Your introduction to education: explorations in teaching
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Edition: | 2. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Frühere Ausg. u.d.T.: Powell, Sara Davis: An introduction to education : Upper Saddle River, N.J. : Merrill, c2009. Includes bibliographical references and index |
| Physical Description: | XXIV, 389 S. Ill. |
| ISBN: | 9780137083695 0137083696 |
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MARC
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| 100 | 1 | |a Powell, Sara Davis |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Your introduction to education |b explorations in teaching |c Sara Davis Powell |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XXIV, 389 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Frühere Ausg. u.d.T.: Powell, Sara Davis: An introduction to education : Upper Saddle River, N.J. : Merrill, c2009. | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Teaching |x Vocational guidance | |
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Record in the Search Index
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| adam_text | IMAGE 1
BRIEF CONTENTS
PART I TEACHERS, SCHOOLS, AND STUDENTS CHAPTER 1 CHAPTER 2
CHAPTER 3
TEACHERS AND THE TEACHING PROFESSION
SCHOOLS 27
STUDENT SIMILARITIES AND DIFFERENCES 57
PART 11 THE WORK OF TEACHERS
CHAPTER 4 CHAPTER 5
CHAPTER 6
CURRICULUM AND INSTRUCTION 93
ASSESSMENT AND ACCOUNTABILITY 125
CREATING AND MAINTAINING A POSITIVE AND PRODUCTIVE LEARNING ENVIRONMENT
147
PART 111 FOUNDATIONS OF EDUCATION IN THE UNITED STATES
CHAPTER 7 CHAPTER 8
CHAPTER 9
CHAPTER 10
CHAPTER 11
HISTORY OF EDUCATION IN THE UNITED STATES 179
PHILOSOPHICAL FOUNDATIONS OF EDUCATION IN THE UNITED STATES 211
THE SOCIETAL CONTEXT OF SCHOOLING IN THE UNITED STATES 233
ETHICAL AND LEGAL ISSUES IN U.S. SCHOOLS 265
GOVERNING AND FINANCING PUBLIC SCHOOLS IN THE UNITED STATES 299
PART IV GROWING TOWARD THE TEACHING PROFESSION
CHAPTER 12 DEVELOPING PROFESSIONALISM 329
GLOSSARY 363
REFERENCES 375
NAME INDEX 381
SUBJECT INDEX 384
PHOTO CREDITS 389
XIV
IMAGE 2
CONTENTS
GUIDING QUESTIONS 1 WBERE DO I STAND? 2TEACHING IN FOCUS: TRACI PETERS 4
WHO TEACHES IN THE UNITED STATES AND WHY? 4TEACHERS IN THE UNITED STATES
5DECIDING TO TEACH 5 TEACHING IN FOCUS:BRANDI WADE 8 TEACHER
SATISFACTION 8HOW DO WE PREPARE TO TEACH? 9TRADITIONAL PATHS TO TEACHER
PREPARATION 9ALTERNATIVE PATHS TO TEACHER PREPARATION 10 DIVERSITY
DIALOGUE: PRINCIPAL MIKE LARSEN 11 GETTING TO KNOW SCHOOLS, TEACHERS,
ANDSTUDENTS 11IS TEACHING A PROFESSION? 12CHARACTERISTICS OF A
PROFESSION 12PROFESSIONAL ASSOCIATIONS 13WHAT IS TEACHER
PROFESSIONALISM? 15COMMITMENT TO MAKE STUDENTS OUR FIRSTPRIORITY
15COMMITMENT TO QUALITY 16COMMITMENT TO CONTINUAL GROWTH 16DELAWARE
VISION 2015 17 LETTER TO THE EDITOR 18TEACHING IN FOCUS:DEIRDRE
HUGER-MCGREW 19 WHAT ARE THE CHARACTERISTICS OF EFFECTIVETEACHERS?
