personal Philosophy of Classroom Management? -- Theorists, Theories, and Models -- Behavior Modification -- Assertive Discipline -- Social-Emotional and Group Dynamics Management Approaches -- Teachers' Lounge -- Instruction and Communication Approaches to Classroom Management -- Understanding and Using Evidence -- Challenging Assumptions -- What Constitutes a Well-Managed Classroom? -- Room Arrangement -- Helping Students Be Comfortable in the Room You Have Arranged -- Managing Paperwork -- Students Managing Classroom Paperwork -- A Multidimensional Look at Classroom Management -- Multidimensionality -- Simultaneity -- Immediacy -- Unpredictable and Public -- History.
|aNote continued: Management of Movement on School Grounds and in Hallways -- Routines, Rules, and Schedules -- The Characteristics of a Well-Managed Classroom -- What Is the Connection Between Discipline and Management? -- Four Stages of Classroom Life That Influence Behavior -- Forming -- Storming -- Norming -- Performing -- The Importance of Communication in Behavior Management -- Basic Rules of Engagement -- How Do Teachers Manage the Stress of Managing a Classroom? -- Three Dimensions of Psychological Support for Teachers -- Emotional-Physical Support -- Psychosocial Support -- Personal-Intellectual Support -- Laughter in the Classroom -- Connecting to the Classroom -- Field Guide for Learning More About Managing the Classroom and Student Behavior -- 13. Teaching Strategies -- Teacher Interview: Jason Choi -- Questions to Consider -- Learning Outcomes -- Introduction -- What Are Teaching Strategies? -- Generic Teaching Strategies -- Lecture -- Questioning and Discussions -- Grouping -- Understanding and Using Evidence -- Role Play, Simulation, and Drama -- Reflective Learning/Inquiry -- Viewing Teaching Strategies as Direct or Indirect Instruction -- Teachers' Lounge -- A Constructivist Approach to Teaching -- Activity Learning -- Never Just One -- What Makes Teaching Strategies Work? -- The Importance of Planning -- Challenging Assumptions -- Instructional Theory Into Practice -- The Planning Cycle -- Getting Students Ready to Learn -- Bracketing or: Let's See, Where Was I? -- Sponges -- Evaluating Learning -- Teacher Work Sample or Analysis of Student Work -- Understanding the Connection Between Teaching Strategics and Curriculum -- How Are Different Strategies Used for Different Purposes? -- Culturally Relevant Teaching Strategies -- Multiple Intelligences -- Inclusion Strategies: Least Restrictive Environment (LRE) -- Strategies for English Language Learners (ELL) -- Homework as a Teaching Strategy -- Connecting to the Classroom -- Field Guide for Learning More About Teaching Strategics -- 14. Using Technology to Improve Student Learning -- Teacher Interview: Nira Dale -- Questions to Consider -- Learning Outcomes -- Introduction -- What Role Does Technology Play in the Lives of Teachers and Learners? -- The Evolving Face of Technology -- The Cloud -- Technology for Communication -- Social Networking -- Technology Changing the Teaching? -- Why Integrate Technology in Teaching? -- Technology for Teaching -- Smart Boards, MP3 Players, and Tablets -- Digital Cameras -- Video Recording -- Teachers' Lounge -- Learning Games -- Audio Recordings -- Teachers Using Technology Effectively -- Using Technology With Diverse Learners -- Software to Enhance Teaching and Learning -- Challenging Assumptions -- Difficulties in Teaching With Technology -- Students Using Technology for Learning -- Presentations and Research -- Student Work Samples -- Learning My Way on My Time -- How Can Teachers Manage the Use of Technology and Use Technology to Manage the Classroom -- Managing the Use of Technology -- Technology for Managing the Classroom -- Creating a Technology-Rich Learning Environment -- How Can Teachers Integrate Technology Into Their Own Professional Development? -- Educational Technology Standards for Teachers -- Using the Internet for Professional Development -- Understanding and Using Evidence -- Using Technology for Self-Improvement -- Connecting to the Classroom -- Field Guide for Learning More About Using Technology to Improve Student Learning -- 15. Assessing Student Learning and Results -- Teacher Interview: Dr. Elliott Asp -- Questions to Consider -- Learning Outcomes -- Introduction -- Why Is Assessing So Important? -- The Whys and Hows for Assessing -- Formative Versus Summative Assessments -- Purposes for Assessing -- Considering the Quality of Assessments -- Two Very Different Kinds of Tests -- Norm-Referenced Tests (NRTs) -- Criterion-Referenced Tests (CRTs) -- Comparing NRT and CRT Test Scores -- Characteristics of Effective Assessments -- Level of Difficulty -- Validity -- Reliability -- Performance Tasks -- Authentic -- Assessing for Different Types of Learning -- Accommodating Different Types of Learners -- Accommodating Special Needs Students -- Accommodating ELL Students -- What Are Some Ways to Test Student Learning? -- Checking for Understanding Within Lessons -- Teacher Observation -- Teacher Questioning -- Challenging Assumptions -- Student Self-Reflection -- Objective Tests -- Watch Out for Bias in Test Items -- Subjective Tests -- Short-Answer Items -- Essay Test Items -- Teachers' Lounge -- Open-Ended Formats -- Which Format Is Best? -- Rubrics Are an Important and Informative Assessment Tool -- How Do Teachers Use Formative Assessments to Adjust Instruction and Improve Student Learning? -- Four Levels of Formative Assessment -- Teachers' Instructional Adjustments -- Understanding and Using Evidence -- Students' Learning Tactic Adjustments -- Classroom Climate Shift From Traditional to Formative Assessment -- Schoolwide Implementation of a Formative Assessment-Centered Culture -- Response to Intervention (RTI) -- Student Improvement Team (SIT) and RTI -- Don't Forget the Achievement Gap -- Connecting to the Classroom -- Field Guide for Learning More About Assessing Student Learning and Results -- 16. Succeeding in Your Teacher Education Program, and Beyond -- Teacher Interview: Amber Velasquez -- Questions to Consider -- Learning Outcomes -- Introduction -- What Are Keys to Succeeding in Your Teacher Education Program? -- Understanding Your Concerns -- What Are Your Concerns Right Now? -- Describing Teacher Concerns -- Then: Is a Developmental Pattern to Teacher Concerns -- Assessing Your Concerns -- Implications of the Concerns Model for Teacher Education Candidates -- Monitoring Your Concerns About Teaching -- Implications for You -- Understanding and Using Evidence -- What About Ms. Velasquez's Concerns? -- Strive for Quality in Your Teaching -- Elliott's General Model of Effective Instruction -- The Importance of Each and Every Field Experience -- Challenging Assumptions -- What Are the Keys to Being Hired as a Beginning Teacher? -- Requirements for Obtaining a Teacher License -- Getting Your First Teaching Position -- Where to Look for Teaching Positions -- Ideas for Your Professional Resume -- Teacher Dispositions Are Very Important -- In What Ways Can Candidates and Teachers Be Leader -- Different Ways Teachers Can Lead -- Formal Teacher Leadership -- Working With Parents -- Informal Teacher Leadership -- Leading Adults Is a Big Challenge for Beginning Teachers -- Career Path Options for Teachers -- Teachers' Lounge -- Becoming a School Administrator -- Graduate Studies -- How Does a Master Teacher Think About the Joy of Teaching? -- Joy and Satisfaction in Teaching Can Be Career Long -- "First of All, I Love Kids" -- "I Saw That I Was Making a Difference" -- "I Loved Sharing With Others" -- "I Was Always Bringing Human Interest Stories to Share With the Kids" -- You Need to Have a Notion of What You Want Your Classroom to Be Like Before You Get There -- Serendipity Occurs as We Are Concluding; the Interview With Mrs. Schneider -- An Epilogue -- Connecting to the Classroom -- Field Guide for Learning More About Succeeding in four Teacher Education Program, and Beyond.
內容簡介top Introduction to Teaching 簡介 Introduction to Teaching: Making a Difference in Student Learning is the ideal beginning text for aspiring teachers. Acclaimed authors Gene Hall, Linda Quinn, and Donna Gollnick thoroughly prepare students to make a difference as teachers, presenting first-hand stories and evidence-based practices while offering a student-centered approach to learning. The authors focus on how to address one of the biggest challenges facing many of today schoolsaking sure that all students are learningnd help teachers make student learning the primary focus in all that they do. From true-to-life challenges that teachers will face (high-stakes testing, reduced funding, low retention, Common Core Standards) to the inspiration and joy they will discover throughout their teaching careers, this text paints a realistic picture of the real life of a teacher.