Teaching: A Career That Makes a Difference | p. 1 |
Five Professional Commitments to Guide the Choices You Make | p. 2 |
Learning from Multiple Sources of Knowledge | p. 3 |
Using the Curriculum Responsibly | p. 5 |
Crossing Your Own Familiar Borders to Embrace Diversity | p. 6 |
Meeting the Needs of Individual Students in the Context of the Classroom and the School | p. 7 |
Contributing Actively to the Profession | p. 7 |
The Role of Reflection and Action in the Choices You Make | p. 8 |
The Rewards and Demands of Making a Commitment to Teaching | p. 8 |
The Rewards of Teaching | p. 9 |
A Case in Point: Influencing the Lives of Students-A Teacher's Gift | p. 10 |
The Demands of Teaching | p. 11 |
Meeting Standards for Good Beginning Teachers | p. 12 |
Teaching: Is It Really for You? | p. 14 |
Making a Choice about the Kind of Teacher You Want to Be | p. 15 |
Learning from Multiple Sources of Knowledge | p. 17 |
Putting What You Already Know about Teaching into Perspective | p. 19 |
Five Kinds of Experience That Create Prior Knowledge about Teaching | p. 20 |
Knowledge about Teaching from Your Own Experience of Schooling | p. 20 |
Autobiographical Knowledge about Teaching | p. 23 |
A Case in Point: Natalie's Story | p. 25 |
Knowledge about Teaching from Working in Schools | p. 26 |
A Case in Point: From Paraprofessional to Teacher | p. 28 |
Knowledge about Teaching from Images in the Media | p. 29 |
Historical Note: Catharine Beecher's Image of Teachers | p. 31 |
Digging Deeper: Is Teaching a Science or an Art? | p. 34 |
Knowledge from Your Own Beliefs about Teaching | p. 35 |
Philosophical Note: The Role of a Philosophy of Teaching | p. 37 |
Observation and Interviewing: "Making the Familiar Strange" | p. 38 |
Making the Familiar Strange through Formal Classroom Observation | p. 38 |
Making the Familiar Strange through Interviewing | p. 44 |
Final Pointers on Observation and Interviewing | p. 45 |
Why It Counts | p. 46 |
Learning to Teach: What Does It Mean? | p. 53 |
The Research Is In: Good Teaching Matters | p. 54 |
Who Governs Teacher Licensure? | p. 56 |
What Do Prospective Teachers Study? | p. 57 |
Subject Matter Content | p. 58 |
Foundations of Education | p. 59 |
Pedagogy | p. 60 |
Field Experience in P-12 Classrooms | p. 61 |
Connecting the Elements of Teacher Education | p. 62 |
Reforming the Preparation of Teachers: A National Commitment | p. 62 |
Historical Note: Normal Schools and the Early History of Teacher Education | p. 63 |
From Coursework to Standards: Increasing Rigor in Teacher Education | p. 66 |
The Purpose of Standards in Teacher Education | p. 66 |
The Role of Portfolios in Standards-Based Teacher Education | p. 67 |
A Case in Point: How Portfolios Demonstrate What Teachers Know and Can Do | p. 69 |
Good Teacher Education: A Shared Responsibility between Schools and Universities | p. 70 |
A Case in Point: Working in a Professional Development School | p. 71 |
The New Role of Testing in Preparing Beginning Teachers-Help or Hindrance? | p. 72 |
Philosophical Note: An Essentialist View of Teaching and Teacher Education | p. 73 |
Accreditation of Teacher Education Programs | p. 74 |
National Accreditation | p. 74 |
Accreditation and Standards: The Road to Greater Professionalization? | p. 75 |
Digging Deeper: Do Standards and Accreditation Really Ensure Good Beginning Teachers? | p. 76 |
Preparing Enough Teachers: Responding to Teacher Shortages | p. 77 |
Shortages-A Cyclical Event in Teaching | p. 77 |
Alternate Routes: A Solution to the Shortage? | p. 78 |
After Formal Teacher Education: What Comes Next? | p. 80 |
Induction-The First Stage of Your Career | p. 81 |
A Case in Point: Mentoring a First-Year Teacher in an Urban School | p. 82 |
Renewing Your Teaching License | p. 84 |
Why It Counts | p. 84 |
Using the Curriculum Responsibly | p. 91 |
Deciding What to Teach | p. 93 |
Curriculum: A Multidimensional Concept | p. 95 |
The Explicit Curriculum-What It Is and Is Not | p. 95 |
Curriculum as What Is Taught | p. 96 |
Curriculum as What Is Learned | p. 97 |
What Isn't Taught-The Null Curriculum | p. 99 |
Curriculum Dilemmas | p. 100 |
