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Secondary School Teaching: A Guide to Methods and Resources,9780131709300
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Secondary School Teaching: A Guide to Methods and Resources

by ;
Edition:
3rd
ISBN13:

9780131709300

ISBN10:
0131709305
Pub. Date:
1/1/2011
Publisher(s):
Allyn & Bacon

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Summary

Now revised to align with the INTASC standards,Secondary School Teachingis a comprehensive guide to instructional methods and contains many practical exercises for active learning.This book provides a sound introduction to the challenges of today's secondary schools, teachers'professional responsibilities, thinking and questioning, classroom environment, curriculum, planning instruction, assessment using inquiry, teacher talk, and games, learning alone and in groups, and professional development.Grades 7-12 Inservice Teachers.

Table of Contents

Secondary School Teaching Today: Recognizing and Understanding the Challenge
1(29)
The Classroom in a Nation of Diversity and Shifting Demographics: Understanding Your Challenge
3(1)
Orientation: No Single Shoe Fits All
4(7)
Start of the School Year Orientation
4(2)
The School Year and Teachers' Schedules
6(1)
Teaching Teams
6(1)
The Community of Learners Concept
7(1)
Nontraditional Scheduling
8(1)
Exercise 1.1: What Message Is Being Conveyed?
9(2)
Quality Education for Every Student
11(1)
Responsive Practices for Helping Each Student Succeed
11(1)
Middle-Level Schools
11(2)
High Schools
13(1)
The Fundamental Characteristic of Quality Education
13(4)
Committed Teachers
14(1)
Reflective Decision Making
14(1)
Exercise 1.2: Conversation with a Classroom Teacher
15(2)
School Leadership
17(1)
The Community Served by the School
17(1)
The No Child Left Behind Act of 2001
17(1)
Home and School Connections
18(1)
Community Service Learning
18(1)
The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues
18(2)
Key Trends and Practices
19(1)
Major Problems and Issues
20(1)
Meeting the Challenge: Recognizing and Providing for Student Differences
20(1)
Reviewing the Developmental Characteristics of Children of Particular Age Groups
21(5)
Exercise 1.3: Obtaining Personal Insight Regarding the Age or Grade Level I Might Prefer to Teach
23(2)
Young Adolescents (Ages 9--14)
25(1)
Older Adolescents (Ages 15--19)
26(1)
Summary
26(1)
Questions for Class Discussion
27(1)
Related Web Sites
28(1)
For Further Reading
28(2)
Teacher Professional Responsibilities
30(52)
The Teacher as a Reflective Decision Maker
31(6)
Decision-Making Phases of Instruction
31(1)
Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility
31(2)
Exercise 2.1: The Teacher as Reflective Decision Maker
33(2)
Exercise 2.2: Reflective Decision Making: The Preactive Phase of Instruction
35(2)
Selected Legal Guidelines
37(1)
Student Rights
37(1)
Teacher Liability and Insurance
37(1)
Teaching Style
38(9)
Multilevel Instruction
38(1)
The Theoretical Origins of Teaching Styles and Their Relation to Constructivism
39(2)
Exercise 2.3: Using Observation of Classroom Interaction to Analyze One Teacher's Style
41(2)
Exercise 2.4: Using a Questionnaire to Develop a Profile and a Statement About My Own Emerging Teaching Style
43(4)
Commitment and Professionalism
47(12)
Noninstructional Responsibilities
47(2)
Instructional Responsibilities
49(2)
Exercise 2.5: Reviewing the Professional Responsibilities of a First-Year Teacher
51(8)
Identifying and Building Your Instructional Competencies
59(2)
Characteristics of the Competent Classroom Teacher: An Annotated List
59(2)
Teacher Behaviors Necessary to Facilitate Student Learning
61(5)