20WHAT PARENTS SAY ABOUT TEACHEREFFECTIVENESS 21WHAT TEACH FOR AMERICA
HAS DISCOVERED ABOUTEFFECTIVE TEACHERS 21WHAT STUDENTS SAY ABOUT
TEACHEREFFECTIVENESS 22EFFECTIVE TEACHERS MAKE A DIFFERENCE 22CONCLUDING
THOUGHTS 23CHAPTER IN REVIEW 23 DEVELOPING PROFESSIONAL COMPETENCE
24WBERE DO I STAND NOW? 25 GUIDINGQUESTIONS57 WBERE DO I STAND? 58
GUIDING QUESTIONS 27
WBERE DO I STAND? 28 TEACHING IN FOCUS: BRANDI WADE 30 WHAT ARE THE
PURPOSES OF PUBLIC SCHOOLS IN THE UNITED STATES? 30
DISTINCTIONS BETWEEN EDUCATION AND SCHOOLING 30 COMPLEMENTARY PURPOSES
OF PUBLIC SCHOOLS 31 TEACHING IN FOCUS: CRAIG CLEVELAND 33 WHAT IS THE
CULTURE OF A SCHOOL? 33
TEACHERS AND SCHOOL CULTURE 34 CHANGING SCHOOL CULTURE 34 HOW DO SCHOOL
VENUES DIFFER? 34 PUBLIC SCHOOL VENUES 34 IN THE NEWS 36
LETTER TO THE EDITOR 37 PRIVATE SCHOOL VENUES 38 SCHOOL CHOICE 39
WHAT IS SCHOOL LIKE AT DIFFERENT LEVELS? 41 STRUCTURE AND ORGANIZATION
OF EARLY CHILDHOOD EDUCATION 42 STRUCTURE AND ORGANIZATION OF ELEMENTARY
EDUCATION 43 STRUCTURE AND ORGANIZATION OF MIDDLE SCHOOL EDUCATION 45
STRUCTURE AND ORGANIZATION OF HIGH SCHOOL
EDUCATION 46
DIVERSITY DIALOGUE: DEREK BOUCHER 47 WHAT ARE THE THREE PRINCIPAL
SETTINGS OF U.S. SCHOOLS? 48 RURAL SCHOOLS 48 SUBURBAN SCHOOLS 48
URBAN SCHOOLS 49 WHAT IS AN EFFECTIVE SCHOOL? 50 CHARACTERISTICS OF
EFFECTIVE SCHOOLS 50 WE MAKE A DIFFERENCE 51
CONCLUDING THOUGHTS 52 CHAPTER IN REVIEW 52 DEVELOPING PROFESSIONAL
COMPETENCE 53 WBERE DO I STAND NOW? 55
PART I
CHAPTER 1
TEACHERS, SCHOOLS,
AND STUDENTS
TEACHERS AND THE TEACHING PROFESSION 1
CHAPTER 2
CHAPTER 3
SCHOOLS 27
STUDENT SIMILARITIES AND DIFFERENCES 57
XV
IMAGE 3
GUIDING QUESTIONS 93
WBERE DO I STAND? 94 TEAEBING IN FOEUS: CBRIS ROBERTS 96
TEAEBING IN FOEUS: CRAIG CLEVELAND 60 HOW ARE WE SIMILAR? 60 NATURE AND
NURTURE 60 MASLOW S HIERARCHY OF NEEDS 61
STUDENT DEVELOPMENT 62 TEAEBING IN FOEUS: TIM MENDENBALI 64 HOW ARE
GENDER DIFFERENCES MANIFESTED IN SCHOOLS? 65 SOCIAL ASPECTS OF GENDER 66
ACHIEVEMENT AND GENDER 66 IN TBE NEWS 67 SEXUAL ORIENTATION 67 GENDER
DIVERSITY: IMPLICATIONS FORTEACHERS 67
HOW ARE CULTURE AND LANGUAGE DIVERSITY MANIFESTED IN SCHOOLS? 68
CULTURAL DIVERSITY 69 CULTURAL DIVERSITY: IMPLICATIONS FORTEACHERS 71
