Teaching in the middle and secondary schools:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Ausgabe: | 10. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Richard D. Kellough listed as first author on 8th and 9th editions. Includes bibliographical references and index |
| Beschreibung: | xv, 390 p. ill. 28 cm |
| ISBN: | 9780132696203 0132696207 |
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Datensatz im Suchindex
| _version_ | 1804149566290788352 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
_ INTRODUCTION TO TEACHINGAND LEARNINGIN MIDDLEAND SECONDARY SCHOOLS 1
CHAPTER 1 MIDDLE AND SECONDARY SCHOOLS IN THE PAST: PURPOSE,
ORGANIZATION, STRUCTURE, AND REFORM 1
MIDDLE AND SECONDARY SCHOOLS 2 COLONIAL EDUCATION: THE FIRST SCHOOLS 2
THE ADVENT OF SECONDARY EDUCATION: THE FORERUNNERS OF TODAY S HIGH
SCHOOLS 2
LATIN GRAMMARSCHOOLS 2 ACADEMIES 2 ENGLISHCLASSICALSCHOOLS: THE FIRST
AMERICANPUBLIC HIGH SCHOOLS 3
FUNDING FOR PUBLIC SECONDARY EDUCATION 3
THE CREATION OF JUNIOR HIGH SCHOOLS 3 THE CREATION OFMIDDLE SCHOOLS 4
THE CHANGING PURPOSE OF EDUCATION 4 ACTIVITY 1.1: INDIAN BAARDING
SCHAALS 5
EARLY REFORM EFFORTS 5 ACTIVITY 1.2: BROWN V. BOARD 0/ EDUCATION 6
RECENT REFORM EFFORTS 6
GOALS2000 6 NOCHILDLEFT BEHIND 6 ACTIVITY 1.3: NA CHILD LEFT BEHIND
(NCLB) 7
REFORMING MIDDLE SCHOOLS 7
ORGANIZING EDUCATION TO MEET STUDENTS NEEDS 8 ORGANIZATION 8 THE
MIDDLESCHOOLCONCEPTAND PHILOSOPHY 8 MIDDLESCHOOLS AND JUNIOR HIGHSCHOOLS
8
CURRICULUMTRACKSAND HOMOGENEOUSGROUPING 8
STRUCTURING SCHOOLS TO MEET STUDENTS NEEDS 9 THESTRUCTURE OF
MIDDLESCHOOLSAND HIGHSCHOOLS 9 THESCHOOL CALENDARYEAR 9 THESCHOOL DAY 10
NONSTANDARD DAILYSTARTING LIMES 10 TEACHINGTEAMS 10
THESCHOOL-WITHIN-A-SCHOOL(SWAS) CONCEPT 10 TEACHERS DAILYSCHEDULES 11
COMMONPLANNINGTIMEFOR INTERDISCIPLINARY TEAMS 11 NONTRADITIONAL
SCHEDULING 11 BLOCKSCHEDULING: ADVANTAGES AND DISADVANTAGES 11
MODIFYING THE CURRICULUM TO FACILITATE STUDENT LEARNING 13 STRIVING TO
PROVIDEQUALITY EDUCATIONFOR ALLSTUDENTS 13
PROVIDINGCHALLENGINGCURRICULUMOPTIONS 13
IV
EMBRACING STUDENT DIVERSITY TO
MEET STUDENTS NEEDS 13 AT-RISKSTUDENTS 13 ACTIVITY 1.4: WALKAUT:
MEXICAN AMERICAN STUDENTS PROTEST 14
RESPONSIVEPRACTICES FOR HELPINGALLSTUDENTS SUCCEEDIN SCHOOL 14
PREPARING TEACHERS TO TEACH IN A DIVERSE CLASSROOM 14 THE
FUNDAMENTALCHARACTERISTIC OF EXEMPLARYEDUCATION 14 COMMITTEDTEACHERS 14
REFLECTIVE DECISIONMAKINGAND THE LOCUSOF CONTROL 15 ACTIVITY 1.5:
EXAMINING THE IMPACT AF LAU V. NICHOLS 16