Three Basic Rules for Becoming a Competent Teacher
61(1)
Facilitating Behaviors and Instructional Strategies: A Clarification
62(1)
Structuring the Learning Environment
62(1)
Accepting and Sharing Instructional Accountability
62(1)
Demonstrating Withitness and Overlapping
63(1)
Providing a Variety of Motivating and Challenging Activities
64(1)
Modeling Appropriate Behaviors
64(1)
Facilitating Student Acquisition of Data
64(1)
Creating a Psychologically Safe Environment
64(2)
Clarifying Whenever Necessary
66(1)
Using Periods of Silence
66(1)
Questioning Thoughtfully
66(1)
Tools for Instruction
66(13)
The Internet
67(1)
Professional Journals and Periodicals
68(1)
The ERIC Information Network
68(1)
Copying Printed Materials
68(1)
The Classroom Writing Board
68(2)
The Classroom Bulletin Board
70(1)
The Community as a Resource
70(1)
Guest Speaker or Presenter
70(1)
Field Trips
71(2)
Media Tools
73(3)
Computers and Computer-Based Instructional Tools
76(1)
Using Copyrighted Video, Computer, and Multimedia Programs
77(2)
Distance Learning
79(1)
Summary
79(1)
Questions for Class Discussion
79(1)
Related Web Sites
80(1)
For Further Reading
81(1)
Thinking and Questioning: Skills for Meaningful Learning
82(27)
Teaching Thinking for Intelligent Behavior
83(2)
Characteristics of Intelligent Behavior
83(2)
Direct Teaching for Thinking and Intelligent Behavior
85(1)
Purposes for Using Questioning
85(2)
Questions to Avoid Asking
87(1)
Types of Cognitive Questions: A Glossary
87(1)
Analytic Question
87(1)
Clarifying Question
87(1)
Convergent-Thinking Question
87(1)
Cueing Question
87(1)
Divergent-Thinking Question
88(1)
Evaluative Question
88(1)
Focus Question
88(1)
Probing Question
88(1)
Socratic Questioning
88(1)
Levels of Cognitive Questions and Student Thinking
89(3)
Exercise 3.1: Identifying the Cognitive Levels of Questions---A Self-Check Exercise
90(2)
Guidelines for Using Questioning
92(3)
Preparing Questions
92(1)
Implementing Questioning
92(1)
Exercise 3.2: Think Time and the Art of Questioning: An In-Class Exercise
93(2)
Questions From Students: The Question-Driven Classroom and Curriculum
95(12)
Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning
96(1)
Exercise 3.3: Examining Course Materials for Level of Questioning
97(2)
Exercise 3.4: Observing the Cognitive Levels of Classroom Verbal Interaction
99(2)
Exercise 3.5: Practice in Raising Questions to Higher Levels
101(2)
Exercise 3.6: Creating Cognitive Questions
103(2)
Exercise 3.7: A Cooperative Learning and Micro Peer Teaching Exercise in the Use of Questioning---Micro Peer Teaching I
105(2)
Summary
107(1)
Questions for Class Discussion
107(1)
Related Web Sites
107(1)
For Further Reading
107(2)
The Classroom Learning Environment
109(51)
The Importance of Perceptions
110(1)
Classroom Control---Its Meaning---Past and Present
110(5)
Historical Meaning of Classroom Control
111(1)
Today's Meaning of Classroom Control and the Concept of Classroom Management
111(1)
Classroom Management: Contributions of Some Leading Authorities
111(4)
Developing Your Own Effective Approach to Classroom Management
115(1)
Providing a Supportive Learning Environment
115(5)
Consider the Physical Layout
115(2)
Create a Positive Ambiance
117(1)
Behaviors to Avoid When Using Encouragement to Motivate Students
117(1)
Get to Know Your Students as People
118(2)
Preparation Provides Confidence and Success
120(1)
Effective Organization and Administration of Activities and Materials
120(1)
Natural Interruptions and Disruptions to Routine
120(1)
Classroom Procedures and Guidelines for Acceptable Behavior
120(13)
Starting the School Term Well
120(1)
Procedures Rather Than Rules; Consequences Rather Than Punishment
121(1)
The First Day
122(1)