LANGUAGE DIVERSITY 72 LANGUAGE DIVERSITY: IMPLICATIONS FOR TEACHERS 76
DIVERSITY DIALOGUE: PRINCIPAL LAURA HILI 76
WHAT IS THE IMPACT ON STUDENTS OF DIVERSITY IN FAMILY STRUCTURE,
RELIGION, AND SOCIOECONOMIC STATUS? 77 FAMILY DIVERSITY 77 RELIGIOUS
DIVERSITY 77 LETTER TO TBE EDITOR 77
SOCIOECONOMIC DIVERSITY 78 HOW ARE LEARNING DIFFERENCES MANIFESTED IN
SCHOOLS? 79 MULTIPLE INTELLIGENCES THEORY 80
LEARNING STYLES 80 DIFFERENCES IN HOW WE LEAM: IMPLICATIONS FOR TEACHERS
82 WHO ARE STUDENTS WITH EXCEPTIONALITIES AND HOW DO WE
SERVE THEM? 82 STUDENTS WITH DISABILITIES 82 LEGAL SUPPORT FOR STUDENTS
WITH DISABILITIES 83 INDIVIDUALIZED EDUCATIONAL PROGRAMS 84
INDUSION 84 ASSISTIVE TECHNOLOGY 85 STUDENTS DESIGNATED AS GIFTED AND
TALENTED 85
STUDENTS WITH EXCEPTIONALITIES: IMPLICATIONS FOR TEACHERS 86 GETTING TO
KNOW TRISTA 86 CONDUDING THOUGHTS 88
CHAPTER IN REVIEW 88 DEVELOPING PROFESSIONAL COMPETENEE 89 WBERE DO I
STAND NOW? 91
CHAPTER 5
PART 11
CHAPTER 4
THE WORK OF TEACHERS
CURRICULUM AND INSTRUCTION 93
WHAT IS THE FORMAL CURRICULUM? 96 STANDARDS INFLUENCE WHAT WE TEACH 97
TEXTBOOKS 98 GOVERNMENT INFLUENCES WHAT WE TEACH 99 ADDITIONAL
INFLUENCES ON CURRICULUM 100
SUBJECTS OF THE FORMAL CURRICULUM 101 IMPORTANT CONCEPTS THAT ADD VALUE
TO CURRICULUM 103 TEAEBING IN FOEUS:DEREK BOUEBER 104
CONTROVERSY AND CURRICULUM 105 LETTER TO TBE EDITOR 106 WHAT OTHER
CURRICULA DO WE TEACH IN U.S. SCHOOLS? 107 INFORMAL CURRICULUM 107
EXTRACURRICULUM 108 DIVERSITY DIALOGUE:ANGELIEA REYNOSA 109 NULL
CURRICULUM 109 HOW IS INSTRUCTION IMPLEMENTED IN U.S. SCHOOLS? 110
BIG IDEAS OF INSTRUCTION 110 PLANNING FOR INSTRUCTION 116 HOW DO
TEACHERS MATCH INSTRUCTION TO SCHOOL LEVELS? 118 EARLY CHILDHOOD
INSTRUCTION 119
ELEMENTARY INSTRUCTION 119 MIDDLE-LEVEL INSTRUCTION 119 HIGH SCHOOL
INSTRUCTION 120 CONDUDINGTHOUGHTS 120
CHAPTER IN REVIEW 121 DEVELOPING PROFESSIONAL COMPETENEE 121 WBERE DO I
STAND NOW? 123
ASSESSMENT AND ACCOUNTABILITY 125
GUIDING QUESTIONS 125 WBERE DO I STAND? 126 TEAEBING IN FOEUS:RENEE
AYERS 128 WHAT IS INVOLVED IN CLASSROOM ASSESSMENT? 128
PURPOSES OF CLASSROOMASSESSMENT 128 FORMS OF ASSESSMENT 130 ASSESSMENT
OF 21ST-CENTURY KNOWLEDGE AND SKILLS 131 TEAEBING IN FOEUS: BRENDA BEYAL
132 HOW DO TEACHERS EVALUATE STUDENT LEAMING AND ASSIGN
