Because teaching matters: an introduction to the profession
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Hoboken, N.J.
Wiley
2009
|
| Ausgabe: | 2. ed |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes index. - Previous ed.: 2006 |
| Beschreibung: | XXVI, 495 S. Ill. 28 cm |
| ISBN: | 9780470408209 0470408200 |
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| 100 | 1 | |a Pugach, Marleen C. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Because teaching matters |b an introduction to the profession |c Marleen C. Pugach |
| 250 | |a 2. ed | ||
| 264 | 1 | |a Hoboken, N.J. |b Wiley |c 2009 | |
| 300 | |a XXVI, 495 S. |b Ill. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes index. - Previous ed.: 2006 | ||
| 650 | 4 | |a Teaching | |
| 650 | 4 | |a Teaching | |
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Datensatz im Suchindex
| _version_ | 1804139341695418368 |
|---|---|
| adam_text | CHAPTER 1 TEACHING: A CAREER THAT MAKES A DIFFERENCE 1 (OMMITMENT #1
LEARNING FROM MULTIPLE SOURCES OF KNOWLEDGE THROUGHOUT YOUR CAREER 17
CHAPTER 2 PUTTING WHAT YOU ALREADY KNOW ABOUT TEACHING INTO PERSPECTIVE
19 CHAPTER 3 LEARNING TO TEACH: WHAT DOES IT MEAN? 57 CHAPTER 4 LEARNING
FROM THE HISTORY AND PHILOSOPHY OF EDUCATION 97 (OMMITMENT #2 USING THE
CURRICULUM RESPONSIBLY 127 CHAPTER 5 DEDDING WHAT TO TEACH 129 CHAPTER 6
MORE THAN WHAT IS TAUGHT : SCHOOL AS A SODAL INSTITUTION 167 (OMMITMENT
#3 CROSSING YOUR OWN FAMILIAR BORDERS TO EMBRACE DIVERSITY 207 CHAPTER 7
TEACHING STUDENTS WHOSE RACE) CLASS) CULTURE) OR LANGUAGE DIFFERS FROM
YOUR OWN 209 CHAPTER 8 TEACHING STUDENTS WITH DISABILITIES 249
(OMMITMENT #4 MEETING THE NEEDS OF INDIVIDUAL STUDENTS IN THE CONTEXT OF
THE CLASSROOM AND THE SCHOOL 287 CHAPTER 9 ORGANIZING GOOD SCHOOLS AND
GOOD CLASSROOMS 289 CHAPTER 10 HOW GOVERNING AND FINANDNG SCHOOLS
INFLUENCE TEACHERS) WORK 331 (OMMITMENT #5 CONTRIBUTING ACTIVELY TO THE
PROFESSION 371 CHAPTER 11 ETHICAL AND LEGAL ISSUES IN THE WORK OF
TEACHING 373 CHAPTER 12 BECOMING A TEACHER: NEW VISIONS AND NEXT STEPS
411 XIX CHAPTER 1 TEACHING: A CAREER THAT MAKES A DIFFERENCE 1 FIVE
PROFESSIONAL COMMITMENTS TO GUIDE THE CHOICES YOU MAKE 2 COMMITMENT #1:
LEARNING FROM MULTIPLE SOURCES OF KNOWLEDGE THROUGHOUT YOUR CAREER 3
COMMITMENT #2: USING THE CURRICULUM RESPONSIBLY 5 COMMITMENT #3:
CROSSING YOUR OWN FAMILIAR BORDERS TO EMBRACE DIVERSITY 6 COMMITMENT #4:
MEETING THE NEEDS OF INDIVIDUAL STUDENTS IN THE CONTEXT OF THE C1ASSROOM
AND THE SCHOOL 7 COMMITMENT #5: CONTRIBUTING ACTIVELY TO THE PROFESSION
7 THE ROLE OF REFLECTION AND ACTION IN THE CHOICES YOU MAKE 8 THE
REWARDS AND DEMANDS OF MAKING A COMMITMENT TO TEACHING 8 THE REWARDS
