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Teaching In The Secondary School,9780131194410
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Teaching In The Secondary School

by ; ;
Edition:
6th
ISBN13:

9780131194410

ISBN10:
0131194410
Format:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Prentice Hall
List Price: $123.00

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This is the 6th edition with a publication date of 1/1/2006.
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Summary

For General Secondary Methods and Introduction to Secondary Schools courses.Preparing secondary school teachers for the realities of teaching in today's classrooms can be daunting. Teaching in the Secondary School: An Introduction, 6th Edition, which takes a reflective approach to learning, prepares teachers for today's classroom through increased emphasis on curriculum, differentiated instruction, assessment, and unit and lesson planning. Teachers enter the classroom prepared with practical skills and lessons to create a successful environment for learning where all students succeed.

Table of Contents

Part 1: The Setting Today
2(86)
The Changing World of Teaching
5(28)
Objectives
6(1)
Introduction
6(2)
Reasons for Teaching
8(4)
Making a Contribution to Society
8(1)
Enjoying Freedom to Work with Few Constraints
9(1)
Transmitting Academic Content
9(1)
Helping Students Develop as Individuals
10(1)
Being Rewarded for Good Performance
11(1)
Historical Development of Secondary Education
12(4)
The Senior High School
12(2)
The Junior High School
14(1)
The Middle School
14(2)
Reform Proposals
16(5)
No Child Left Behind
18(2)
Breaking Ranks: Changing an American Institution
20(1)
Reform Movement Trends
21(5)
Standards-Based Education
21(2)
High-Stakes Testing
23(1)
Accountability
24(2)
Improving Teacher Quality
26(2)
Interstate New Teacher Assessment and Support Consortium (1999)
26(1)
National Board for Professional Teaching Standards
26(2)
Key Ideas in Summary
28(1)
Reflections
29(1)
Learning Extensions
29(1)
References
30(3)
Students and Schools
33(26)
Objectives
34(1)
Introduction
34(1)
Diversity of the Student Population
35(4)
Racial and Ethnic Diversity
35(2)
Poverty and Success at School
37(1)
Students with Disabilities
38(1)
Families and Students
39(1)
Patterns of Adolescent Development
39(4)
Characteristics of Quality Secondary Schools
43(3)
The Consensus View
44(1)
The Conflict View
45(1)
Distinctive Programs
46(8)
Coalition of Essential Schools
46(1)
Breakthrough High Schools
47(2)
Advanced Placement Program
49(1)
International Baccalaureate Program
50(1)
Safe Schools: The Issue of Violence in Schools
50(4)
Key Ideas in Summary
54(1)
Learning Extensions
55(1)
References
56(3)
Accommodating Diversity
59(29)
Objectives
60(1)
Introduction
60(1)
Minority Students
61(9)
Risk Factors
61(1)
Historic Views of Minorities
62(2)
Guidelines for Promoting Academic Success
64(6)
Exceptional Students
70(13)
Legislative Foundations of Programs
71(2)
Students with Disabilities
73(7)
Gifted and Talented Students
80(3)
Key Ideas in Summary
83(1)
Reflections
84(1)
Learning Extensions
85(1)
References
86(2)
Part 2: Preparing for Teaching
88(140)
Reflective Teaching
91(26)
Objectives
92(1)
Introduction
92(2)
What Is Reflective Teaching?
94(2)
Reflective Decision Making
96(14)
Context Considerations
97(4)
Personal Knowledge
101(1)
Professional Knowledge
102(7)
Making Fluid Plans
109(1)
Formal and Informal Professional Growth Opportunities
110(1)
The Professional Development Portfolio
110(2)
Key Ideas in Summary
112(2)
Reflections
114(1)
Learning Extensions
114(1)
References
114(3)
Content Selection and Development of Objectives
117(28)
Objectives
118(1)
Introduction
118(1)
Factors Influencing Content Selection
118(7)
Political Influences
118(1)
State Standards and Frameworks
119(1)
High-Stakes Testing
119(2)
International Comparisons of Student Achievement
121(1)
Textbook Selection
122(1)
Availability of Support Materials