GRADES? 132 EVALUATION 132 RUBRICS 133 ASSIGNING GRADES 134 WHAT ARE
STANDARDIZED TESTS, AND HOW ARE THEIR RESULTS
USED? 135 STANDARDIZED TESTS IN THE UNITED STATES 135 IN TBE NEWS 138
LETTER TO TBE EDITOR 139
THE GOOD, THE BAD, AND THE UGLY OF STANDARDIZED TESTING 140 TEST-TAKING
PREPARATION 142 DIVERSITY DIALOGUE: DEIRDRE HUGER-MEGREW 143
WHO IS ACCOUNTABLE FOR STUDENT LEARNING? 143
XVI CONTENTS
IMAGE 4
CONCLUDING THOUGHTS 144
CHAPTER IN REVIEW 144 DEVELOPING PROFESSIONAL COMPETENCE 145 WBERE DO I
STAND NOW? 146
WHAT WERE THE MAJOR INFLUENCES, ISSUES, IDEOLOGIES, AND INDIVIDUALS IN
17TH-CENTURY AMERICAN EDUCATION? 182 CONTEXT FOR CHANGE 182 17TH-CENTURY
AMERICAN SCHOOLS 183
TEACHERS IN COLONIAL AMERICA 187 WHAT WERE THE MAJOR INFLUENCES, ISSUES,
IDEOLOGIES, AND INDIVIDUALS IN 18TH-CENTURY AMERICAN EDUCATION? 188
CONTEXT FOR CHANGE 188
18TH-CENTURY AMERICAN SCHOOLS 188 18TH-CENTURYTEACHERS 189 EDUCATION AS
A PRIORITY 189 WHAT WERE THE MAJOR INFLUENCES, ISSUES, IDEOLOGIES, AND
INDIVIDUALS IN 19TH-CENTURY AMERICAN EDUCATION? 190 CONTEXT FOR CHANGE
190 19TH-CENTURY AMERICAN SCHOOLS 191 TEACHER PREPARATION 193
19TH-CENTURY EDUCATION FOR CHILDREN WITH DISABILITIES, MINORITIES, AND
IMMIGRANTS 193 LETTER TO THE EDITOR 196 HIGHER EDUCATION 196 WHAT WERE
THE MAJOR INFLUENCES, ISSUES, IDEOLOGIES, AND
INDIVIDUALS IN 20TH-CENTURY AMERICAN EDUCATION? 197 CONTEXT FOR CHANGE
197 PROGRESSIVE EDUCATION 197 JUNIOR HIGH AND MIDDLE SCHOOL 197
MONTESSORI METHOD 198 INFLUENTIAL AFRICAN AMERICAN LEADERS 198 THE LAST
FIVE DECADES OF THE 20TH CENTURY 199 WHAT MAJOR INFLUENCES, ISSUES,
IDEOLOGIES, AND INDIVIDUALS ARE WE EXPERIENCING IN 21ST-CENTURY AMERICAN
EDUCATION? 201
CONTEXT FOR CHANGE 20 I NO CHILD LEFT BEHIND 202 21ST-CENTURY KNOWLEDGE
AND SKILLS 202 21ST-CENTURY SCHOOLS 202 HOW ARE U.S. SCHOOLS ADDRESSING
RACIAL AND ETHNIC
DIVERSITY IN THE 21ST CENTURY? 202 AFRICAN AMERICAN STUDENTS 202
HISPANIE AMERICAN STUDENTS 203 TEAEHING IN FOEUS:ANGELIEA REYNOSA 204
ASIAN AMERICAN STUDENTS 204 MIDDLE EASTERN AMERICAN STUDENTS 204
DIVERSITY DIALOGUE: PRINCIPAL MARIA ROMERO 205 HOW CAN I BE AWARE OF
EDUCATION HISTORY IN THE
MAKING? 205 CONCLUDING THOUGHTS 206 CHAPTER IN REVIEW 207 DEVELOPING