OFTEACHING 9 A (ASE IN POINT: INFLUENCING THE LIVES OF STUDENTS-A
TEACHER S GIFT 10 THE DEMANDS OFTEACHING 11 MEETING STANDARDS FOR GOOD
BEGINNING TEACHERS 12 TEACHING: IS IT REALLY FOR YOU? 14 MAKING A CHOICE
ABOUT THE KIND OF TEACHER YOU WANT TO BE 15 COMMITMENT #1 LEARNING FROM
MULTIPLE SOURCES OFKNOWLEDGETHROUGHOUTYOUR CAREER 17 CHAPTER 2 PUTTING
WHAT YOU ALREADY KNOW ABOUT TEACHING INTO PERSPECTIVE 19 FIVE KINDS OF
EXPERIENCE THAT CREATE PRIOR KNOWLEDGE ABOUT TEACHING 20 KNOWLEDGE ABOUT
TEACHING FROM YOUR OWN EXPERIENCE OF SCHOOLING 20 XX AUTOBIOGRAPHICAL
KNOWLEDGE ABOUT TEACHING 23 REWARDS AND (HALLENGES: GETTING STARTED 25 A
(ASE IN POINT: NATALIE S STORY 26 KNOWLEDGE ABOUT TEACHING FROM WORKING
IN SCHOOLS 27 A (ASE IN POINT: FROM PARAPROFESSIONAL TO TEACHER 29
KNOWLEDGE ABOUT TEACHING FROM IMAGES IN THE MEDIA 30 HISTORICAL NOTE:
CATHARINE BEECHER S IMAGE OFTEACHERS 32 DIGGING DEEPER: IS TEACHING A
SCIENCE OR AN ART? 35 KNOWLEDGE FROM YOUR OWN BELIEFS ABOUT TEACHING 36
PHILOSOPHICAL NOTE: THE ROLE OF A PHILOSOPHY OF TEACHING 38 OBSERVATION
AND INTERVIEWING: MAKING THE FAMILIAR STRANGE 39 MAKING THE FAMILIAR
STRANGE THROUGH FORMAL C1ASSROOM OBSERVATION 40 MAKING THE FAMILIAR
STRANGE THROUGH INTERVIEWING 45 FINAL POINTERS ON OBSERVATION AND
INTERVIEWING 48 WHY IT COUNTS IN A DIVERSE WORLD 48 CHAPTER 3 LEARNING
TO TEAEH: WHAT DOES IT MEAN? 57 THE RESEARCH IS IN: GOOD TEACHING
MATTERS 58 WHO GOVERNS TEACHER EDUCATION AND CERTIFICATION? 60 WHAT DO
PROSPECTIVE TEACHERS STUDY? 62 SUBJECT MATTER CONTENT 62 FOUNDATIONS OF
EDUCATION 63 PEDAGOGY 64 FIELD EXPERIENCE IN PK-12 C1ASSROOMS 65
CONNECTING THE ELEMENTS OF TEACHER EDUCATION 66 REFORMING THE
PREPARATION OFTEACHERS: ANATIONAL COMMITMENT 67 HISTORICAL NOTE: NORMAL
SCHOOLS AND THE EARLY HISTORY OF TEACHER EDUCATION 67 FROM COURSEWORK TO
STANDARDS: INCREASING RIGOR IN TEACHER EDUCATION 70 THE PURPOSE OF
STANDARDS IN TEACHER EDUCATION 71 THE ROLE OF PORTFOLIOS IN
STANDARDS-BASED TEACHER EDUCATION 71 A EASE IN POINT: HOW PORTFOLIOS
DEMONSTRATE WHAT TEACHERS KNOW AND CAN 00 73 GOOD TEACHER EDUCATION: A
SHARED RESPONSIBILITY BETWEEN SCHOOLS AND UNIVERSITIES 74 A EASE IN
POINT: WORKING IN A PROFESSIONAL DEVELOPMENT SCHOOL 76 THE NEW ROLE OF
TESTING IN PREPARING BEGINNING TEACHERS-HELP OR HINDRANCE? 76
PHILOSOPHICAL NOTE: AN ESSENTIALIST VIEW OFTEACHING AND TEACHER
EDUCATION 78 ACCREDITATION OFTEACHER EDUCATION PROGRAMS 79 NATIONAL
ACCREDITATION 79 ACCREDITATION AND STANDARDS: THE ROAD TO GREATER
PROFESSIONALIZATION? 80 DIGGING DEEPER: 00 STANDARDS AND ACCREDITATION
REALLY ENSURE GOOD BEGINNING TEACHERS? 80 PREPARING ENOUGH TEACHERS:
RESPONDING TO TEACHER SHORTAGES 82 SHORTAGES-A CYCLICAL EVENT IN
TEACHING 82 ALTERNATE ROUTES: A SOLUTION TO THE SHORTAGE? 82 REWARDS AND
