Teaching in the secondary school:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 7th ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XII, 371 S. |
| ISBN: | 9780132101523 0132101521 |
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| 245 | 1 | 0 | |a Teaching in the secondary school |c Tom V. Savage ; Marsha K. Savage ; David G. Armstrong |
| 250 | |a 7th ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XII, 371 S. | ||
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Datensatz im Suchindex
| _version_ | 1804147977143451648 |
|---|---|
| adam_text | Contents
Preface
IX
Part I Teaching in an Age
of Change
1
Chapter
1
The Changing World of Teaching
Objectives
2
Introduction
4
Reasons for Teaching
6
Making a Contribution to Society
6
Freedom to Work with Few Constraints
Transmitting Academic Content
8
Helping Students Develop
8
Being Recognized and Rewarded for Good
Performance
9
Historical Development of Secondary
Education
10
The Senior High School
10
The Junior High School
11
The Middle School
12
Historic Secondary School Reforms
Current Reform Trends
15
Standards-Based Education
15
High-Stakes Testing
16
Accountability
18
Improving Teacher Quality
19
Interstate New Teacher Assessment and
Support Consortium (INTASC)
19
National Board for Professional Teaching
Standards (NBPTS)
Race to the Top
20
Key Ideas in Summary
Reflections
24
Learning Extensions
References
25
13
19
23
24
Chapter
2
Students and Schools
26
Objectives
26
Introduction
27
Schools
28
What is the Purpose of Education?
What is a Good School?
30
Proposals for Creating Quality
Secondary Schools
30
Who are the Students?
40
Diversity of the Student Population
Key Ideas in Summary
46
Learning Extensions
47
References
47
41
Chapter
3
Understanding Diversity
49
Objectives
49
Introduction
51
Serving All Students
51
Students at Risk
51
Culturally Diverse Students
52
Linguistically Diverse Students
55
Exceptional Students
56
Gender Differences
62
Guidelines for Promoting Academic
Success
64
Assume All Students Can Learn
65
Provide Good Teachers
65
Be Aware of Students Cultural
Perspective
65
Avoid Favoritism
67
Include Diverse Students in Every Group
67
Respond to Different Learning Styles
67
Organize the Curriculum around
Relevant Themes
68
Develop a Relationship with
Students Families
68
Emphasize Higher-Level Thinking Skills
68
Use Conversations to Uncover Ways to
Contextualize Instruction
68
Key Ideas in Summary
69
Reflections
70
Learning Extensions
71
References
71
29
Chapter
4
Reflective Teaching
Objectives
73
Introduction
74
73
iii
IV
Contents
What is Reflective Teaching?
76
Reflective Decision-Making
78
Context Considerations
79
Personal Knowledge
82
Professional Knowledge
84
Making Fluid Plans
89
Formal and Informal Professional Growth
Opportunities
91
The Professional-Development Portfolio
91
For Your Portfolio
93
Key Ideas in Summary
93
Reflections
94
Learning Extensions
95
References
95
Part II Preparing for Teaching
97
Chapter
5
What Should Students Learn? Defining
the Curriculum
98
Objectives
98
Introduction
99
Factors Influencing Curriculum Content
100
Political Influences
101
Standards and Frameworks
102
High-Stakes Testing
102
Textbook Selection
102
Teacher Background
104
Selecting the Content of Instruction
105
Planning with the End in Mind
105
Using the Structure of Knowledge
106
Developing Goals and Instructional
Objectives
110
Goals
110
Instructional Objectives
110
For Your Portfolio
119
Key Ideas in Summary
120
Learning Extensions
120
References
121
Chapter
6
Learning Assessment: Making
Data-Driven Decisions
122
Objectives
122
Introduction
123
Assessment and Evaluation
125
Assessment
125
Evaluation
126
Assessment Principles
126
Assessment Purposes
128
Diagnostic Assessment
128
Formative Assessment
129
Summative Assessment
129
Assessment Options
130
Traditional Assessment
130
Performance Assessment
137
Evaluation and Grading
141
Types of Grading Criteria
142
Establishing a Grading Plan