123(1)
Teacher Background
124(1)
Understanding the Structure of Knowledge
125(5)
Facts
126(1)
Concepts
126(2)
Generalizations, Principles, and Laws
128(2)
Developing Goals and Instructional Objectives
130(12)
Goals
130(1)
Instructional Objectives
131(5)
Putting It All Together: The ABCD Format
136(6)
Key Ideas in Summary
142(1)
Learning Extensions
142(1)
References
143(2)
Planning Units and Lessons
145(30)
Objectives
146(1)
Introduction
146(1)
Planning Stages
146(2)
Long-Term Planning
147(1)
Intermediate-Term Planning
147(1)
Short-Term Planning
147(1)
Variables That Influence Planning
148(3)
Teacher Characteristics
148(1)
Student Characteristics
148(1)
The Learning Context
149(1)
Available Time
149(1)
Learning Resources
150(1)
Instructional Units
151(9)
Basic Unit Types: Single Subject and Interdisciplinary
152(1)
The Planning Process
152(1)
Elements
153(7)
Lesson Plans
160(11)
The Planning Process
166(3)
Providing for the Needs of Special Groups of Students
169(1)
Choosing a Format
169(2)
Key Ideas in Summary
171(1)
Reflections
171(1)
Learning Extensions
172(1)
References
172(3)
Differentiating Instruction
175(28)
Objectives
176(1)
Introduction
176(2)
Defining Differentiated Instruction
178(1)
Altering Variables to Accommodate Individual Differences
178(8)
Altering the Rate of Learning
179(2)
Altering the Context of Learning
181(2)
Altering the Method of Learning
183(1)
Altering the Goals of Learning
184(2)
Committing to Differentiated Approaches
186(10)
Activity Packages
186(2)
Book Circles
188(1)
Learning Centers
189(2)
Computers and Differentiated Instruction
191(2)
Peer Tutoring
193(2)
Differentiation Through Sheltered Instruction
195(1)
Conclusion
196(2)
Key Ideas in Summary
198(1)
Reflections
199(1)
Learning Extensions
200(1)
References
200(3)
Management and Discipline
203(25)
Objectives
204(1)
Introduction
204(1)
Why Do Students Misbehave?
205(1)
Defining Management and Discipline
206(3)
Management
206(2)
Discipline
208(1)
The Management Dimension: Preventing Problems
209(6)
Teacher Leadership and Authority
209(3)
Teacher Consistency
212(1)
Managing the Physical Environment
212(3)
The Discipline Dimension: Preventing Problems
215(4)
Maximizing Student Involvement
215(2)
Teaching Conflict Resolution
217(1)
Emphasizing Private Correction
218(1)
Choosing Misbehavior Means Choosing to Experience the Consequences
218(1)
The Discipline Dimension: Responding Systematically to Problems
219(5)
Responses Supporting Self-Control
219(2)
Providing Situational Assistance
221(1)
Implementing Severe Consequences
222(2)
Conclusion
224(1)
Key Ideas in Summary
225(1)
Reflections
226(1)
Learning Extensions
226(1)
References
226(2)
Part 3: The Instructional Act
228(142)
Models of Direct Instruction
231(26)
Objectives
232(1)
Introduction
232(1)
Determining the Instructional ``Worth'' of Direct Instruction
233(1)
Basic Characteristics of Direct Instruction
234(3)
Academic Focus
234(1)
Formal Delivery to the Whole Class
234(2)
Constant Monitoring to Check for Understanding
236(1)
Controlled Classroom Practice
236(1)
Underlying Principles of Direct Instruction
237(1)
Direct Instruction: Lesson Models
238(9)
Emphasizing Objectives
240(1)
Motivating Learning
241(1)
Recalling Previous Learning
242(1)
Presenting New Information
242(2)
Recognizing Key Points
244(1)
Applying New Information
245(1)
Assessing New Learning
245(2)
Implementing Direct Learning
247(2)
Teaching at the Appropriate Level of Difficulty
247(1)
Conducting Appropriate Task Analyses
248(1)
Attending to Lesson Closure
248(1)
Conducting Periodic Reviews
249(1)
Reflecting on Direct Instruction
249(2)
Direct Instruction and Student Characteristics
251(1)
This Chapter as an Example of Direct Instruction
251(2)
Key Ideas in Summary
253(1)
Reflections
254(1)
Learning Extensions
254(1)
References
255(2)
Teaching for Higher-Level Outcomes
257(32)
Objectives
258(1)
Introduction
258(1)
Metacognition
259(4)
Teacher Modeling
260(1)
Visualizing Thinking
261(2)
Discovery Learning