PROFESSIONAL COMPETENEE 208
WBERE DO I STAND NOW? 209
FOUNDATIONS 01
EDUCATION IN THE UNITED STATES
PART 111
CHAPTER 6 CREATING AND MAINTAINING A POSITIVE AND PRODUCTIVE LEARNING
ENVIRONMENT 147
GUIDING QUESTIONS 147 WBERE DO I STAND? 148 TEACHING IN FOCUS:TIM
MENDENHALL 150 HOW DO TEACHERS CREATE A POSITIVE LEARNING
ENVIRONMENT? 150 PHYSICAL SPACE 150 BUILDING COMMUNITY 152 TEAEHING IN
FOEUS: CRAIG CLEVELAND 153
KOUNIN S PHILOSOPHY 154 USING TIME WISELY 155 WHAT ROUTINES CONTRIBUTE
TO MAINTAINING A PRODUCTIVE CLASSROOM ENVIRONMENT? 155
PRACTICING ROUTINES 156 ROUTINES IN THE FOUR LEVELS OF SCHOOL 156 HOW DO
TEACHERS ESTABLISH EXPECTATIONS, INCENTIVES, AND CONSEQUENCES? 159
EXPECTATIONS 159 DIVERSITY DIALOGUE: DEREK BOUEHER 161 INCENTIVES 161
CONSEQUENCES 163
LETTER TO THE EDITOR 166 HOW CAN I DEVELOP A CLASSROOM MANAGEMENT PLAN?
168 PROMINENT THEORIES OF CLASSROOM
MANAGEMENT 168 CONSIDER THE STUDENTS 168 INCORPORATE 21 ST-CENTURY SKIUS
171 GENERAL GUIDELINES FOR DEVELOPING A CLASSROOM
MANAGEMENT PLAN 173 DON T BE PART OF THE PROBLEM 174 CONCLUDING THOUGHTS
175 CHAPTER IN REVIEW 175 DEVELOPING PROFESSIONAL COMPETENEE 176
WBERE DO I STAND NOW? 177
CHAPTER 7 HISTORY OF EDUCATION IN THE UNITED STATES 179
CHAPTER 8 PHILOSOPHICAL FOUNDATIONS OF EDUCATION IN THE UNITED STATES
211
GUIDING QUESTIONS 179 WBERE DO I STAND? 180 TEAEHING IN FOEUS:ANGELIEA
REYNOSA 182
GUIDING QUESTIONS 211 WBERE DO I STAND? 212 TEAEHING IN FOEUS: BRENDA
BEYAL 214
CONTENTS XVII
IMAGE 5
WHAT IS A PHILOSOPHY OF EDUCATION? 214
WHY IS A PHILOSOPHY OF EDUCATION IMPORTANT? 214 WHAT ARE FOUR BRANCHES
OF PHILOSOPHY? 215 METAPHYSICS 216
EPISTEMOLOGY 216 AXIOLOGY 217 LOGIC 217 TEACHING IN FOCUS: CHRIS ROBERTS
218 HOW DO FIVE PROMINENT PHILOSOPHIES OF EDUCATION
AFFECTTEACHING AND LEARNING? 219 PHILOSOPHY TREES 220 ESSENTIALISM 220
PERENNIALISM 221
PROGRESSIVISM 222 SOCIAL RECONSTRUCTIONISM 223 EXISTENTIALISM 224
DIVERSITY DIALOGUE: CRAIG CLEVELAND 226
LETTER TO THE EDITOR 226 OTHER PHILOSOPHIES 227 HOW DO I BEGIN TO
DEVELOP MY PERSONAL PHILOSOPHY OF EDUCATION? 227
YOURTHRN 228
CONCLUDING THOUGHTS 230 CHAPTER IN REVIEW 231 DEVELOPING PROFESSIONAL
COMPETENCE 231 WHERE DO I STAND NOW? 232
CHAPTER 9 THE SOCIETAL CONTEXT OF SCHOOLING IN THE UNITED STATES 233