Procedural Matters: What Students Need to Understand Early On
123(2)
Exercise 4.1: Observing a Classroom for Frequency of External Interruptions
125(4)
Exercise 4.2: Teachers' Classroom Management Systems
129(2)
Exercise 4.3: Beginning the Development of My Classroom Management System
131(2)
Using Positive Rewards as Motivators
133(1)
Managing Class Sessions
133(5)
Opening Activities
133(2)
Exercise 4.4: Observation and Analysis of How Experienced Teachers Open Class Meetings
135(2)
Smooth Implementation of the Lesson
137(1)
Transitions Within Lessons
137(1)
Inappropriate Student Behavior
138(1)
Transient Nondisruptive Behaviors
138(1)
Disruptions to Learning
138(1)
Defiance, Cheating, Lying, and Stealing
138(1)
Bullying, Fighting, Sexual Misconduct, and Violence
139(1)
Teacher Response to Student Misbehavior
139(1)
Direct Versus Indirect Assertive Intervention Strategies: A Clarification
139(1)
Order of Behavior Intervention Strategies
139(1)
Teacher-Caused Student Misbehavior
140(15)
Scenarios for Case Study Review
140(1)
Preventing a Ship From Sinking Is Much Easier Than Is Saving a Sinking One: Mistakes to Avoid
141(8)
Exercise 4.5: Avoiding Sending Opposing Messages
149(2)
Exercise 4.6: Identifying Teacher Behaviors That Cause Student Misbehavior---A Self-Check Review Exercise
151(4)
Situational Case Studies for Additional Review
155(2)
Summary
157(1)
Questions for Class Discussion
157(1)
Related Web Sites
158(1)
For Further Reading
158(2)
The Curriculum: Selecting and Setting Learning Expectations
160(56)
Program Organization: Providing Successful Transitions
162(1)
Curriculum and Instruction: Clarification of Terms
162(1)
Core Curriculum
162(1)
Curriculum Content: Essential Versus Supplemental
162(1)
Exploratory Opportunities
162(1)
Co-Curricular Versus Extracurricular
163(1)
Advisory/Homebase Program
163(1)
Planning for Instruction: Three Levels
163(2)
Teacher--Student Collaborative Team Planning
164(1)
Reasons for Planning
164(1)
Components of an Instructional Plan
164(1)
Curriculum Content Selection: Documents That Provide Guidance
165(1)
Curriculum Standards
165(12)
National Curriculum Standards by Content Area
166(1)
State Curriculum Standards
166(1)
Curriculum Standards and High-Stakes Testing
167(2)
Exercise 5.1: Examining National Curriculum Standards
169(2)
Exercise 5.2: Examining State Curriculum Standards
171(2)
Exercise 5.3: Examining State Curriculum Frameworks
173(2)
Exercise 5.4: Examining Local Curriculum Documents
175(2)
Student Textbooks
177(5)
Benefit of Textbooks to Student Learning
177(1)
Problems with Reliance on a Single Textbook
177(2)
Exercise 5.5: Examining Student Textbooks and Teacher's Editions
179(2)
Guidelines for Textbook Use
181(1)
Multitext and Multireadings Approach
181(1)
Beginning to Think About the Sequencing of Content
182(5)
Exercise 5.6: Preparing a Full Semester Content Outline
185(2)
Preparing for and Dealing with Controversy
187(4)
Exercise 5.7A: Dealing with Controversial Content and Issues
189(1)
Exercise 5.7B: Censorship: Books That Are Sometimes Challenged
190(1)
Aims, Goals, and Objectives: The Anticipated Learning Outcomes
191(2)
Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment
191(1)
Learning Targets and Goal Indicators
191(1)
Overt and Covert Performance Outcomes
192(1)
Balance of Behaviorism and Constructivism
192(1)
Teaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom Instruction
193(1)
Preparing Instructional Objectives
193(12)
Components of a Complete Objective
193(1)
Exercise 5.8: Recognizing Verbs That Are Acceptable for Overt Objectives---A Self-Check Exercise
194(1)
Exercise 5.9: Recognizing the Parts of Criterion-Referenced Instructional Objectives---A Self-Check Exercise