DECISION-MAKING AND THOUGHTPROCESSING PHASES OFINSTRUCTION 16 REFLECTION
AND THE DECISION-MAKINGPROCESS 16 DEVELOPINGA TEACHINGSTYLE 17
A MODELFOR TEACHING 17
ACCESSING COMMUNITY RESOURCES TO MEET STUDENTS NEEDS:
TELECOMMUNICATIONS NETWORKS, MEMBERS OF THE COMMUNITY, AND PARENT
ORGANIZATIONS 17 VEHICLESFOR OBTAINING AND SHARING IDEAS AND INFORMATION
17
HOMEAND SCHOOLCONNECTIONS 17 COMMUNITYSERVICE LEARNING 18
TELECOMMUNICATIONSNETWORKS 18
THE EMERGENT OVERALL PICTURE 18
YOUR EMERGING TEACHING STYLE 19
SUMMARY 20 EXERCISE 1.1: METHADS OF INSTRUCTION 20 EXERCISE 1.2: THE
TEACHER AS REFLECTIVE DECISION MAKER 21
EXERCISE 1.3: REFLECTING ON MY OWN SCHOOL EXPERIENCES 21 CHAPTER 1
POSTTEST 22
CHAPTER 2 MIDDLE AND SECONDARY SCHOOLS TODAY AND TOMORROW: REFORM
EFFORTS, CHALLENGES AND ISSUES, AND TRENDS AND PRACTICES 23
MIDDLE AND SECONDARY SCHOOL REFORM 24 CURRENT REFORMEFFORTS 24
MIDDLESCHOOL REFORM 25 SECONDARYSCHOOLREFORM 26 THE COMMONCORESTATE
STANDARDS INITIATIVE 29
ALTERNATIVES FOR REORGANIZING MIDDLE AND SECONDARY SCHOOLS 30
ORGANIZATIONAL PROVISIONSFOR STUDENT DIFFERENCES 30 CHARTER SCHOOLS 30
K-8 SCHOOLS 31 ACTIVITY 2.1: CHARTER SCHAALS 32
IMAGE 2
ACTIVITY 2.2: GEOFFREY CANADA AND THE HADERN CHILDREN S
ZONE 32
ACTIVITY 2.3: K-8 SCHOOLS 33
CHALLENGES AND ISSUES THAT PLAGUE THE NATION S MIDDLE AND SECONDARY
SCHOOLS 34 ADOLESCENTILLITERACY 34 ACTIVITY 2.4: ADDRESSING ADOLESCENT
ILLITERACY 35
STRUGGLINGSTUDENTSJHIGH SCHOOL DROPOUTS 35 ACTIVITY 2.5: ACTIVITY FAR
CRITICAL LITERACY 36 TEACHING SCENARIO: DROP OUT OR PUSH OUT? 37
MEANINGFUL CURRICULUM OPTIONS 37
DIFFERENTIATED INSTRUCTION 38 RESPONSETO INTERVENTION: ATIERED
APPROACHTO INSTRUCTING ALL STUDENTS 38 ACTIVITY 2.6: THE BLUEBERRY STARY
39 UNDERSTANDINGBY DESIGNAND BACKWARDSDESIGN 40
KEY TRENDS DESIGNED TO PREPARE DUR STUDENTS FOR THE FUTURE 40 21ST
CENTURYSKILLS 40 ACTIVITY 2.7: KEN ROBINSON SAYS SCHOOLS KILL
CREATIVITY 41
EXIT EXAMS 42
TEACHING SCENARIO: DATA-DRIVEN DECISION MAKING 42 TEACHING SCENARIO: ROC
(REACH OUT & CARE) WHEELS SERVICE LEARNING PROJECT 43
DATA-DRIVENDECISIONMAKING 43
SERVICE LEARNINGWITH GLOBALIMPACT 44
SUMMARY 44
EXERCISE 2.1: MY FIRST MICRO PEER- TEACHING DEMONSTRATION-MPT I 44
CHAPTER2 POSTTEST 45
CHAPTER 3 MIDDLE AND SECONDARY SCHOOL STUDENTS: ADDRESSING CULTURAL
DIVERSITY 46
ADOLESCENCE 47 CHARACTERISTIES OF MIDDLEAND SECONDARYSCHOOLSTUDENTS 47
TEACHINGADOLESCENTS 47 ADOLESCENTDEVELOPMENT 47 ACTIVITY 3.1: NOVELS
ABOUT AND FOR MIDDLE AND SECONDARY
SCHOOL STUDENTS 49
CULTURE AND HS IMPACT ON EDUCATION 50 CULTURALIDENTITY 50
