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| Questions About Myself and My Students | |
| Teaching: Is It For Me? | |
| Why Do People Become Teachers Today? | |
| The Joys of Working with Young People | |
| The Value of Teaching in Society | |
| Interest in Subject Matter Field | |
| Other Influences | |
| Why Do Some People Leave Teaching? | |
| Salaries | |
| Support | |
| Historically Speaking: What Has Motivated People to Teach at Different Times in the Past? | |
| The Nation’s First Teachers | |
| Teaching Becomes a Woman’s Profession | |
| The First “Peace Corps”-Teachers for the Midwest and South | |
| Immigration Transforms Teaching | |
| Progressive Education and the Emergence of the High School | |
| Progressive Education | |
| High Schools | |
| Movements of the 1960’s | |
| The Peace Corp | |
| Educational Requirements | |
| The Women’s Movement | |
| The Civil Rights Movement | |
| Should I Be a Teacher? | |
| Readings: | |
| Why Do People Become Teachers Today? | |
| “To Teach: The Journey of a Teacher” | |
| “The Colors and Strands of Teaching” | |
| Why Do Some People Leave Teaching? | |
| “The Wrong Solution to the Teacher Shortage” | |
| Should I Be a Teacher? | |
| “The Discipline of Hope: Learning from a Lifetime of Teaching” | |
| Good Teaching: What Is Its Impact? | |
| What Does the Evidence Say About the Difference a Good Teacher Can Make? | |
| Historically Speaking: The “Good Old Days” | |
| “Teacher-Proof Curriculum” | |
| Teachers, Schools, and the War on Poverty | |
| New Research, Different Conclusions | |
| What Is a “Good Teacher?” | |
| Teachers Need to Know Their Subject | |
| Teachers Need to Understand How To Teach | |
| Teachers Need to be Passionate About What They Do | |
| Teachers Need an Ethical Commitment to Their Work | |
| How Does a Good Teacher Involve Parents and the Community? | |
| A Web of Relationships | |
| Parents and Caregivers | |
| A Community Network | |
| Readings: | |
| What Does the Evidence Say About the Difference a Good Teacher Can Make? | |
| “Good Teaching Matters,” Kati Haycock | |
| What Is a “Good Teacher?” | |
| New York State code of Ethics for Educators | |
| How Does a Good Teacher Involve Parents and the Community? | |
| “The Rewards of Parent Participation,” | |
| Student Diversity: Who Will I Teach? | |
| Will My Classroom Be Like the Ones I Attended? | |
| Who Attends School Today? | |
| Race/Ethnicity | |
| Black Americans | |
| Hispanics | |
| Native Americans | |
| Asians | |
| More Than One Race | |
| The Continuing Racial Segregation of the Schools | |
| Gender and Sexuality | |
| Hidden Diversities | |
| Lesbian, Gay, Bisexual, and Transgendered Students | |
| Religious Minorities | |
| How Can I Be Sure that I am Reaching All My Students? | |
| Looking at Ourselves | |
| Seeing the Diversities | |
| Readings: | |
| Who Attends School Today? | |
| “Globalization, Immigration, and Education,” | |
| “Dude, You’ve Got Problems,” | |
| How Can I Be Sure that I am Reaching All My Students? | |
| “The Silenced Dialogue,” | |
| Including Everyone: Who Sometimes Gets Overlooked in School? | |
| Historically Speaking: Who Was Left Out of American Schools? | |
| What Legal Actions Made School Available for Everyone? | |
| Boys and Girls Together: What Does It Mean for Schools to be Gender Fair? | |
| The Impact of Title IX | |
| Gender Equity | |
| Learning the Language: What Are the Ongoing Debates Over Bilingual Education? | |
| America: A Land of Many Languages | |
| Bilingual Instruction vs. English-Only Instruction | |
| Special Needs: What is the Best Education for Students with Disabilities? | |
| The Legal Foundation of Special Education | |
| Responding to the Mandate | |
| Inclusive Classrooms | |
| Readings | |
| What Does It Mean for Schools to be Gender Fair? | |
| “With Boys and Girls in Mind,” | |
| “The Truth About Boys and Girls,” | |
| What Are the Ongoing Debates Over Bilingual Education? | |