GUIDING QUESTIONS 233 WHERE DO I STAND? 234 TEACHING IN FOCUS: BRANDI
WADE 236 HOW DO FAMILY, COMMUNITY, AND SOCIETY IMPACT STUDENTS
IN THE UNITED STATES? 236 FAMILY 236 COMMUNITY AND SOCIETY 237 TEACHING
IN FOCUS: TIM MENDENHALL 239 HOW DOES SOCIOECONOMIC STATUS AFFECT
STUDENTS IN THE
UNITED STATES? 240 HOMELESS CHILDREN AND YOUTH 241 IN THE NEWS 242 HOW
DO HEALTH ISSUES AFFECT STUDENTS IN THE
UNITED STATES? 243 SUBSTANCE ABUSE 243 SEXUALITY-RELATED CONCERNS 246
CHILDHOOD OBESITY 247 SUICIDE 249 HOW DOES RACISM AFFECT STUDENTS IN THE
UNITED STATES? 250 DISCRIMINATION 251 IMMIGRATION AND CLASSROOM SUCCESS
251 DIVERSITY DIALOGUE: PRINCIPAL CAROL BARTLETT 253
WHAT ARE THE EFFECTS OF BULLYING, THEFT, AND VIOLENCE ON STUDENTS AND
SCHOOLS IN THE UNITED STATES? 253 BULLYING 254
XVIII CONTENTS
LETTER TO THE EDITOR 255 THEFT AND VIOLENCE IN SCHOOLS 256 HOW DO
TRUANCY AND DROPPING OUT AFFECT YOUTH IN THE UNITED STATES? 257
TRUANCY 257 DROPPING OUT 258 CONCLUDINGTHOUGHTS 261 CHAPTER IN REVIEW
262 DEVELOPING PROFESSIONAL COMPETENCE 263
WHERE DO I STAND NOW? 264
CHAPTER 10 ETHICAL AND LEGALLSSUES IN U.S. SCHOOLS 265
GUIDING QUESTIONS 265 WHERE DO I STAND? 266 TEACHING IN FOCUS:DEREK
BOUCHER 268 WHAT DOES IT MEAN TO BE AN ETHICAL TEACHER? 268
PROFESSIONAL ETHICS 268 ETHICS FOR TEACHERS 270 HOW DO LAWS AFFECT
SCHOOLS, TEACHERS, AND STUDENTS? 272 U.S. CONSTITUTION 272
FEDERAL LAWS 273 STATE AND LOCAL LAWS AND POLICIES 273 CASE LAW 273
WHATARE THE LEGAL RIGHTS OFTEACHERS? 274 EMPLOYMENT LEGALITIES 274
FREEDOM OF EXPRESSION 276 ACADEMIC FREEDOM 277 TEACHERS PERSONAL LIVES
277 WHAT ARE THE LEGAL RESPONSIBILITIES OFTEACHERS? 280
LIABILITY 280 COPYRIGHT LAWS 281 REPORTING SUSPECTED CHILD ABUSE 282 HOW
DOES THE LAW IMPACT THE RELATIONSHIP BETWEEN SCHOOL AND RELIGION? 283
RELIGION AND COMPULSORY EDUCATION 284 PRAYER IN SCHOOL 284 RELIGIOUS
ORGANIZATIONS MEETING ON SCHOOL GROUNDS 285 WHAT ARE THE LEGAL RIGHTS OF
STUDENTS? 285
FREEDOM OF EXPRESSION 286 DIVERSITY DIALOGUE: BRENDA BEYAL 288 THE RIGHT
TO BE PROTECTED 289 LETTER TO THE EDITOR 291
CONCLUDING THOUGHTS 294 CHAPTER IN REVIEW 294 DEVELOPING PROFESSIONAL
COMPETENCE 295 WHERE DO I STAND NOW? 296
CHAPTER 11 GOVERNING AND FINANCING PUBLIC SCHOOLS IN THE UNITED STATES
