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Learning to Teach with Guide Field Experiences and Portfolio Development, Student CD and Online Learning Center Card with PowerWeb,9780072878509
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Learning to Teach with Guide Field Experiences and Portfolio Development, Student CD and Online Learning Center Card with PowerWeb

by
Edition:
6th
ISBN13:

9780072878509

ISBN10:
0072878509
Format:
Paperback
Pub. Date:
12/24/2005
Publisher(s):
McGraw-Hill Humanities/Social Sciences/Languages
List Price: $96.60
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Summary

This best-selling text provides comprehensive coverage of general teaching methods and models, as well as of the executive skills of teaching--including planning, classroom management, assessment, motivation, and use/management of time and space. "Theoretical and Empirical Support" sections provide a broad sampling of the knowledge base that underlies and supports the recommended teaching practices found in the latter part of each chapter. The text also takes a strong applied approach, with chapter-ending case studies including responses from in-service teachers, interactive case study activities and "Teachers on Teaching" audio clips on the Interactive Student CD-ROM, reflection features, and portfolio resources.

Table of Contents

Preface xii
Your Portfolio xx
Student Guide to Learning to Teach xxii
Part 1 Teaching and Learning in Today's Classrooms
1(92)
The Scientific Basis for the Art of Teaching
2(36)
Historical Perspective on Teaching
6(11)
Role Expectations in Earlier Times
6(1)
Twentieth-Century Role Expectations
7(1)
Teaching Challenges for the Twenty-first Century
8(9)
A Perspective on Effective Teaching for the Twenty-first Century
17(12)
The Ultimate Goal of Teaching
18(2)
A View of the Effective Teacher
20(1)
Personal Qualities for Developing Authentic Relationships
21(1)
Knowledge Base to Guide the Art of Practice
21(3)
Repertoire of Effective Practice
24(4)
Reflection and Problem Solving
28(1)
Learning to Teach
29(5)
Models of Teacher Development
29(2)
Early Influences on Teaching
31(3)
Reflections from the Classroom
34(1)
Summary
35(1)
Portfolio and Field Experience Activities
36(2)
Student Learning in Diverse Classrooms
38(55)
Perspective and Overview
41(3)
Theoretical and Empirical Support
44(8)
Equity
44(1)
Differential Treatment of Students
45(3)
Learning Abilities, Styles, and Preferences
48(4)
Exceptionalities
52(11)
Students with Disabilities
52(8)
Gifted and Talented Students
60(3)
Culture, Ethnicity, and Race
63(11)
Perspectives on Culture, Ethnicity, and Race
64(2)
Working with Students in Racially and Culturally Diverse Classrooms
66(8)
Language Diversity
74(5)
Differences in Dialects
74(3)
Second-Language Acquisition
77(1)
Working with Language Diversity in the Classroom
78(1)
Gender Differences
79(4)
Nature of Gender Differences
80(1)
Origins of Gender Differences
80(2)
Stereotyping and Differential Treatment
82(1)
Working with Gender Differences in the Classroom
82(1)
Social Class Differences
83(3)
Characteristics and Performance of Low-SES Students
83(1)
Differential Treatment of Low-SES Students
84(1)
Working with Low-SES Students in the Classroom
85(1)
Some Final Thoughts and Schoolwide Issues
86(1)
Reflections from the Classroom
87(2)
Summary
89(2)
Portfolio and Field Experience Activities
91(2)
Part 2 The Leadership Aspects of Teaching
93(166)
Teacher Planning
94(40)
Perspective on Planning
97(2)
Planning---The Traditional View
98(1)
Planning---An Alternative Perspective
98(1)
Theoretical and Empirical Support