EHALLENGES: FROM TEACHER EDUCATION TO THE C1ASSROOM 85 AFTER FORMAL
TEACHER EDUCATION: WHAT COMES NEXT? 85 INDUCTION- THE FIRST STAGE OFYOUR
CAREER 86 A EASE IN POINT: MENTORING A FIRST-YEAR TEACHER IN AN URBAN
SCHOOL 87 RENEWING YOUR TEACHING LICENSE 89 WHY IT COUNTS IN A DIVERSE
WORLD 90 CHAPTER 4 LEARNING FROM THE HISTORY AND PHILOSOPHY OF EDUCATION
97 HISTORICAL ORIGINS OF AMERICAN EDUCATION 98 EARLY EDUCATIONAL EFFORTS
IN THE COLONIES 99 EXPANDING EDUCATION, LITERACY, AND CIVIL SOCIETY 100
THE ]EFFERSONIAN IDEAL OF EDUCATION 101 THE CONTESTED PROBLEM OF THE
CONTROL OF PUBLIC EDUCATION 102 COMMON SCHOOLS 103 THE LATE 19TH
CENTURY: BUILDING A SYSTEM OF EDUCATION 105 DIGGING DEEPER: A COLONIAL
CONFLICT IN A MODERN SETTING: WHAT HIGH SCHOOL CURRICULUM IS BEST? 105
THE LIMITED REACH OF UNIVERSAL EDUCATION 108 A EASE IN POINT: WHAT CAN A
HISTORY OF EDUCATIONAL INEQUITY MEAN FOR TODAY S STUDENTS 110 INTO THE
20TH CENTURY 112 THE HISTORICAL RECORD AND THE CURRENT ERA: ENDURING
DILEMMAS AND PERSISTENT CONTROVERSIES 113 CONTENTS XXI PHILOSOPHICAL
VIEWS OF EDUCATION 114 REWARDS AND EHALLENGES: A NEW TEACHER SPHILOSOPHY
115 THE MAP OF WESTERN PHILOSOPHICAL CONCEPTS AND SCHOOLS OF THOUGHT 115
MAJOR PHILOSOPHIES OF EDUCATION 117 PHILOSOPHY AND PURPOSE REVISITED 120
WHY IT COUNTS IN A DIVERSE WORLD 121 COMMITMENT #2 USING THE CURRICULUM
RESPONSIBLY 127 CHAPTER 5 DECIDING WHAT TO TEACH 129 CURRICULUM: A
MULTIDIMENSIONAL CONCEPT 131 THE EXPLICIT CURRICULUM-WHAT IT IS AND IS
NOT 131 CURRICULUM AS WHAT IS TAUGHT 132 CURRICULUM AS WHAT IS LEARNED
133 WHAT ISN T TAUGHT- THE NULL CURRICULUM 135 CURRICULUM DILEMMAS 136
DEVELOPING THE CURRICULUM: HOW DOES IT WORK? 136 HOW ARE ACADEMIC
CONTENT STANDARDS CREATED? 137 WHAT DO ACADEMIC CONTENT STANDARDS LOOK
LIKE? 137 WHAT DO CURRICULUM GUIDES LOOK LIKE? 138 A EASE IN POINT:
DEVELOPING A TEACHING UNIT 141 NATIONALLNFLUENCES ON CURRICULUM
DEVELOPMENT 143 HISTORICAL NOTE: THE INFLUENCE OF NATIONAL COMMITTEES ON
SCHOOLING AND THE CURRICULUM 144 CURRICULUM- TEACHING WITH A PURPOSE 145
PHILOSOPHICAL NOTE: JOHN DEWEY AND THE PROGRESSIVE VIEW OF EDUCATION 146
BEYOND A TECHNICAL APPROACH-SPECIAL CURRICULUM IDENTITIES FOR INDIVIDUAL
SCHOOLS 147 DIGGING DEEPER: THE ROLE OF BASIC SKILLS IN THE CURRICULUM
150 MAKING SENSE OF STANDARDS, ACCOUNTABILITY, AND THE PURPOSES OF
CURRICULUM 152 REWARDS AND CHALLENGES: MAKING THE CURRICULUM MEANINGFUL
153 THE ROLE OFTEXTBOOKS IN THE CURRICULUM 155 HOW TEACHERS USE
TEXTBOOKS 155 TEXTBOOKS, STANDARDS, AND THE CURRICULUM 158 THE TEXTBOOK
INDUSTRY IN THE UNITED STATES 158 WHY IT COUNTS IN A DIVERSE WORLD 161
XXII CONTENTS CHAPTER 6 MORE THAN WHAT IS TAUGHT : SCHOOL AS A SODA!