195(1)
Exercise 5.10: Recognizing Objectives That Are Measurable---A Self-Check Exercise
196(1)
Classifying Instructional Objectives
197(1)
The Domains of Learning and the Developmental Needs of Students
197(1)
Cognitive Domain Hierarchy
197(2)
Affective Domain Hierarchy
199(1)
Psychomotor Domain Hierarchy
200(2)
Exercise 5.11: Recognition of Cognitive, Affective, and Psychomotor Objectives---A Self-Check Exercise
202(1)
Exercise 5.12: Preparing My Own Instructional Objectives
203(2)
Using the Taxonomies
205(2)
Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals
206(1)
Character Education and the Domains of Learning
206(1)
Learning That Is Not Immediately Observable
207(1)
Integrated Curriculum
207(3)
Level 1 Curriculum Integration
208(1)
Level 2 Curriculum Integration
209(1)
Level 3 Curriculum Integration
209(1)
Level 4 Curriculum Integration
210(1)
Level 5 Curriculum Integration
210(1)
Integrated Curriculum in a Standards-Based Environment
210(1)
Planning for Instruction: A Seven-Step Process
210(1)
The Syllabus
211(2)
Use and Development of a Syllabus
211(1)
Content of a Syllabus
211(2)
Summary
213(1)
Questions for Class Discussion
213(1)
Related Web Sites
214(1)
For Further Reading
215(1)
Planning the Instruction
216(40)
The Instructional Unit
217(1)
Planning and Developing Any Unit of Instruction
217(1)
Unit Format, Inclusive Elements, and Time Duration
218(1)
Theoretical Considerations for the Selection of Instructional Strategies
218(4)
Decision Making and Strategy Selection
219(1)
Direct and Indirect Instruction: A Clarification of Terms
219(1)
Degrees of Directness
219(1)
Principles of Classroom Instruction and Learning: A Synopsis
220(1)
Conceptual and Procedural Knowledge
220(1)
Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each
221(1)
Selecting Learning Activities That Are Developmentally Appropriate
222(1)
Styles of Learning and Implications for Teaching
222(3)
Learning Modalities
222(1)
Learning Styles
223(1)
The Three-Phase Learning Cycle
223(1)
Learning Capacities: The Theory of Multiple Intelligences
224(1)
The Learning Experiences Ladder
225(1)
Direct, Simulated, and Vicarious Experiences Help Connect Student Learning
226(1)
Planning and Developing an Interdisciplinary Thematic Unit
226(3)
Specific Guidelines for Developing an Interdisciplinary Thematic Unit
227(1)
Developing the Learning Activities: The Heart and Spirit of the ITU
228(1)
The Common Thread
228(1)
Initiating Activities
228(1)
Developmental Activities
228(1)
Culminating Activity
228(1)
Preparing the Lesson Plan
229(5)
Rationale for Preparing Written Plans
229(2)
Assumptions About Lesson Planning
231(1)
A Continual Process
231(1)
Well Planned but Open to Last-Minute Change
231(1)
The Problem of Time
232(1)
The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to ``Cover'' the Prescribed Curriculum
233(1)
Caution About ``The Weekly Planning Book''
233(1)
Constructing a Lesson Plan: Format, Elements, and Samples
234(6)
For Guidance, Reflection, and Reference
237(1)
Basic Elements in a Lesson Plan
237(1)
Descriptive Data
237(1)
Goals and Objectives
237(3)
Setting the Learning Objectives
240(14)
A Common Error and How to Avoid It
240(1)
No Need to Include All Domains and Hierarchies in Every Lesson
240(1)
Rationale
240(5)
Procedure
245(1)
Assignments
246(1)
Special Considerations, Notes, and Reminders
247(1)
Materials and Equipment to Be Used
247(1)
Assessment, Reflection, and Revision
247(2)
Exercise 6.1: Analysis of a Lesson That Failed
249(2)
Exercise 6.2A: Preparing a Lesson Plan
251(1)
Exercise 6.2B: Self and Peer Assessment of My Lesson Plan
251(2)
Exercise 6.3: Preparing an Instructional Unit: Bringing It All Together