299
GUIDING QUESTIONS 299 WHERE DO I STAND? 300 TEACHING IN FOCUS: CHRIS
ROBERTS, BRENDA BEYAL, TIM MENDENHALL 302
IMAGE 6
HOW DOES THE FEDERAL GOVERNMENT INFLUENCE PUBLIC
EDUCATION IN THE UNITED STATES? 302 PRESIDENTIAL INFLUENCE 303 CONGRESS
AND THE COURTS 304 U.S. DEPARTMENT OF EDUCATION 304 WHAT IS THE STATE S
ROLE IN PUBLIC EDUCATION? 304
BALANCE OF POWER AT THE STATE LEVEL 304 STATE BOARD OF EDUCATION 306
STATE DEPARTMENT OF EDUCATION 306 HOW DO SCHOOL DISTRICTS FUNCTION? 307
DISTRICT SCHOOL BOARDS 308 DISTRICT SUPERINTENDENT AND STAFF 310 WHAT IS
THE MANAGEMENT STRUCTURE OF INDIVIDUAL SCHOOLS? 311
PRINCIPALS 311
TEACHING IN FOCUS:TIM MENDENHALL 313 ASSISTANT PRINCIPALS 313 TEACHER
LEADERS 314 DIVERSITY DIALOGUE: BRANDI WADE 315 WHAT OTHER ENTITIES
IMPACT THE GOVERNANCE OF PUBLIC
SCHOOLS IN THE UNITED STATES? 315 PARENTS 315 BUSINESSES 316
UNIVERSITIES 316
SPECIAL INTEREST GROUPS 316 HOW ARE PUBLIC SCHOOLS FINANCED? 317 SOURCES
OF EDUCATION FUNDING 317 LETTER TO THE EDITOR 321
HOW ARE FUNDS FOR EDUCATION SPENT? 323 EXPENDITURE PER PUPIL 323 IN THE
NEWS 325 ALIOCATION OF EDUCATION FUNDING 325
CONCLUDING THOUGHTS 326 CHAPTER IN REVIEW 326 DEVELOPING PROFESSIONAL
COMPETENCE 327 WHERE DO I STAND NOW? 328
PART IV GROWING TOWARD THE
TEACHING PROFESSION
CHAPTER 12 DEVELOPING PROFESSIONALISM 329 GUIDING QUESTIONS 329 WHERE DO
I STAND? 330 TEACHING IN FOCUS:DEIRDRE HUGER-MCGREW 332
HOW CAN I PRACTICE PROFESSIONALISM DURING TEACHER PREPARATION? 332
PROFESSIONALAPPROACHES TO COURSEWORK 332 PROFESSIONAL APPROACHES TO
FIELD EXPERIENCES
334
DIVERSITY DIALOGUE: RENEE AYERS 336 PROBLEMS IN REAL CLASSROOMS 337
TEACHER PREPARATION PORTFOLIO 338
HOW DOES PROFESSIONALISM LOOK IN THE VARIOUS RELATIONSHIPS INVOLVED IN
TEACHING? 338 PROFESSIONAL RELATIONSHIPS WITH STUDENTS 338 PROFESSIONAL
RELATIONSHIPS WITH FAMILIES 339
BARRIERS TO FAMILY INVOLVEMENT 341 TEACHING IN FOCUS: BRENDA BEYAL 342
PROFESSIONAL RELATIONSHIPS WITH THE COMMUNITY 343 TEACHING IN FOCUS:
TRACI PETERS 344
PROFESSIONAL RELATIONSHIPS WITH COLLEAGUES 344 TEACHING IN FOCUS: RENEE
AYERS 346 PROFESSIONAL RELATIONSHIPS WITH OTHER ADULTS IN
THE SCHOOL 347
IN THE NEWS 347 HOW CAN I DEVELOP AS A PROFESSIONAL WHEN I AM A TEACHER?