INSTITUTION 167 THE POWER OF THE HIDDEN CURRICULUM 169 THE HIDDEN
CURRICULUM AND THE SCHOOL AS A CULTURE 170 BENEFITS OF THE HIDDEN
CURRICULUM 172 LIABILITIES OF THE HIDDEN CURRICULUM 173 A (ASE IN POINT:
CURRENT EVENTS AS THE HIDDEN CURRICULUM 175 THE HIDDEN CURRICULUM AS A
COMMENTARY ON THE SOCIAL PURPOSES OF SCHOOLING 176 THE CURRENT SOCIETAL
CONTEXT 176 HISTORICAL NOTE: THE EMERGENCEOF THE COMMON SCHOOL 177
POPULATION AND THE SCHOOLS 179 CHANGING FAMILY STRUCTURES 179 CHILD
ABUSE AND NEGLECT 185 VIOLENCE AND THE SCHOOLS 187 DIGGING DEEPER: WILL
SMALLER HIGH SCHOOLS MEET STUDENTS NEEDS? 189 TEEN PREGNANCY 191 ORUG
AND ALCOHOL ABUSE 192 ADDRESSING SOCIAL DYNAMICS BY CHANGING THE
REGULARITIES OF SCHOOLING 193 REDEFINING THE ENVIRONMENT 193 REWARDS AND
(HALLENGES: MAKING SCHOOL WORK FOR EVERY STUDENT 195 A (ASE IN POINT:
THE SALOME URENA DE HENRIQUEZ CAMPUS, NEW YORK CITY 197 THE TEACHER S
ROLE IN PROMOTING COMPETENCE 198 PHLLOSOPHLCAL NOTE: MEETING INDIVIDUAL
NEEDS THROUGH A HUMANISTIC PHILOSOPHY OF EDUCATION 198 ABRIEF WORD ABOUT
THE EXTRACURRICULUM 199 WHY IT COUNTS IN A DIVERSE WORLD 200 COMMITMENT
#3 CROSSING YOUR OWN FAMILIAR BORDERS TO EMBRACE DIVERSITY 207 CHAPTER 7
TEACHING STUDENTS WHOSE RACE, CLASS, CULTURE, OR LANGUAGE DIFFERS FROM
YOUR OWN 209 WHAT CHANGING DEMOGRAPHICS IN THE UNITED STATES MEAN FOR
TEACHERS 211 UNDERSTANDING DIVERSITY AS AN ASSET, NOT A DEFICIT 213 A
(ASE IN POINT: DEFICIT OR ASSET? 214 HOW KNOWING ABOUT YOUR STUDENTS
LIVES HELPS YOU TEACH 216 USING FUNDSOF KNOWLEDGE AS A RESOURCEFOR
STUDENT LEARNING 218 DEVALUING STUDENTS IN SCHOOL: HOW DOES IT HAPPEN?