Developing the Curriculum: How Does It Work? | p. 100 |
How Are Academic Content Standards Created? | p. 101 |
What Do Academic Content Standards Look Like? | p. 101 |
What Do Curriculum Guides Look Like? | p. 104 |
A Case in Point: Developing a Teaching Unit | p. 109 |
National Influences on Curriculum Development | p. 111 |
Historical Note: The Influence of National Committees on Schooling and the Curriculum | p. 111 |
Curriculum-Teaching with a Purpose | p. 112 |
Philosophical Note: John Dewey and the Progressive View of Education | p. 113 |
Beyond a Technical Approach-Special Curriculum Identities for Individual Schools | p. 115 |
Digging Deeper: The Role of Basic Skills in the Curriculum | p. 117 |
Making Sense of Standards, Accountability, and the Purposes of Curriculum | p. 118 |
The Role of Textbooks in the Curriculum | p. 120 |
How Teachers Use Textbooks | p. 120 |
Textbooks, Standards, and the Curriculum | p. 124 |
The Textbook Industry in the United States | p. 124 |
Why It Counts | p. 126 |
More Than "What Is Taught": School as a Social Institution | p. 133 |
The Power of the Hidden Curriculum | p. 135 |
The Hidden Curriculum and the School as a Culture | p. 136 |
Benefits of the Hidden Curriculum | p. 138 |
Liabilities of the Hidden Curriculum | p. 139 |
A Case in Point: Current Events as the Hidden Curriculum | p. 141 |
The Hidden Curriculum as a Commentary on the Social Purposes of Schooling | p. 142 |
The Current Societal Context | p. 142 |
Historical Note: The Emergence of the Common School | p. 143 |
Population and the Schools | p. 145 |
Changing Family Structures | p. 145 |
Child Abuse and Neglect | p. 151 |
Violence and the Schools | p. 152 |
Digging Deeper: Will Smaller High Schools Meet Students' Needs? | p. 156 |
Teen Pregnancy | p. 157 |
Drug and Alcohol Abuse | p. 158 |
Addressing Social Dynamics by Changing the Regularities of Schooling | p. 159 |
Redefining the Environment | p. 160 |
A Case in Point: The Salome Urena Middle Academies (Intermediate School 218), New York City | p. 162 |
The Teacher's Role in Promoting Competence | p. 164 |
Philosophical Note: Meeting Individual Needs through a Humanistic Philosophy of Education | p. 164 |
A Brief Word about the Extracurriculum | p. 165 |
Why It Counts | p. 166 |
Crossing Your Own Familiar Borders to Embrace Diversity | p. 173 |
Teaching Students Whose Race, Class, Culture, or Language Differs from Your Own | p. 175 |
What Changing Demographics in the United States Mean for Teachers | p. 176 |
Understanding Diversity as an Asset, Not a Deficit | p. 179 |
A Case in Point: Deficit or Asset? | p. 180 |
How Knowing about Your Students' Lives Helps You Teach | p. 181 |
Using Funds of Knowledge as a Resource for Student Learning | p. 183 |
Devaluing Students in School: How Does It Happen? | p. 184 |
What Teachers Communicate through Their Expectations | p. 185 |
Historical Note: The Brown v. Board of Education Supreme Court Decision | p. 187 |
What Schools Communicate through Academic Tracking | p. 188 |
A Case in Point: A Rude Awakening about Tracking | p. 190 |
Addressing Diversity of Language in the Classroom | p. 191 |
Digging Deeper: What about Bilingual Education? | p. 195 |
Rethinking Teaching as a Culturally Responsive Profession | p. 197 |
Culturally Responsive Teaching | p. 197 |
Why "Celebrating Difference" Is not Enough | p. 197 |
Beyond Cultural Knowledge-Multiple Perspectives and Social Transformation | p. 200 |
Philosophical Note: Transforming Society through Social Reconstructionism | p. 201 |
Recognizing Privilege and Power | p. 202 |
"Not Seeing Color" as a Problematic Response to Diversity | p. 203 |
A Special Responsibility-Teaching in a Monocultural School | p. 204 |
Why It Counts | p. 205 |
Teaching Students with Disabilities | p. 213 |
A Broad Commitment to Equity for Students with Disabilities | p. 215 |
Historical Note: Burton Blatt's Campaign to Expose Institutions for Mentally Retarded Persons | p. 216 |
Federal Mandates for Equity | p. 218 |
A Case in Point: Daniel Greenwood | p. 220 |
From Birth to Work: Extending the Age Range of Students in School | p. 221 |