CULTURALCOMPETENCY 50 TEACHING SCENARIO: MAKING COMMUNITY CONNECTIONS:
WHAT DOES ACADEME HAVE TO DO WITH THE REAL WORLD? 51 CULTURALSENSITIVITY
51 MULTIEULTURALEDUCATION 52 ACTIVITY 3.2: LEADERS IN MULTICULTURAL
EDUCATION 52 ACTIVITY 3.3: CLASSROOM TO COMMUNITY AND BACK 53
MULTIEULTURALEDUCATIONDEFINED AND ITS IMPLICATIONS IN TEACHING 53
ACTIVITY 3.4: CULTURALLY RESPONSIVE PEDAGOGY: IRNPLEMENTING INDIAN
EDUCATION FAR ALL (IEFA) 54
ACTIVITY 3.5: INDIAN EDUCATION FAR ALL AND THE SEVEN ESSENTIAL
UNDERSTANDINGS 54
CONTENTS V
THE CLASSROOM IN ANATION OFINCREASING DIVERSITY 55 DEMOGRAPHIECHANGES 55
STYLES OF LEARNING AND IMPLICATIONS FOR TEACHING 55 ACTIVITY 3.6:
AMAZING TEEN LEADERS 56 LEARNINGMODALITIES 56 TEACHING SCENARIO: A
SIMPLE THANK-YOU 57
LEARNINGSTYLES 57
THE LEARNING CYCLE 58
LEARNING CAPACITIES: THE THEORY OF MULTIPLE INTELLIGENCES 58 TEACHING
SCENARIO: USING THE THEORY OF LEARNING CAPACITIES (MULTIPLE
INTELLIGENCES) AND MULTITASKING 59
LEARNINGSTYLE AND ITS IMPLIEATIONS FOR TEACHING 59
MEETING THE CHALLENGE: RECOGNIZING AND PROVIDING FOR STUDENT DIFFERENCES
59
INSTRUCTIONAL PRACTICES THAT PROVIDE FOR STUDENT DIFFERENCES: GENERAL
GUIDELINES 60
RECOGNIZING AND WORKING WITH EXCEPTIONAL STUDENTS 60
GUIDELINES FOR WORKING WITH STUDENTS WITH SPECIAL NEEDS IN THE REGULAR
CLASSROOM 61
WORKING WITH CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS 62
ADDITIONAL GUIDELINES FOR WORKING WITH ELLS 62 TEACHING SCENARIO: AN ESL
TUTAR S LESSONS 63
BEST PRACTICES FOR PROMOTING SUCCESS FOR ALL STUDENTS 63
RECOGNIZING AND WORKING WITH STUDENTS WHO ARE GIFTED 64 GUIDELINESFOR
WORKINGWITH GIFTED STUDENTS 64
RECOGNIZING AND WORKING WITH STUDENTS WHO TAKE MORE TIME HUT ARE WILLING
TO TRY 65
RECOGNIZING AND WORKING WITH RECALCITRANT STUDENTS 65 ACTIVITY 3.7: THE
VILLAGE NATION 66
TEACHING TOWARD POSITIVE CHARACTER DEVELOPMENT 66
MULTITASKING 67
SUMMARY 67
EXERCISE 3.1: CREATE AN ICEBREAKER AND A WARMUP ACTIVITY ADDRESSING THE
LEARNING MODALITIES 68 EXERCISE 3.2: MODIFY A LESSON PLAN TO INTEGRATE
THE
MULTIPLE INTELLIGENCES 68
CHAPTER3 POSTTEST 69
11III PLANNINGFOR INSTRUCTION 70
(HAPTER 4 ESTABLISHING AND MAINTAINING A SAFE AND SUPPORTIVE CLASSROOM
LEARNING ENVIRONMENT 70
DISCIPLINE: A MAJOR CONCERN 71 COMMONDISRUPTIONS 71
THE IMPORTANCE OF PERCEPTIONS 71
IMAGE 3
VI CONTENTS
CLASSROOM CONTROL: ITS MEANING-PAST AND PRESENT 71 HISTORICAL MEANINGOF
CLASSROOMCONTROL 72 TODAY SMEANINGOF CLASSROOMCONTROLAND THE CONCEPTOF
CLASSROOMMANAGEMENT 72