219 WHAT TEACHERS COMMUNICATE THROUGH THEIR EXPECTATIONS 219 HISTORICAL
NOTE: THE BROWN V. BOARD OF EDUCATION SUPREME COURT DECISION 221 WHAT
SCHOOLS COMMUNICATE THROUGH ACADEMIC TRACKING 222 A (ASE IN POINT: A
RUDE AWAKENING ABOUT TRACKING 225 ADDRESSING DIVERSITY OF LANGUAGE IN
THE CLASSROOM 226 DIGGING DEEPER: WHAT ABOUT BILINGUAL EDUCATION? 229
RETHINKING TEACHING AS A CULTURALLY RESPONSIVE PROFESSION 231 CULTURALLY
RESPONSIVE TEACHING 231 WHY CELEBRATING DIFFERENCE IS NOT ENOUGH 233
REWARDS AND (HALLENGES: HONORING STUDENTS CULTURAL DIFFERENCES 234
BEYOND CULTURAL KNOWLEDGE-MULTIPLE PERSPECTIVES AND SOCIAL
TRANSFORMATION 235 PHILOSOPHICAL NOTE: TRANSFORMING SOCIETY THROUGH
SOCIAL RECONSTRUCTIONISM 236 RECOGNIZING PRIVILEGE AND POWER 237 NOT
SEEING COLOR AS A PROBLEMATIC RESPONSE TO DIVERSITY 238 A SPECIAL
RESPONSIBILITY- TEACHING IN A MONOCULTURAL SCHOOL 239 WHY IT COUNTS IN A
DIVERSE WORLD 241 CHAPTER 8 TEACHING STUDENTS WITH DISABILITIES 249 A
BROAD COMMITMENT TO EQUITY FOR STUDENTS WITH DISABILITIES 251 HISTORICAL
NOTE: BURTON BLAU S CAMPAIGN TO EXPOSE INSTITUTIONS FOR MENTALLY
RETARDED PERSONS 252 FEDERAL MANDATES FOR EQUITY 254 A (ASE IN POINT:
DANIEL GREENWOOD 256 FROM BIRTH TO WORK: EXTENDING THE AGE RANGE OF
STUDENTS IN SCHOOL 257 PHILOSOPHLCAL NOTE: THE INDUSION MOVEMENT 258
DOES LABELING STUDENTS WITH DISABILITIES HELP OR HINDER A TEACHER S
WORK? 261 WHAT DISABILITY CATEGORIES 00 AND 00 NOT PROVIDE FOR TEACHERS
264 HOW DISABILITY LABELS CAN LEAD TO INEQUITIES 264 SIMPLIFYING THE
CATEGORIES 267 THE TEACHER S ROLE 267 REWARDS AND CHALLENGES: MEETING
STUDENTS DIVERSE INSTRUCTIONAL NEEDS 268 BUILDING CLASSROOM COMMUNITIES
WHERE STUDENTS WITH DISABILITIES BELONG 268 BEING FLEXIBLE AND
ACCOMMODATING FOR STUDENTS WITH DISABILITIES 269 COLLABORATION AMONG
TEACHERS: THE KEY TO SUCCESS 270 THE GOAL: A CLASSROOM ENVIRONMENT THAT
DIMINISHES DIFFERENCES 272 DIGGING DEEPER: WHAT KIND OF CURRICULUM IS
BEST FOR STUDENTS WITH DISABILITIES? 273 HOW TECHNOLOGY CAN HELP YOU
TEACH STUDENTS WITH DISABILITIES 275 INTEGRATING ASSISTIVE TECHNOLOGY
INTO THE CLASSROOM 275 UNIVERSAL DESIGN AS A STRATEGY FOR INDUSION 276 A
FINAL POINT ABOUT ASSISTIVE TECHNOLOGY AND DISABILITIES 277 DISABILITY:
THE SAME AS OR DIFFERENT FROM OTHER DIVERSITIES? 277 WHAT ABOUT
EDUCATING GIFTED AND TALENTED STUDENTS? 279 WHY IT COUNTS IN A DIVERSE
WORLD 280 COMMITMENT #4 MEETING THE NEEDS OF INDIVIDUAL STUDENTS IN THE
CONTEXT OF THE CLASSROOM AND THE SCHOOL 287 CHAPTER 9 ORGANIZING GOOD
SCHOOLS AND GOOD CLASSROOMS 289 WHAT MAKES A GOOD SCHOOL? WHAT MAKES A