99(5)
Consequences of Planning
99(2)
Planning and the Beginning Teacher
101(3)
Planning Domains
104(2)
Planning and the Instructional Cycle
104(1)
The Time Spans of Planning
105(1)
The Specifics of Planning
106(21)
Choosing Curriculum Content
106(3)
Tools for Choosing Content
109(2)
Instructional Objectives
111(4)
Taxonomies for Selecting Instructional Objectives
115(6)
Lesson Plans and Unit Plans
121(5)
Individualizing Instruction through Planning
126(1)
Planning for Time and Space
127(3)
Time
128(1)
Space
129(1)
Reflections from the Classroom
130(1)
Summary
131(2)
Portfolio and Field Experience Activities
133(1)
Classrooms As Learning Communities
134(40)
Perspective of Classrooms As Learning Communities
139(2)
Fusion of the Individual and the Group
139(2)
Theoretical and Empirical Support
141(14)
Human Motivation
141(4)
Features of Learning Communities
145(8)
Research on Motivation and Learning Communities
153(2)
Strategies for Motivating Students and Building Productive Learning Communities
155(13)
Believe in Students' Capabilities and Attend to Alterable Factors
155(3)
Avoid Overemphasizing Extrinsic Motivation
158(1)
Create Learning Situations with Positive Feeling Tones
158(1)
Build on Students' Interests and Intrinsic Values
159(1)
Structure Learning to Accomplish Flow
160(1)
Use Knowledge of Results and Don't Excuse Failure
161(1)
Attend to Student Needs, Including the Need for Self-Determination
161(2)
Attend to the Structure of Learning Goals and Difficulty of Instructional Tasks
163(1)
Use Multidimensional Tasks
163(1)
Facilitate Group Development and Cohesion
164(4)
Some Final Thoughts
168(1)
Reflections from the Classroom
169(1)
Summary
170(2)
Portfolio and Field Experience
172(2)
Classroom Management
174(38)
Perspective on Classroom Management
177(2)
Theoretical and Empirical Support
179(5)
Reinforcement Theory
179(1)
Classroom Ecology and Group Processes
180(3)
Effective Teaching Research
183(1)
Child-Centered Traditions
183(1)
Preparing for Effective Classroom Management
184(16)
Preventative Classroom Management
184(10)
Managing Inappropriate and Disruptive Behavior
194(6)
Classroom Management Programs
200(8)
Traditional Programs Based on Reinforcement Theory
203(1)
Programs That Aim Toward Self-Management and Community
203(3)
The Caring Classroom
206(2)
A Final Thought and Look to the Future
208(1)
Reflections from the Classroom
208(2)
Summary
210(1)
Portfolio and Field Experience Activities
211(1)
Assessment and Evaluation
212(47)
Perspective on Assessment and Evaluation
215(4)
Importance of Assessment and Evaluation
215(2)
Key Assessment and Evaluation Concepts
217(2)
Theoretical and Empirical Support
219(3)
Effects of Grades and Testing on Students
220(2)
Teacher Bias in Assessment and Grading
222(1)
Statewide and Schoolwide Assessment Programs
222(7)
Statewide and Schoolwide Use of Standardized Tests
222(4)
Nature of Standardized Tests
226(1)
Norm-Referenced and Criterion-Referenced Tests
226(2)
Advantages and Disadvantages of Different Approaches
228(1)
Communication of Standardized Test Results
228(1)
A Teacher's Assessment Program
229(2)
Diagnosing Prior Knowledge
229(1)
Providing Corrective Feedback
230(1)
Testing for Summative Evaluation and Reporting
230(1)
A Special Case of Using Assessment Information to Diagnose Students with Disabilities
231(1)
Specifics of Testing and Grading
231(14)
General Principles
232(1)
Test Construction and Use
233(7)
Grading
240(4)
Summary Guidelines for Testing and Grading
244(1)
A Look to the Future of Testing and Grading
245(8)
Assessing Performance
245(1)
Authentic Assessment
246(2)