CLASSROOMMANAGEMENT:CONTRIBUTIONS OF SOME LEADING AUTHORITIES 72
ACTIVITY 4.1: ALFIE KOHN 73 ACTIVITY 4.2: CLASSROOM MANAGEMENT GURUS 74
DEVELOPINGYOUROWNEFFECTIVE APPROACHTO CLASSROOM MANAGEMENT 75
PROVIDING A SUPPORTIVE LEARNING ENVIRONMENT 75 CREATE A POSITIVE
CLASSROOMATMOSPHERE 75 ACTIVITY 4.3: JACOB KOUNIN S MODEL 77 BEHAVIORSTO
AVOID 77
GET TO KNOWYOURSTUDENTS AS PEOPLE 77 TEACHING SCENARIO: A NAME 1S JUST A
NAME 78
PREPARATION PROVIDES CONFIDENCE AND SUCCESS 79
EFFECTIVE ORGANIZATION AND ADMINISTRATION OF ACTIVITIES AND MATERIALS 80
NATURAL INTERRUPTIONS AND DISRUPTIONS TO ROUTINE 80
CLASSROOM PROCEDURES AND GUIDELINES FOR ACCEPTABLE BEHAVIOR 80
DESIGNINGYOURROOMARRANGEMENT 80 STARTING THE SCHOOLTERMWEIL 81
PROCEDURES RATHER THAN RULES; CONSEQUENCESRATHER THAN PUNISHMENT 81
ACTIVITY 4.4: CLASSROOM RULES/GUIDELINES FOUND POSTED IN MIDDLE AND
SECONDARY CLASSROOMS IN
BILLINGS, MONTANA 82
THE FIRST DAY 82
ESTABLISHING CLASSROOMEXPECTATIONS, PROCEDURES, AND CONSEQUENCES 83 WHAT
STUDENTS NEED TO UNDERSTAND FROM THE START 83
USING POSITIVE REWARDS 85
MANAGING CLASS MEETINGS 86 OPENINGACTIVITIES 86 SMOOTH IMPLEMENTATION OF
THE LESSON 86 TRANSITIONS: A DIFFICULT SKILL FOR BEGINNINGTEACHERS 87
STUDENT MISBEHAVIOR 87 CATEGORIES OF STUDENT MISBEHAVIOR 87 ACTIVITY
4.5: RELATIONAL AGGRESSION AND THE EMPOWER PRO GRAM 89 TEACHING
SCENARIO: CYBERBULLYING 89 TEACHING SCENARIO: NAME-CALLING 1S
UNACCEPTABLE 90
THERE ARE SUCCESSSTORIES 90
ACTIVITY 4.6: MIX IT UP 91 TEACHERRESPONSETO STUDENT
MISBEHAVIOR:DIRECT AND INDIRECT INTERVENTION 91 TEACHING SCENARIO: BEARS
AND CATS MENTORING
PROGRAM 92
TEACHER-CAUSED STUDENT MISBEHAVIOR: SCENARIOS FOR REVIEW 92 ACTIVITY
4.7: CARE COURTESY AND RESPECT EMPOWER 93
PREVENTING A SHIP FROM SINKING IS MUCH EASIER
THAN SAVING A SINKING ONE: MISTAKES TO AVOID 94 TEACHING SCENARIO:
DON T SMILE BEFORE CHRISTMAS 96
ACTIVITY 4.8: THINGS TO CONSIDER WHEN DEVELOPING A CLASSROOM MANAGEMENT
PLAN FOR YOUR 1NTEGRATED UNIT 100
SUMMARY 101
EXERCISE 4.1: STUDENT HANDBOOKS 101
EXERCISE 4.2: OBSERVING A CLASSROOM FOR FREQUENCY OF
EXTERNAIINTERRUPTIONS 102 EXERCISE 4.3: TEACHERS BEHAVIOR MANAGEMENT
SYSTEMS 102
EXERCISE 4.4: BEGINNING THE DEVELOPMENT OF MY CLASSROOM MANAGEMENT
SYSTEM 103 EXERCISE 4.5: OBSERVATION AND ANALYSIS OF HOW TEACHERS START
CLASS MEETINGS 103
EXERCISE 4.6: APPLYING MEASURES OF CONTROL 104
EXERCISE 4.7: SELECTING MEASURES OF CONTROL 104
CHAPTER4 POSTTEST 105
CHAPTER 5 SELECTING CONTENT AND PREPARING INSTRUCTIONALOBJECTIVES 106