| “All Languages Welcomed Here,” | |
| “The Case for Structured English Immersion,” | |
| What is the Best Education for Students with Disabilities? | |
| “Confronting Abelism,” | |
| Philosophical and Psychological Theories: How Do Children Learn? | |
| What Have Philosophers Said About Human Learning? | |
| Socrates | |
| Plato | |
| Aristotle | |
| Jean-Jacques Rousseau | |
| John Dewey | |
| Mortimer Adler | |
| Maxine Greene | |
| Jane Roland Martin | |
| bell hooks | |
| Kwame Anthony Appiah | |
| How Have Modern Psychologists Changed our Way of Thinking About Learning? | |
| Jean Piaget | |
| B. F. Skinner | |
| Lev Vygotsky | |
| Jerome F. Bruner | |
| What Is the Link Between Brain Research and Day-to-Day Practice in Schools? | |
| How Can Teachers and Schools Serve a Range of Learning Styles? | |
| Race, Ethnicity, Class, Culture, Gender, and Learning | |
| “Normal” Learning | |
| Gardner’s Multiple Intelligences | |
| See, Listen, Move | |
| Readings: | |
| What Is the Link Between Brain Research and Day-to-Day Practice in Schools? | |
| “How People Learn,” The National Academy of Sciences | |
| How Can Teachers and Schools Serve a Range of Learning Styles? | |
| “Multiple Lenses on the Mind,” Howard Gardner | |
| Questions About My Responsibilities as a Teacher | |
| Curriculum and Standards: What Will I Teach? | |
| What is Curriculum? Why Teach This and Not That? | |
| Defining Curriculum | |
| The Goals of Curriculum | |
| Different Approaches to Curriculum | |
| The Hidden Curriculum | |
| What Are Some of the Current Debates About Multicultural Education? | |
| Do the Standards Address What Students Need to Know? | |
| Historically Speaking: The Standards Movement | |
| Surviving and Thriving as a Teacher in the Midst of the Standards Debates | |
| How Do Different Curricula Reflect Different Views of the Purpose of Education? | |
| Readings: | |
| What Are Some of the Current Debates About Multicultural Education? | |
| “Affirming Diversity,” | |
| “The Disuniting of America,” | |
| Do the Standards Address What Students Need to Know? | |
| “Will Standards Save Public Education?” | |
| How Do Different Curricula Reflect Different Views of the Purpose of Education? | |
| “The Core Knowledge Curriculum-What’s Behind Its Success?” | |
| “What Should Children Learn?: A Teacher Looks at E.D. Hirsch,” | |
| Motivating, Managing, and Assessing: How Will I Teach? | |
| How Will I Motivate My Students? | |
| How Will I Control My Classroom? | |
| Zero-tolerance | |
| Establishing Expectations | |
| Teacher Behaviors in the Classroom | |
| How Will I Assess My Students in a Fair and Meaningful Way? | |
| Classroom Level Assessment | |
| High-Stakes Assessment | |
| Readings: | |
| How Will I Motivate My Students? | |
| “I Won’t Learn from You,” | |
| “Experience and Education,” | |
| How Will I Control My Class? | |
| “Lost at School,” | |
| How Will I Assess My Students in a Fair and Meaningful Way? | |
| “New Design High School Habits Rubric” | |
| Technology: How Is It Changing Our Schools? | |
| How Is Technology Transforming Today’s Schools-Or At Least Some of Them? | |
| New Tech High Schools | |
| WebQuest | |
| Are We On the Edge of a Wonderful New Era or Is There a Downside to All ThisTechnology? | |
| Seymour Papert: Advocate Extraordinaire | |
| Neil Postman: Dissenter | |
| Larry Cuban: A Word of Caution | |
| What Is the Digital Divide and How Does It Affect My Teaching? | |
| How Can I Use Technology to Improve My Teaching? | |
| Readings | |
| How Is Technology Transforming Today’s Schools-Or At Least Some of Them? | |
| “New Tech High: Education Reform Comes to Indiana Classrooms,” | |
| “Meet Bernie Dodge-The Frank Lloyd Wright of Learning Environments!” | |
| How Can I Use Technology to Improve My Teaching? | |
| “Networking Teachers Coaxing Colleagues to Use Technology,” | |