253(1)
Summary
254(1)
Questions for Class Discussion
254(1)
Related Web Sites
254(1)
For Further Reading
255(1)
Assessing and Reporting Student Achievement
256(38)
Purposes and Principles of Assessment
258(1)
The Language of Assessment
259(2)
Assessment and Evaluation
260(1)
Measurement and Assessment
260(1)
Validity and Reliability
260(1)
Authentic Assessment: Advantages and Disadvantages
260(1)
Diagnostic, Formative, and Summative Assessment
261(1)
Assessing Student Learning: Three Avenues
261(3)
Assessing What a Student Says and Does
261(2)
Assessing What a Student Writes
263(1)
Assessment for Affective and Psychomotor Domain Learning
264(1)
Student Involvement in Assessment
264(3)
Using Student Portfolios
264(1)
Using Checklists
265(2)
Maintaining Records of Student Achievement
267(1)
Recording Teacher Observations and Judgments
267(1)
Grading and Marking Student Achievement
267(3)
Criterion-Referenced Versus Norm-Referenced Grading
268(1)
Determining Grades
268(2)
Testing for Achievement
270(3)
Standardized (Formal) Versus Nonstandardized (Informal) Tests
270(1)
Purposes for Informal Testing
271(1)
Frequency for Informal Testing
271(1)
Helping Students Deal With Test Anxiety
271(1)
Test Construction
272(1)
Administering Tests
272(1)
Controlling Cheating
272(1)
Determining the Time Needed to Take a Test
273(1)
Preparing Assessment Items
273(3)
Classification of Assessment Items
274(1)
Performance Testing
274(1)
General Guidelines for Preparing for Informal Assessment of Student Learning
274(1)
Attaining Content Validity
275(1)
Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types
276(13)
Arrangement
276(1)
Completion Drawing
276(1)
Completion Statement
276(1)
Correction
277(1)
Essay
277(1)
Grouping
278(1)
Identification
279(1)
Matching
279(1)
Multiple Choice
280(1)
Performance
281(1)
Short Explanation
282(1)
True--False
282(5)
Exercise 7.1: Preparing Assessment Items
287(2)
Reporting Student Achievement
289(1)
The Grade Report
289(1)
Teacher Parental/Guardian Connections
289(2)
Contacting Parents/Guardians
289(1)
Meeting Parents/Guardians
290(1)
Parent/Guardian Conference
290(1)
Dealing with an Angry Parent or Guardian
291(1)
Summary
291(1)
Questions for Class Discussion
292(1)
Related Web Sites
292(1)
For Further Reading
292(2)
The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games
294(31)
Teacher Talk: Formal and Informal
295(10)
Cautions in Using Teacher Talk
295(1)
Teacher Talk: General Guidelines
295(1)
Teacher Talk: Specific Guidelines
296(7)
Exercise 8.1: The Lecture---Summary Review and Practice
303(2)
Demonstration
305(1)
Reasons for Using Demonstrations
305(1)
Guidelines for Using Demonstrations
305(1)
Inquiry Teaching and Discovery Learning
306(3)
Problem Solving
306(1)
Inquiry Versus Discovery
306(1)
True Inquiry
307(1)
The Critical Thinking Skills of Discovery and Inquiry
308(1)
Integrating Strategies for Integrated Learning
309(8)
Exercise 8.2: A Study of Inquiry and Strategy Integration
315(2)
Educational Games
317(6)
Classification of Educational Games
318(1)
Functions of Educational Games
318(3)
Exercise 8.3: Developing a Lesson Using Level II Inquiry, Thinking Skill Development, a Demonstration, or an Interactive Lecture---Micro Peer Teaching II
321(2)
Summary
323(1)
Questions for Class Discussion
323(1)
Related Web Sites
323(1)
For Further Reading
323(2)
Organizing and Guiding Student Learning: Alone and in Groups
325(43)
Mastery Learning and Personalized Instruction
326(1)
Today's Emphasis: Quality Learning for Every Student
326(1)
Assumptions About Mastery, or Quality, Learning
327(1)
Elements of Any Mastery Learning Model: The Cycle of Teaching
327(1)
Strategies for Personalizing the Instruction Now!