GOOD CLASSROOM? 291 IN GOOD SCHOOLS, STUDENTS ARE MOTIVATED, CHALLENGED,
AND ENGAGED 291 GOOD SCHOOLS AND CLASSROOMS ARE COMMUNITIES OF LEARNERS
293 GOOD SCHOOLS KNOW HOW WEIL THEY, AND THEIR STUDENTS, ARE DOING 295
RETHINKING SCHOOL ORGANIZATION TO MEET STUDENTS NEEDS 296 THE
TRADITIONAL APPROACH: AGE-GRADED CLASSROOMS AND CURRICULUM 297 MULTI-AGE
CLASSROOMS 298 LOOPING 299 HISTORICAL NOTE: ONE-ROOM SCHOOLS 300 CLASS
SIZE REDUCTION AT THE ELEMENTARY LEVEL 301 CONTENTS XXIII BLOCK
SCHEDULING AT THE HIGH SCHOOL LEVEL 302 DIGGING DEEPER: INTRODUCING
INNOVATIONS INTO SCHOOLS 303 THE SMALL HIGH SCHOOLS MOVEMENT 304
RETHINKING THE SCHOOL DAY TO INCREASE TIME TO LEARN 307 PHILOSOPHICAL
NOTE: ORGANIZING SCHOOLS AND CLASSROOMS FOR DEMOCRACY 309 REWARDS AND
CHALLENGES: PREPARING THE NEXT GENERATION OF RECYCLERS 311 A RECAP:
DIFFERENT ORGANIZATIONAL PATTERNS, DIFFERENT SOCIAL SETTINGS 311
RETHINKING WHAT HAPPENS AT THE CLASSROOM LEVEL TO MEET STUDENT NEEDS 312
DIFFERENTIATING INSTRUCTION TO MEET STUDENTS NEEDS: THE NEED FOR
FLEXIBILITY 312 HOW TECHNOLOGY HELPS MEET STUDENT NEEDS 313 A CASE IN
POINT: TRANSFORMING A SIXTH GRADE CLASSROOM WITH TECHNOLOGY 318 MEETING
STUDENT NEEDS THROUGH PEER TUTORING 320 MEETING STUDENT NEEDS THROUGH
COOPERATIVE LEARNING 321 HOW PARAPROFESSIONALS HELP MEET STUDENT NEEDS
322 WHY IT COUNTS IN A DIVERSE WORLD 324 CHAPTER 10 HOW GOVERNING AND
FINANCING SCHOOLS INFLUENCE TEACHERS WORK 331 PUTTING GOVERNANCE INTO
PERSPECTIVE 332 THE INFLUENCE OF LOCAL CONTROL OF SCHOOLS ON A TEACHER S
WORK 333 THE ROLE OF THE SUPERINTENDENT OF SCHOOLS 334 THE RELATIONSHIP
BETWEEN THE SCHOOL BOARD AND THE SUPERINTENDENT 335 LOCAL SCHOOL BOARD
POLICYMAKING 335 DECISION MAKING AT THE BUILDING LEVEL 338 THE ROLE OF
THE PRINCIPAL 338 LOCAL SCHOOL GOVERNANCE THROUGH SHARED DECISION MAKING
339 TEACHERS LEADERSHIP ROLES IN SCHOOLS 339 NEGOTIATED DECISIONS: THE
ROLE OF TEACHERS UNIONS 340 HISTORICAL NOTE: GOVERNINGTHE NATION S
EARLIESTSCHOOLS 342 HOW STATE GOVERNANCE INFLUENCES A TEACHER S WORK 343
THE INFLUENCE OF THE FEDERALGOVERNMENT IN EDUCATION 344 REWARDS AND
CHALLENGES: SHARING POWER IN THE CLASSROOM 345 DIRECT FEDERALLNVOLVEMENT
IN EDUCATION PROGRAMS THROUGH LEGISLATION 346 A CASE IN POINT: TITLE IX
IN ACTION? 350 COURT DECISIONS AND EDUCATION 351 XXIV CONTENTS
PHILOSOPHICAL NOTE: THE SEPARATION OF CHURCH AND STATE AND PUBLIC
EDUCATION 352 THE INFLUENCE OF OTHER EXTERNAL GROUPS ON EDUCATION
DECISIONS 354 FINANCING EDUCATION: HOW DOLLARS MAKE THEIR WAY TO
SCHOOLS, TEACHERS, AND STUDENTS 355 INEQUITIES IN SCHOOL FUNDING 357