263(9)
Comparing, Contrasting, and Generalizing
264(2)
Inquiry Teaching
266(5)
Simulations
271(1)
Creative Thinking
272(1)
Brainstorming
272(1)
Critical Thinking
273(2)
Analytic Brainstorming
273(2)
Problem Solving
275(3)
Decision Making
278(6)
An Example of a Basic Decision-Making Lesson
279(1)
Issues, Values, and Consequences Analysis
280(4)
Key Ideas in Summary
284(1)
Reflections
285(1)
Learning Extensions
286(1)
References
287(2)
Small-Group and Cooperative Learning
289(28)
Objectives
290(1)
Introduction
290(1)
Creating Conditions That Facilitate Small-Group Learning
291(2)
Teaching Prerequisite Skills
292(1)
Understanding Peer Relationships
292(1)
Creating a Climate of Respect and Trust
293(1)
Decreasing the Number of Risk Factors
293(3)
Implementing Cooperative Goal Structures
294(2)
Preparing Students to Work in Small Groups
296(2)
Two-by-Two
296(1)
Think-Pair-Share
296(1)
Inside-Outside
297(1)
Numbered Heads Together
297(1)
Buzz Session
298(1)
Two Popular Small-Group Techniques
298(3)
Classroom Debate
298(2)
Educational Simulations
300(1)
Cooperative Learning Approaches
301(11)
Student Teams-Achievement Divisions
304(1)
Teams-Games-Tournaments
305(2)
Jigsaw
307(2)
Learning Together
309(1)
Group Investigation
310(2)
Cooperative Learning in Diverse Classrooms
312(1)
Key Ideas in Summary
313(1)
Reflections
314(1)
Learning Extensions
314(1)
References
315(2)
Reading Across the Curriculum
317(26)
Objectives
318(1)
Introduction
318(1)
Creating Conditions to Stimulate Reading
318(1)
A Reading Framework
319(17)
Preparation Phase
320(9)
Assistance Phase: Building Comprehension
329(4)
Reflection Phase: Questioning, Writing, and Discussing
333(3)
Using Trade Books in the Content Classroom
336(2)
Key Ideas in Summary
338(1)
Learning Extensions
339(1)
References
340(3)
Assessing Student Learning
343(27)
Objectives
344(1)
Introduction
344(1)
Assessment and Evaluation
345(1)
Basic Assessment Principles
345(1)
Connecting Instruction and Assessment
346(2)
Focusing on Important Outcomes
347(1)
Assessment Options
348(15)
Constructing a Test
348(7)
Authentic, Natural Assessment
355(6)
Standardized Assessment
361(2)
Evaluation and Grading
363(4)
Types of Criteria
365(1)
Establishing a Grading Plan
366(1)
Key Ideas in Summary
367(1)
Learning Extensions
368(1)
References
369(1)
Part 4: The Professional Context
370(57)
Legal Issues
373(26)
Objectives
374(1)
Introduction
374(1)
Legal Issues Affecting Students
375(10)
Student Responsibilities
375(2)
Student Rights
377(8)
Legal Issues Affecting Teachers
385(10)
Conditions of Employment
385(1)
Teacher's Contracts
386(2)
Dismissal and Due Process
388(1)
Reporting Suspected Child Abuse
389(1)
Legal Liability
389(2)
Academic Freedom and Freedom of Expression
391(2)
Copyright Law
393(1)
Teachers' Private Lives
394(1)
Key Ideas in Summary
395(1)
Learning Extensions
396(1)
References
397(2)
Career-Long Professional Growth
399(28)
Objectives
400(1)
Introduction
400(1)
What Is a Professional?
401(2)
Specialized Knowledge and Skill
401(1)
Selective Admission to Preparation Programs
402(1)
Students as a Top Priority
402(1)
Autonomy and High Standards
403(1)
Professional Development Stages
403(5)
Survival Stage
404(3)
Mastery Stage
407(1)
Impact Stage
407(1)
Teacher Development Stages: Summary
408(1)
Evaluating Classroom Performance
408(5)
Self-Evaluation
409(2)
Peer Evaluation
411(1)
Supervisor Evaluation
412(1)
Professional Growth Opportunities
413(5)
Staff Development Activities
414(1)
College and University Courses
414(1)
Professional Organization Work
415(3)
Career Options
418(4)
Department Chair
418(1)
Curriculum Coordinator
419(1)
School Administrator
419(1)
School Counselor
419(1)
State Education Agency Employee
420(1)
Teacher Educator
420(1)
Opportunities Outside of Education
421(1)
Final Comments
422(1)
Key Ideas in Summary
423(1)
Reflections
423(1)
Learning Extensions
424(1)
References
424(3)
Name Index 427(4)
Subject Index 431


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