143
For Your Portfolio
144
Key Ideas in Summary
145
Learning Extensions
146
References
146
Chapter
7
Planning Units and Lessons
Objectives
148
Introduction
149
Planning Types
149
Long-Term
Planning
150
Intermediate-Term Planning
151
Short-Term Planning
158
For Your Portfolio
166
Key Ideas in Summary
167
Reflections
167
Learning Extensions
167
References
168
148
169
Chapter
8
One Size Does Not Fit All:
Differentiated Instruction
Objectives
169
Introduction
170
Defining Differentiated Instruction
172
Altering Variables to Accommodate Individual
Differences
173
Rate of Learning
173
Content of Learning
176
Method of Learning
177
Goals of Learning
178
Preparing for Differentiated Learning
Learning Activity Packages (LAPs)
Book Circles
181
Learning Stations
182
Computers and Differentiated
Instruction
183
Peer Tutoring
184
180
180
Contents
Differentiation
through Sheltered
Instruction
184
For Your Portfolio
187
Key Ideas in Summary
187
Reflections
189
Learning Extensions
189
References
190
Part III The Instructional
Act
191
Chapter
9
Models of Direct Instruction
192
Objectives
192
Introduction
193
Determining the Instructional Value
of Direct Instruction
194
Basic Characteristics of Direct Instruction
Academic Focus
196
Formal Delivery to the Whole Class
197
Constant Monitoring to Check for
Understanding
197
Controlled Classroom Practice
197
Opportunity for Independent Practice
197
Underlying Principles
198
Direct Instruction: Lesson Models
199
Emphasizing Objectives
201
Motivating Learners
202
Recalling Previous Learning
202
Presenting New Information
203
Identifying Key Points
204
Applying New Information
205
Assessing Learning
205
Implementing Direct Instruction
206
Teaching at the Appropriate Level of
Difficulty
206
Conducting Appropriate Task
Analyses
207
Attending to Lesson Closure
207
Conducting Periodic Reviews
208
Reflecting on Direct Instruction
208
Direct Instruction and Student
Characteristics
209
This Chapter as an Example of
Direct Instruction
210
For Your Portfolio
210
Key Ideas in Summary
211
Reflections
212
Learning Extensions
213
References
213
Chapter
10
Teaching for Higher-Level
Outcomes
214
Objectives
214
Introduction
215
The Constructivist View of Learning
215
Metacognition
217
Teacher Modeling
217
Visualizing Thinking
218
Discovery Learning
220
Comparing, Contrasting, and Generalizing
221
Inquiry Teaching
223
Simulations
226
Creative Thinking
227
Critical Thinking
228
Problem-Solving
230
Decision-Making
231
195
Issues, Values, and Consequences
Analysis
234
For Your Portfolio
237
Key Ideas in Summary
238
Reflections
239
Learning Extensions
239
References
240
Chapter
11
Small-Group and Cooperative
Learning
241
Objectives
241
Introduction
242
Creating Conditions That Facilitate Small-Group
Learning
244
Teaching Prerequisite Skills
244
Understanding Peer Relationships
245
Creating a Climate of Respect and Trust
245
Decreasing Risk Factors
246
Implementing Cooperative Goal
Structures
246
Preparing Students for Small-Group Work
248
Two-by-Two
248
Think-Pair-Share
248
Inside-Outside
249
Numbered-Heads-Together
249
Buzz Session
249
Cooperative Learning Approaches
250
Student Teams-Achievement Divisions
252
Teams-Games-Tournaments
254
Jigsaw
255
Learning Together
258
vi
Contents
Group
Investigation
258
Classroom Debate
260
Cooperative Learning in Diverse
Classrooms
261
For Your Portfolio
262
Key Ideas in Summary
262
Reflections
263
Learning Extensions
264
References
264
Chapter
12
Reading across the Curriculum
265
Objectives
265
Introduction
267
Creating Conditions to Stimulate Reading
267
A Reading Framework
268
Preparation Phase
269
Assistance Phase: Building
Comprehension
275
Reflection Phase: Questioning, Writing,
Discussing
278
Using
Tradebooks
in the Content
Classroom
282
For Your Portfolio
283
Key Ideas in Summary
284
Learning Extensions
284
References
285
Chapter
13
Successful Management and
Discipline
287
Objectives
287
Introduction
288
Why Do Students Misbehave?