FROM THE FEDERAL GOVERNMENT, THE STATE, AND THE COMMUNITY TO THE SCHOOL
358 CHANGING VIEWS OF THE GOVERNANCE AND CONTROL OF SCHOOLS 359 DIGGING
DEEPER: STRENGTHENING OR WEAKENING PUBLIC SCHOOLS THROUGH CHOICE? 361
HORNE SCHOOLING: WHERE DOES IT FIT? 363 WHY IT COUNTS IN A DIVERSE WORLD
365 COMMITMENT #5 CONTRIBUTING ACTIVELY TO THE PROFESSION 371 CHAPTER 11
ETHICAL AND LEGAL ISSUES IN THE WORK OF TEACHING 373 TRUST: THE BASIC
MORAL OBLIGATION OF TEACHERS 375 THE MULTIPLE DIMENSIONS OFTRUST 376
PHILOSOPHICAL NOTE: NEL NODDINGS AND THE ETHIC OF CARE 378 CREATING AND
MAINTAINING TRUSTING RELATIONSHIPS 381 THE TEACHER AS ADVOCATE 382
REWARDS AND CHALLENGES: THE DAY-TO-DAY CHALLENGES OF TEACHING ETHICALLY
383 ETHICAL CONSIDERATIONS AT THE TEACHER-TO-TEACHERLEVEL 385 A CASE IN
POINT: UNWANTED ADVICE 385 THE SCHOOL AS AN ETHICAL COMMUNITY 386 A CASE
IN POINT: IN OR OUT OF THE TEACHERS LOUNGE? 386 ETHICAL BEHAVIOR, CODES
OF ETHICS, AND STANDARDS OF PROFESSIONAL PRACTICE 389 THE ROLE OF CODES
OF ETHICS FOR TEACHERS 389 THE ETHICS OF RECOMMENDING CANDIDATES FOR
TEACHING 389 HISTORICAL NOTE: THE MORAL CONTEXT IN COLONIAL SCHOOLS 392
HOW LEGALLSSUES INFLUENCE TEACHERS ETHICAL PRACTICE 393 STUDENTS
RIGHTS TO FREE EXPRESSION OF OPINIONS 394 PRIVACY AND CONFIDENTIALITY
395 REPORTING CHILD ABUSE AND NEGLECT 396 CORPORAL PUNISHMENT 396 SEARCH
AND SEIZURE 397 RELIGION IN THE SCHOOLS 398 DIGGING DEEPER: THE
PERSISTENT DEBATE OVER TEACHING EVOLUTION 399 TECHNOLOGY, THE INTERNET,
FAIR USE, AND COPYRIGHT ISSUES 400 THE PERSONAL VERSUS THE PROFESSIONAL
AS AN ETHICALLSSUE FOR TEACHERS 402 PERSONAL BELIEFS AND INCLUSIVITY IN
PUBLIC SCHOOLS 403 PERSONAL BELIEFS AND THE CURRICULUM 403 WHY IT COUNTS
IN A DIVERSE WORLD 404 CHAPTER 12 BECOMING A TEACHER: NEW VISIONS AND
NEXT STEPS 411 THE PROFESSION/JOB CONFLICT 412 DEFINING THE TENSION 412
ENDURING MYTHS ABOUT TEACHING 415 BEYOND THE MYTHS: TEACHING AS A
PROFESSION 416 TEACHING AS A COLLABORATIVE AND MORE PUBLIC FORM OF WORK
417 OPENING THE C1ASSROOMDOORS FOR OBSERVATION AND FEEDBACK 418
PHILOSOPHICAL NOTE: COLLABORATION AND AUTONOMY FOR TEACHERS 420
COLLABORATION: A SHARED RESOURCE FOR PROFESSIONAL DIALOGUE 420
HISTORICAL NOTE: THE EMERGENCE OF TEACHERS ORGANIZATIONS IN THE UNITED
STATES 421 TEACHER LEADERSHIP 422 MENTORING AS TEACHER LEADERSHIP 423
COACHING AS TEACHER LEADERSHIP 424 PEER REVIEW OFTEACHING AS TEACHER
LEADERSHIP 425 TEACHER LEADERSHIP AND THE NEW TEACHER UNIONISM 426
TEACHERS AS RESEARCHERS 426 HOW DO TEACHERS CONDUCT THEIR OWN RESEARCH?