Designing and Scoring Performance and Authentic Assessments
248(2)
Student Portfolios and Narrative Descriptions
250(1)
Assessing Group Effort and Individually Contracted Work
250(1)
Experimenting with New Approaches
251(1)
Assessment Bill of Rights
252(1)
Reflections from the Classroom
253(2)
Summary
255(2)
Portfolio and Field Experience Activities
257(2)
Part 3 The Interactive Aspects of Teaching
259(198)
Presenting and Explaining
262(34)
Overview of Presentation Teaching
265(1)
Theoretical and Empirical Support
266(9)
Structure and Organization of Knowledge
266(1)
Meaningful Verbal Learning
267(1)
Cognitive Psychology of Learning
268(4)
Empirical Support
272(3)
Planning and Conducting Presentation Lessons
275(14)
Planning for Presentations
275(6)
Conducting Presentation Lessons
281(8)
Managing the Learning Environment
289(2)
Assessment and Evaluation
291(1)
Reflections from the Classroom
291(1)
Summary
292(2)
Portfolio and Field Experience Activities
294(2)
Direct Instruction
296(28)
Overview of Direct Instruction
299(1)
Theoretical and Empirical Support
300(2)
Behavioral Theory
300(1)
Social Learning Theory
301(1)
Teacher Effectiveness Research
302(1)
Planning and Conducting Direct Instruction Lessons
302(14)
Planning for Direct Instruction
303(3)
Conducting Direct Instruction Lessons
306(10)
Varying Direct Instruction Lessons to Meet Diverse Needs
316(1)
Managing the Learning Environment
316(1)
Assessment and Evaluation
317(1)
A Final Thought: Considering the Use of Direct Instruction
318(1)
Reflections from the Classroom
319(2)
Summary
321(1)
Portfolio and Field Experience Activities
322(2)
Concept Teaching
324(28)
Overview of Concept Teaching
327(1)
Theoretical and Empirical Support
328(4)
Concepts and Higher-Level Thinking
328(1)
The Nature of Concepts
329(2)
Human Development and Concept Learning
331(1)
Planning and Conducting Concept Lessons
332(14)
Planning for Concept Teaching
333(7)
Adapting Plans to Meet Diverse Needs
340(1)
Conducting Concept Lessons
341(5)
Managing the Learning Environment
346(1)
Assessment and Evaluation
346(2)
Reflections from the Classroom
348(1)
Summary
349(2)
Portfolio and Field Experience Activities
351(1)
Cooperative Learning
352(36)
Overview of Cooperative Learning
355(2)
Theoretical and Empirical Support
357(4)
Concept of the Democratic Classroom
357(1)
Intergroup Relations
358(1)
Experiential Learning
359(1)
The Effects of Cooperative Learning
359(2)
Planning and Conducting Cooperative Learning Lessons
361(13)
Planning for Cooperative Learning
361(10)
Conducting Cooperative Learning Lessons
371(3)
Adapting Cooperative Learning Lessons for Diverse Learners
374(1)
Managing the Learning Environment
374(6)
Helping with Transitions
376(1)
Teaching Cooperation
376(4)
Assessment and Evaluation
380(3)
Testing Academic Learning
380(2)
Assessing Cooperation
382(1)
Grading Cooperative Learning
383(1)
Recognizing Cooperative Effort
383(1)
Cooperative Learning: A Final Thought
383(1)
Reflections from the Classroom
384(2)
Summary
386(1)
Portfolio and Field Experience Activities
387(1)
Problem-Based Learning
388(34)
Overview of Problem-Based Learning
391(4)
Special Features of Problem-Based Learning
392(3)
Theoretical and Empirical Support
395(3)
Dewey and the Problem-Oriented Classroom
396(1)
Piaget, Vygotsky, and Constructivism
396(1)
Bruner and Discovery Learning
397(1)
Planning and Conducting Problem-Based Lessons
398(13)
Planning for PBL Lessons
399(6)
Conducting PBL Lessons
405(4)
Using Learning Centers for Problem-Based Learning
409(2)
Tailoring Problem-Based Lessons for All Students
411(1)
Managing the Learning Environment
411(2)