290
Defining Management and Discipline
291
Management
291
Discipline
291
The Management Dimension: Preventing
Problems
293
Teacher Leadership and Authority
293
Managing the Physical Environment
296
The Discipline Dimension: Solving Discipline
Problems
299
Teaching Conflict Resolution
300
Emphasizing Private Correction
301
Choosing to Misbehave Means Choosing to
Reflections
308
Learning Extensions
References
309
309
Experience Consequences
301
Categories of Serious Misbehavior
For Your Portfolio
307
Key Ideas in Summary
307
302
Part IV The Professional
Context
311
Chapter
14
Legal Issues
312
Objectives
312
Introduction
313
Legal Issues Affecting Students
314
Student Responsibilities
314
Student Rights
317
Legal Issues Affecting Teachers
323
Conditions of Employment
323
Teachers Contracts
325
Teacher Dismissal and Due Process
327
Reporting Suspected Child Abuse
327
Legal Liability
328
Academic Freedom and Freedom
of Expression
329
Copyright Law
330
Teachers Private Lives
331
For Your Portfolio
332
Key Ideas in Summary
332
Learning Extensions
334
References
334
Chapter
15
Career-Long Professional
Growth
336
Objectives
336
Introduction
338
What is a Professional?
338
Specialized Knowledge and Skill
339
Selective Admission to Preparation
Programs
339
Students as a Top Priority
340
Autonomy and High Standards
340
Professional Development Stages
341
Survival Stage
342
Mastery Stage
344
Impact Stage
344
Evaluating Classroom Performance
345
Self-Evaluation
346
Peer Evaluation
348
Supervisor Evaluation
349
Contents
vii
Professional
Growth Opportunities
350
Staff Development Activities
350
College and University Courses
351
Professional Organization Work
351
Career Options
354
Department Chair
354
Curriculum Coordinator
354
School Administrator
355
School Counselor
355
State Education Agency Employee
355
Teacher Educator
356
Opportunities Outside Education
356
Final Comments
357
For Your Portfolio
357
Key Ideas in Summary
358
Reflections
359
Learning Extensions
359
References
359
Name Index
361
Subject Index
365
|
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| spelling | Savage, Tom V. Verfasser aut Teaching in the secondary school Tom V. Savage ; Marsha K. Savage ; David G. Armstrong 7th ed. Boston ; Munich [u.a.] Pearson 2012 XII, 371 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index High school teaching United States Education, Secondary United States Unterricht (DE-588)4062005-0 gnd rswk-swf High school (DE-588)4159840-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g High school (DE-588)4159840-4 s Unterricht (DE-588)4062005-0 s DE-604 Savage, Marsha K. Verfasser aut Armstrong, David G. Verfasser aut Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024156598&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Savage, Tom V. Savage, Marsha K. Armstrong, David G. Teaching in the secondary school High school teaching United States Education, Secondary United States Unterricht (DE-588)4062005-0 gnd High school (DE-588)4159840-4 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4159840-4 (DE-588)4078704-7 |
| title | Teaching in the secondary school |
| title_auth | Teaching in the secondary school |
| title_exact_search | Teaching in the secondary school |
| title_full | Teaching in the secondary school Tom V. Savage ; Marsha K. Savage ; David G. Armstrong |
| title_fullStr | Teaching in the secondary school Tom V. Savage ; Marsha K. Savage ; David G. Armstrong |
| title_full_unstemmed | Teaching in the secondary school Tom V. Savage ; Marsha K. Savage ; David G. Armstrong |
| title_short | Teaching in the secondary school |
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| topic_facet | High school teaching United States Education, Secondary United States Unterricht High school USA |
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