Philosophical Note: The Inclusion Movement | p. 222 |
Does Labeling Students with Disabilities Help or Hinder a Teacher's Work? | p. 225 |
What Disability Categories Do and Do Not Provide for Teachers | p. 226 |
How Disability Labels Can Lead to Inequities | p. 228 |
Simplifying the Categories | p. 229 |
The Teacher's Role | p. 231 |
Building Classroom Communities Where Students with Disabilities Belong | p. 231 |
Being Flexible and Accommodating for Students with Disabilities | p. 232 |
Collaboration Among Teachers: The Key to Success | p. 233 |
The Goal: A Classroom Environment that Diminishes Differences | p. 236 |
Digging Deeper: What Kind of Curriculum is Best for Students with Disabilities? | p. 236 |
How Technology Can Help You Teach Students with Disabilities | p. 238 |
Integrating Assistive Technology into the Classroom | p. 238 |
Universal Design as a Strategy for Inclusion | p. 239 |
A Final Point about Assistive Technology and Disabilities | p. 240 |
Disability: The Same as or Different from Other Diversities? | p. 240 |
What about Educating Gifted and Talented Students? | p. 242 |
Why It Counts | p. 242 |
Meeting the Needs of Individual Students in the Context of the Classroom and the School | p. 249 |
Organizing Good Schools and Good Classrooms | p. 251 |
What Makes a Good School? What Makes a Good Classroom? | p. 253 |
In Good Schools, Students Are Motivated, Challenged, and Engaged | p. 253 |
Good Schools and Classrooms Are Communities of Learners | p. 254 |
Good Schools Know How Well They, and Their Students, Are Doing | p. 256 |
Rethinking School Organization to Meet Students' Needs | p. 257 |
The Traditional Approach: Age-Graded Classrooms and Curriculum | p. 258 |
Multi-Age Classrooms | p. 259 |
Looping | p. 260 |
Historical Note: One-Room Schools | p. 261 |
Year-Round Schools | p. 262 |
Class Size Reduction at the Elementary Level | p. 263 |
Block Scheduling at the High School Level | p. 265 |
Digging Deeper: Introducing Innovations into Schools | p. 266 |
The Small High Schools Movement | p. 267 |
Philosophical Note: Organizing Schools and Classrooms for Democracy | p. 270 |
A Recap: Different Organizational Patterns, Different Social Settings | p. 272 |
Rethinking Structures at the Classroom Level to Meet Student Needs | p. 272 |
How Technology Helps Meet Student Needs | p. 273 |
A Case in Point: Transforming a Sixth Grade Classroom with Technology | p. 276 |
Meeting Student Needs through Peer Tutoring | p. 278 |
Meeting Student Needs through Cooperative Learning | p. 278 |
How Paraprofessionals Help Meet Student Needs | p. 279 |
Why It Counts | p. 281 |
How Governing and Financing Schools Influence Teachers' Work | p. 289 |
Putting Governance into Perspective | p. 290 |
The Influence of Local Control of Schools on a Teacher's Work | p. 291 |
The Role of the Superintendent of Schools | p. 292 |
The Relationship between the School Board and the Superintendent | p. 293 |
Local School Board Policymaking | p. 293 |
Decision Making at the Building Level | p. 296 |
The Role of the Principal | p. 296 |
Local School Governance through Shared Decision Making | p. 297 |
Teachers' Leadership Roles in Schools | p. 298 |
Negotiated Decisions: The Role of Teachers' Unions | p. 298 |
Historical Note: Governing the Nation's Earliest Schools | p. 300 |
How State Governance Influences a Teacher's Work | p. 301 |
The Influence of the Federal Government in Education | p. 302 |
Direct Federal Involvement in Education Programs through Legislation | p. 303 |
A Case in Point: Title IX in Action? | p. 306 |
Court Decisions and Education | p. 308 |
Philosophical Note: The Separation of Church and State and Public Education | p. 308 |
The Influence of Other External Groups on Education Decisions | p. 310 |
Financing Education: How Dollars Make their Way to Schools, Teachers, and Students | p. 311 |
Inequities in School Funding | p. 313 |
From the Federal Government, the State, and the Community to the School | p. 313 |
Changing Views of the Governance and Control of Schools | p. 315 |
Digging Deeper: Strengthening or Weakening Public Schools through Choice? | p. 316 |