348 ORGANIZED PROFESSIONAL DEVELOPMENT 348
INFORMAL PROFESSIONAL DEVELOPMENT USING 21ST-CENTURY ACCESSIBILITY 348
ADVANCED DEGREES 348 NATIONAL BOARD FOR PROFESSIONAL TEACHING
STANDARDS CERTIFICATION 349 TEACHER EVALUATION AS OPPORTUNITY FOR
PROFESSIONAL GROWTH 349 WHAT DO I HAVE TO OFFER THE TEACHING
PROFESSION? 350 TEACHER INVOLVEMENT IN PROFESSIONAL ORGANIZATIONS 350
SYSTEMIC INVOLVEMENT 351
CONTRIBUTIONS TO THE PROFESSIONAL KNOWLEDGE BASE 351 TEACHING IN FOCUS:
DEREK BOUCHER 352 WHAT IS MY ROLE AS A PROFESSIONAL IN EDUCATION
REFORM? 352 PERFORMANCE-BASED PAY 352 LETTER TO THE EDITOR 335 COMMON
CORE STATE STANDARDS 335
REAUTHORIZATION OF THE ELEMENTARY AND SECONDARY EDUCATION ACT 357 REFORM
IN PERSPECTIVE 358 TEACHING IN FOCUS: TRACI PETERS 358 CONCLUDING
THOUGHTS 359
CHAPTER IN REVIEW 359 DEVELOPING PROFESSIONAL COMPETENCE 360 WHERE DO I
STAND NOW? 361
GLOSSARY 363
REFERENCES 375
NAME INDEX 381
SUBJECT INDEX 384
PHOTO CREDITS 389
CONTENTS XIX
|
| any_adam_object | 1 |
| author | Powell, Sara Davis |
| author_facet | Powell, Sara Davis |
| author_role | aut |
| author_sort | Powell, Sara Davis |
| author_variant | s d p sd sdp |
| building | Verbundindex |
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| callnumber-search | LB1775 |
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| callnumber-subject | LB - Theory and Practice of Education |
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| ctrlnum | (OCoLC)734072458 (DE-599)BVBBV037466641 |
| dewey-full | 371.10023 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.10023 |
| dewey-search | 371.10023 |
| dewey-sort | 3371.10023 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 2. ed. |
| format | Book |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV037466641 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T23:24:46Z |
| institution | BVB |
| isbn | 9780137083695 0137083696 |
| language | English |
| lccn | 2010047286 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-022618482 |
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| physical | XXIV, 389 S. Ill. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
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| spelling | Powell, Sara Davis Verfasser aut Your introduction to education explorations in teaching Sara Davis Powell 2. ed. Boston ; Munich [u.a.] Pearson 2012 XXIV, 389 S. Ill. txt rdacontent n rdamedia nc rdacarrier Frühere Ausg. u.d.T.: Powell, Sara Davis: An introduction to education : Upper Saddle River, N.J. : Merrill, c2009. Includes bibliographical references and index Teaching Vocational guidance Schulpädagogik (DE-588)4077208-1 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulpädagogik (DE-588)4077208-1 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022618482&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Powell, Sara Davis Your introduction to education explorations in teaching Teaching Vocational guidance Schulpädagogik (DE-588)4077208-1 gnd |
| subject_GND | (DE-588)4077208-1 (DE-588)4078704-7 |
| title | Your introduction to education explorations in teaching |
| title_auth | Your introduction to education explorations in teaching |
| title_exact_search | Your introduction to education explorations in teaching |
| title_full | Your introduction to education explorations in teaching Sara Davis Powell |
| title_fullStr | Your introduction to education explorations in teaching Sara Davis Powell |
| title_full_unstemmed | Your introduction to education explorations in teaching Sara Davis Powell |
| title_short | Your introduction to education |
| title_sort | your introduction to education explorations in teaching |
| title_sub | explorations in teaching |
| topic | Teaching Vocational guidance Schulpädagogik (DE-588)4077208-1 gnd |
| topic_facet | Teaching Vocational guidance Schulpädagogik USA |
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