Dealing with Multitask Situations
411(1)
Adjusting to Differing Finishing Rates
412(1)
Monitoring and Managing Student Work
412(1)
Managing Materials and Equipment
412(1)
Regulating Movement and Behavior Outside the Classroom
412(1)
Assessment and Evaluation
413(4)
Assessing Understanding
414(1)
Using Checklists and Rating Scales
414(1)
Assessing Adult Roles and Situations
414(1)
Assessing Learning Potential
414(2)
Assessing Group Effort
416(1)
Problem-Based Learning: A Final Thought
417(1)
Reflections from the Classroom
418(1)
Summary
419(1)
Portfolio and Field Experience Activities
420(2)
Classroom Discussion
422(35)
Overview of Classroom Discussion
425(1)
Theoretical and Empirical Support
426(4)
Discourse and Cognition
427(1)
Classroom Discourse Patterns
428(1)
Teacher Questioning
429(1)
Wait-Time
430(1)
Planning and Conducting Discussion Lessons
430(15)
Planning for Discussion
431(6)
Conducting Discussions
437(6)
Adapting Discussions for Diverse Learners
443(2)
Managing the Learning Environment
445(4)
Slow the Pace and Broaden Participation
445(1)
Increase Interpersonal Regard and Understanding
446(2)
Use Tools That Highlight Discourse and Thinking Skills
448(1)
Assessment and Evaluation
449(3)
Follow-up Discussions
449(2)
Grading Classroom Discussions
451(1)
Classroom Discourse Patterns: A Final Thought
452(1)
Reflections from the Classroom
452(2)
Summary
454(1)
Portfolio and Field Experience Activities
455(2)
Part 4 The Organizational Aspects of Teaching
457(35)
School Leadership and Collaboration
458(34)
Perspective of Schools as Workplaces
462(7)
Schools Are Human Systems
463(1)
Schools Have Histories and Cultures
463(1)
Schools Exist in Context
463(1)
Schools Have Features in Common with Other Organizations
464(1)
Schools Have Unique Features
465(2)
Norms, Roles, and the Culture of Teaching
467(2)
Theoretical and Empirical Support
469(5)
Nature of Teachers' Work
469(2)
Research on School Effectiveness
471(1)
Features of Effective Schools
472(2)
Organizational Skills for Teachers
474(14)
Working with Colleagues
476(1)
Working with Administrators and Leadership Personnel
477(1)
Working with Parents
478(4)
Working for School Improvement
482(6)
Reflections from the Classroom
488(1)
Summary
489(1)
Portfolio and Field Experience Activities
490(2)
Resource Handbook
Unit 1 Reading and Using Research
492(12)
Key Research Ideas
492(3)
Research Questions and Problems
492(1)
Model for Research on Teaching
492(2)
Independent and Dependent Variables
494(1)
Approaches to Educational Research
495(3)
Assumptions about Scientific Knowledge
495(1)
Types of Research Studies
496(1)
Descriptive Research
496(1)
Experimental Research
497(1)
Correlational Research
497(1)
Causal-Comparative Research
497(1)
Statistical Concepts and Research Conventions
498(2)
Sampling
498(1)
Randomness
499(1)
Numbers and Conventions
499(1)
Reading and Keeping Abreast of Research
500(4)
Reading Research with a Critical Eye
500(1)
Reading a Research Report: An Example
501(1)
Keeping Abreast of Research
502(2)
Unit 2 Action Research for Classroom Teachers
504(1)
Perspective and Rationale
504(2)
A Short History
504(1)
Why Action Research
505(1)
Doing Action Research
506(6)
Types of Action Research
506(1)
Action Research Processes
507(1)
Problem and Question Formulation
507(2)
Gathering Information
509(2)
Interpreting and Using Information from Action Research
511(1)
Action Research: An Example
512(1)
David's Questions
512(1)
David's Data Collection Methods
512(1)
David's Results and Interpretations
513
Glossary 1(1)
References 1(1)
Credits 1(1)
Index 1


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