327(1)
Working with and Individualizing the Learning Experiences for Specific Learners
327(8)
Recognizing and Working with Students with Special Needs
327(2)
Recognizing and Working with Students of Diversity and Differences
329(1)
Language-Minority Students
330(1)
Recognizing and Working with Students Who Are Gifted
331(1)
Curriculum Tracking
332(1)
Meaningful Curriculum Options: Multiple Pathways to Success
332(1)
Recognizing and Working with Students Who Take More Time but Are Willing to Try
332(2)
Recognizing and Working with Recalcitrant Learners
334(1)
Recognizing and Working with Abused Children
334(1)
Learning Alone
335(1)
Learning in Pairs
335(1)
The Learning Center
335(1)
Learning in Small Groups
336(1)
Purposes for Using Small Groups
336(1)
Cooperative Learning
337(1)
The Cooperative Learning Group (CLG)
337(1)
The Theory and Use of Cooperative Learning
337(1)
Roles Within the Cooperative Learning Group
337(1)
What Students and the Teacher Do When Using Cooperative Learning Groups
338(1)
When to Use Cooperative Learning Groups
338(1)
Cooperative Group Learning, Assessment, and Grading
338(1)
Why Some Teachers Experience Difficulty Using CLGs
338(1)
Learning in Large Groups
338(9)
Student Presentations
338(2)
Whole-Class Discussion
340(1)
Exercise 9.1A: Whole-Class Discussion as a Teaching Strategy: What Do I Already Know?
341(4)
Exercise 9.1B: Whole-Class Discussion as a Teaching Strategy: Building Upon What I Already Know
345(2)
Equality in the Classroom
347(4)
Ensuring Equity
347(2)
Exercise 9.2: Teacher Interaction with Students According to Student Gender
349(2)
Learning from Assignments and Homework
351(2)
Purposes for Assignments
351(1)
Guidelines for Using Assignments
351(1)
Opportunities for Recovery
352(1)
How to Avoid Having So Many Papers to Grade That Time for Effective Planning Is Restricted
353(1)
Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports
353(2)
Values and Purposes of Project-Centered Learning
353(1)
Guidelines for Guiding Students in Project-Centered Learning
354(1)
Writing as a Required Component of Project-Centered Learning
355(1)
Assessing the Final Product
355(1)
Writing Across the Curriculum
355(2)
Kinds of Writing
356(1)
Student Journals
356(1)
A Collection of 126 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects
357(7)
The Visual and Performing Arts
358(1)
Family and Consumer Economics, Foods, and Textiles
358(1)
English, Languages, and the Language Arts
359(2)
Mathematics
361(1)
Physical Education
361(1)
Science
361(2)
Social Studies/History
363(1)
Vocational Career Education
364(1)
Summary
364(1)
Questions for Class Discussion
364(1)
Related Web Sites
365(1)
For Further Reading
366(2)
Professional Development: A Continuing Process
368(23)
Professional Development Through Student Teaching or Internship
369(3)
Whether Student Teaching or Intern Teaching, It Is the Real Thing
369(1)
Getting Ready for the Beginning Teaching Experience
369(1)
First Impressions
370(1)
Continuing to Get Ready
370(1)
Student Teaching from the Cooperating Teacher's Point of View
370(1)
Comments from the University Supervisor
371(1)
What to Do Before an Observation
371(1)
What to Do During an Observation
371(1)
What to Do During an Observation Conference
372(1)
What to Do After the Supervisor Leaves
372(1)
Finding a Teaching Position
372(4)
Guidelines for Locating a Teaching Position
372(1)
The Professional Career Portfolio (or How to Get Hired by Really Trying)
373(1)
Resources for Locating Teaching Vacancies
373(1)
The Professional Resume
374(1)
The In-Person Interview
374(2)
Professional Development Through Reflection and Self-Assessment
376(1)
Professional Development Through Mentoring
377(1)
Professional Development Through Inservice and Graduate Study
377(1)
Professional Development Through Participation in Professional Organizations
377(1)
Professional Development Through Communications With Teachers
378(1)
Professional Development Through Off-Teaching Work Experience
378(1)
Professional Development Through Micro Peer Teaching
378(11)
Exercise 10.1: Pulling It All Together---Micro Peer Teaching III
380(9)
Summary
389(1)
Questions for Class Discussion
389(1)
Related Web Sites
389(1)
For Further Reading
390(1)
Glossary 391(6)
References 397(8)
Name Index 405(6)
Subject Index 411


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