Home Schooling: Where Does it Fit? | p. 318 |
Why It Counts | p. 320 |
Contributing Actively to the Profession | p. 327 |
From Job to Profession: A Work in Progress | p. 329 |
The Profession/Job Conflict | p. 330 |
Defining the Tension | p. 330 |
Enduring Myths about Teaching | p. 334 |
Beyond the Myths: Teaching as a Profession | p. 335 |
Teaching as a Collaborative and More Public Form of Work | p. 336 |
Opening the Classroom Doors for Observation and Feedback | p. 337 |
Philosophical Note: Collaboration and Autonomy for Teachers | p. 338 |
Collaboration: A Shared Resource for Professional Dialogue | p. 339 |
Historical Note: The Emergence of Teachers' Organizations in the United States | p. 339 |
Teacher Leadership | p. 341 |
Mentoring as Teacher Leadership | p. 342 |
Coaching as Teacher Leadership | p. 343 |
Peer Review of Teaching as Teacher Leadership | p. 343 |
Teacher Leadership and the New Teacher Unionism | p. 344 |
Teachers as Researchers | p. 344 |
How do Teachers Conduct Their Own Research? | p. 345 |
A Case in Point: Yolanda's Research on Teaching Writing in a Middle School Language Arts Class | p. 347 |
Why Is Teacher Research a Sign of Increased Professionalism? | p. 348 |
Recognizing Accomplished Teaching through the National Board for Professional Teaching Standards | p. 349 |
Digging Deeper: Differentiated Pay for Teachers? | p. 352 |
The Role of Networking in Professional Growth and Development | p. 353 |
Accountability and Control in the Profession of Teaching | p. 355 |
Time to Grow, Time to Lead | p. 356 |
Why It Counts | p. 357 |
Ethical and Legal Issues in the Work of Teaching | p. 365 |
Trust: The Basic Moral Obligation of Teachers | p. 367 |
The Multiple Dimensions of Trust | p. 368 |
Philosophical Note: Nel Noddings and the Ethic of Care | p. 370 |
Creating and Maintaining Trusting Relationships | p. 372 |
The Teacher as Advocate | p. 374 |
Ethical Considerations at the Teacher-to-Teacher Level | p. 376 |
A Case in Point: Unwanted Advice | p. 376 |
The School as an Ethical Community | p. 377 |
A Case in Point: In or Out of the Teachers' Lounge? | p. 377 |
Ethical Behavior, Codes of Ethics, and Standards of Professional Practice | p. 380 |
The Role of Codes of Ethics for Teachers | p. 380 |
The Ethics of Recommending Candidates for Teaching | p. 380 |
Historical Note: The Moral Context in Colonial Schools | p. 383 |
How Legal Issues Influence Teachers' Ethical Practice | p. 384 |
Students' Rights to Free Expression of Opinions | p. 385 |
Privacy and Confidentiality | p. 386 |
Reporting Child Abuse and Neglect | p. 387 |
Corporal Punishment | p. 387 |
Search and Seizure | p. 388 |
Religion in the Schools | p. 389 |
Digging Deeper: The Persistent Debate over Teaching Evolution | p. 390 |
Fair Use and Copyright Issues | p. 392 |
The Personal versus the Professional as an Ethical Issue for Teachers | p. 393 |
Personal Beliefs and Inclusivity in Public Schools | p. 393 |
Personal Beliefs and the Curriculum | p. 393 |
Why It Counts | p. 394 |
Becoming a Teacher: New Visions and Next Steps | p. 401 |
Reflecting on Your Views and Beliefs, Assessing Your Progress | p. 401 |
A Lifetime of Professional Growth and Development | p. 403 |
Reflection: An Enduring Habit | p. 403 |
Incorporating New Developments in Teaching and Learning | p. 404 |
School or Districtwide Professional Development | p. 406 |
Setting Short- and Long-Term Goals | p. 406 |
Becoming an Informed Professional | p. 407 |
Challenges on the Horizon in Education | p. 408 |
Global Education | p. 408 |
Foreign Language Education | p. 410 |
Resegregation of Schools | p. 411 |
The Future of Public Education | p. 412 |
Finding Your First Teaching Position: Smart Preparation Pays Off | p. 413 |
Take Your Preparation Seriously | p. 413 |
Make Your Portfolio Count | p. 414 |
Become an Informed Job Applicant | p. 415 |
Prepare for Your Job Interviews | p. 416 |
What Counts for You Now in Teaching? | p. 417 |
Glossary | p. 419 |
References | p. 423 |
Name Index | p. 435 |
Subject Index | p. 438 |
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