| Questions About the Influences on a Teacher’s Working Environment | |
| Professional Issues: Who Will Influence My Career? | |
| Historically Speaking: How Has Teacher Work Changed-For Better or Worse? | |
| How Much Do Teachers Get Paid? | |
| What is Tenure? | |
| Will I Join a Union? | |
| Why is Professional Development Important? | |
| Who Are the People Who Impact a Teacher’s Workday? | |
| Fellow Teachers | |
| Administrators | |
| Parents and Community Members | |
| Don’t Go it Alone | |
| Students | |
| Class Size | |
| The Reason We Teach | |
| Readings | |
| Will I Join a Union? | |
| “Why Teachers Should Organize,” | |
| “TURNing Unions Around,” | |
| Who Are the People Who Impact a Teacher’s Workday? | |
| “The Desecration of Studs Terkel: Fighting Censorship and Self-Censorship,” | |
| “Two Teachers of Letters,” | |
| Legal, Ethical, and Economic Responsibilities: How Can We Make Our Classrooms Fair? | |
| Why Is School Funding Unequal? | |
| Why Do Schools Sort and Track Students? | |
| Why Do Students Drop Out Before Completing High School? | |
| Why is There an Achievement Gap? | |
| How Do Teachers Sometimes Get Themselves Into Trouble? | |
| Readings | |
| Why Is School Funding Unequal? | |
| “Money, Schools, and Justice,” | |
| Why Do Schools Sort and Track Students? | |
| “The Tracking Wars,” | |
| “The Tracking and Ability Grouping Debate,” | |
| Why is There an Achievement Gap? | |
| “Why Are All the Black Kids Sitting Together in the Cafeteria?” | |
| Politics: What Is Its Place in Education? | |
| What is the Role of Federal Officials? | |
| The Supreme Court and the Schools | |
| Presidents and the U.S. Congress | |
| What Are the Politics Behind the No Child Left Behind Debate? | |
| What is the Role of State and Local Politics? | |
| Governors, State Legislatures, and Departments of Education | |
| Local School Districts and School Boards | |
| Hiring Decisions | |
| Licensure | |
| How Do Teachers Make Political Decisions in the Classroom? | |
| Readings | |
| What is the Role of State and Local Politics? | |
| “City Schools and the American Dream: What Will It Take to Improve America’s Urban Public Schools?” | |
| What Are the Politics Behind the No Child Left Behind Debate? | |
| “No Child Left Behind and the Public Schools, How Is It Working?” | |
| Public Education: What Is Its Purpose in a Democratic Society? | |
| What Does a Democratic Society Expect of Its Schools? | |
| Defining Democracy | |
| The School’s Role in a Democratic Society | |
| Historically Speaking: What is the Relationship Between a Universal Education and Democratic Citizenship? | |
| The Educational Philosophy of Thomas Jefferson | |
| Structuring a Democratic School System | |
| Education, Slavery, and Freedom | |
| Making Democracy “Come Alive” in School | |
| Education Is a Civil Right | |
| Recent Visions of Democratic Schooling | |
| How Can We Make Our Schools More Democratic? | |
| Schools Are Not All Equal | |
| The Teacher’s Role in a Democratic Society | |
| Readings | |
| How Can We Make Our Schools More Democratic? | |
| “My Pedagogic Creed,” | |
| “The Meaning of Education,” | |
| “Exploring the Moral Heart of Teaching,” | |
| “Rethinking Schools: An Agenda for Change,” | |
| The Next Questions About Myself | |
| Developing a Plan and a Personal Philosophy: Where Do I Go From Here? | |
| How Do I Get My First Teaching Job? | |
| State Licensure and Examinations | |
| Getting Hired | |
| How Will I Survive as a New Teacher? | |
| The Critical First Year | |
| Staying, Surviving, Thriving, Contributing | |
| What Kind of Teacher Do I Want to Be? | |
| Readings | |
| How Will I Survive as a New Teacher? | |
| “What Keeps Teachers Going?” | |
| What Kind of Teacher Do I Want to Be? | |
| “The Passionate Teacher,” | |
| “Caring, Competent Teachers in Complex Classrooms,” | |
| Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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