427 A CASE IN POINT: YOLANDA S RESEARCH ON TEACHING WRITING IN AMIDDIE
SCHOOLLANGUAGE ARTS CLASS 429 WHY IS TEACHERRESEARCHA SIGN OF INCREASED
PROFESSIONALISM? 430 RECOGNIZING ACCOMPLISHED TEACHING THROUGH THE
NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS 431 DIGGING DEEPER:
DIFFERENTIATED PAY FOR TEACHERS? 434 THE ROLE OF NETWORKING IN
PROFESSIONAL GROWTH AND DEVELOPMENT 435 ACCOUNTABILITY AND CONTROL IN
THE PROFESSIONOFTEACHING 437 TIME TO GROW, TIME TO LEAD 439 REFLECTING
ON YOUR VIEWS AND BELIEFS, ASSESSING YOUR PROGRESS 440 REFLECTION: AN
ENDURING HABIT 442 INCORPORATING NEW DEVELOPMENTS IN TEACHING AND
LEARNING 442 SCHOOL OR DISTRICTWIDE PROFESSIONAL DEVELOPMENT 444 SETTING
SHORT- AND LONG-TERM GOALS 444 REWARDS AND CHALLENGES: REVISITING WHY WE
TEACH 445 BECOMING AN INFORMED PROFESSIONAL 445 CHALLENGES ON THE
HORIZON IN EDUCATION 446 GLOBAL EDUCATION 447 WORLD LANGUAGES EDUCATION
448 RESEGREGATION OF SCHOOLS 450 THE FUTURE OF PUBLIC EDUCATION 450
FINDING YOUR FIRST TEACHING POSITION: SMART PREPARATION PAYS OFF 451
CONTENTS XXV TAKE YOUR PREPARATION SERIOUSLY 451 MAKE YOUR PORTFOLIO
COUNT 453 BECOME AN INFORMED JOB APPLICANT 453 PREPARE FOR YOUR JOB
INTERVIEWS 454 WHAT COUNTS FORYOU NOW AS A TEACHER IN A DIVERSE WORLD?
456 G LOSSARY 463 REFERENCES 469 NAME INDEX 483 SUBJECT INDEX 487
|
| any_adam_object | 1 |
| author | Pugach, Marleen C. |
| author_facet | Pugach, Marleen C. |
| author_role | aut |
| author_sort | Pugach, Marleen C. |
| author_variant | m c p mc mcp |
| building | Verbundindex |
| bvnumber | BV035654482 |
| callnumber-first | L - Education |
| callnumber-label | LB1775 |
| callnumber-raw | LB1775 |
| callnumber-search | LB1775 |
| callnumber-sort | LB 41775 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DN 2000 |
| ctrlnum | (OCoLC)260206969 (DE-599)BVBBV035654482 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 2. ed |
| format | Book |
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| genre | (DE-588)4048476-2 Ratgeber gnd-content |
| genre_facet | Ratgeber |
| id | DE-604.BV035654482 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T21:42:33Z |
| institution | BVB |
| isbn | 9780470408209 0470408200 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-017709004 |
| oclc_num | 260206969 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXVI, 495 S. Ill. 28 cm |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Wiley |
| record_format | marc |
| spelling | Pugach, Marleen C. Verfasser aut Because teaching matters an introduction to the profession Marleen C. Pugach 2. ed Hoboken, N.J. Wiley 2009 XXVI, 495 S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes index. - Previous ed.: 2006 Teaching Lehrer (DE-588)4035088-5 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf (DE-588)4048476-2 Ratgeber gnd-content Lehrer (DE-588)4035088-5 s Unterricht (DE-588)4062005-0 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017709004&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Pugach, Marleen C. Because teaching matters an introduction to the profession Teaching Lehrer (DE-588)4035088-5 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4035088-5 (DE-588)4062005-0 (DE-588)4048476-2 |
| title | Because teaching matters an introduction to the profession |
| title_auth | Because teaching matters an introduction to the profession |
| title_exact_search | Because teaching matters an introduction to the profession |
| title_full | Because teaching matters an introduction to the profession Marleen C. Pugach |
| title_fullStr | Because teaching matters an introduction to the profession Marleen C. Pugach |
| title_full_unstemmed | Because teaching matters an introduction to the profession Marleen C. Pugach |
| title_short | Because teaching matters |
| title_sort | because teaching matters an introduction to the profession |
| title_sub | an introduction to the profession |
| topic | Teaching Lehrer (DE-588)4035088-5 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Teaching Lehrer Unterricht Ratgeber |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017709004&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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