CLARIFICATION OF TERMS 106 REASONS FOR PLANNING THOUGHTFULLY AND
THOROUGHLY 107
COMPONENTS OF INSTRUCTIONAL PLANNING 107 PLANNINGA COURSE 108
DOCUMENTSTHAT PROVIDEGUIDANCEFOR CONTENT SELECTION 108
ACTIVITY 5.1: OPRAH S NATIONAL HIGH SCHOOL ESSAY CONTEST 109 NATIONAL
CURRICULUMSTANDARDS 109
ACTIVITY 5.2: CIVIC EDUCATION 110 ACTIVITY 5.3: CULTURAL LITERACY 111
STUDENT TEXTBOOKS 111
BENEFIT OF STUDENT TEXTBOOKSTO STUDENT LEARNING 112 PROBLEMSWITH
RELIANCEON A SINGLE TEXTBOOK 112 GUIDELINESFOR TEXTBOOKUSE 112 ACTIVITY
5.4: MIDDLEWEB 112
INTRODUCING THE TEXTBOOK 113
MULTITEXT AND MULTIREADINGS APPROACHES 114
OTHER PRINTED MATERIALS 114 ACTIVITY 5.5: THE LIBRARY OF CONGRESS: MORE
THAN 10 MILLION PRIMARY SOURCES ONIINE 114
THE FUTURE FOR SCHOOL TEXTBOOKS 115
COLLABORATIVE PLANNING 115 TEAMPLANNING 115
TEACHER-STUDENTCOLLABORATIONIN PLANNING 115
PREPARING FOR THE YEAR 116
PREPARING FOR AND DEALING WITH CONTROVERSY 116 TEACHING SCENARIO: THE
OPRAH WINFREY LEADERSHIP ACADEMY FOR GIRLS 116
AIMS, GOALS, AND OBJECTIVES: A CLARIFICATION 117
INSTRUCTIONAL OBJECTIVES AND THEIR RELATIONSHIP TO CURRICULUM AND
ASSESSMENT 118 LEARNINGTARGETS AND GOALINDICATORS 118
OVERT AND COVERTPERFORMANCEOUTCOMES 119
IMAGE 4
BALANCEOF BEHAVIORISMAND CONSTRUCTIVISM 119
TEACHINGTOWARD MULTIPLEOBJECTIVES, UNDERSTANDINGS, AND APPRECIATIONS 119
PREPARING INSTRUCTIONAL OBJECTIVES 119 THEABCDS OF WRITING OBJECTIVES
119
CLASSIFYING INSTRUCTIONAL OBJECTIVES 120 THE DOMAINSOF LEARNINGAND THE
DEVELOPMENTALNEEDS OF YOUTH 120
USING THE TAXONOMIES 123 OBSERVINGFOR CONNECTED(MEANINGFUL) LEARNING:
LOGS, PORTFOLIOS, AND JOURNALS 124 CHARACTER EDUCATION 124
LEARNING THAT IS NOT IMMEDIATELY OBSERVABLE 125
SUMMARY 125
EXERCISE 5.1: EXAMINING NATIONAL CURRICULUM STANDARDS 126 EXERCISE 5.2:
EXAMINING STATE CURRICULUM DOCUMENTS 126
EXERCISE 5.3: EXAMINING LOCAL CURRICULUM DOCUMENTS 127 EXERCISE 5.4:
EXAMINING STUDENT TEXTBOOKS AND TEACHERS EDITIONS 128
EXERCISE 5.5: PREPARING A CONTENT OUTLINE 129 EXERCISE 5.6: DEALING WITH
CONTROVERSIAL CONTENT AND ISSUES 129 EXERCISE 5.7: RECOGNIZING VERBS
THAT ARE ACCEPTABLE
FOR OVERT OBJECTIVES-A SELF-CHECK EXERCISE 130 EXERCISE 5.8: RECOGNIZING
THE PARTS OF CRITERIONREFERENCED BEHAVIORAL OBJECTIVES-A
SELF-CHECK EXERCISE 130
EXERCISE 5.9: RECOGNIZING OBJECTIVES THAT ARE MEASURABLE-A SELF-CHECK
EXERCISE 130 EXERCISE 5.10: ASSESSING RECOGNITION OF OBJECTIVES
ACCORDING TO DOMAIN-A SELF-CHECK
EXERCISE 131
EXERCISE 5.11: PREPARING MY OWN INSTRUCTIONAL OBJECTIVES 131 CHAPTER5
POSTTEST 132
CHAPTER 6 COURSE SYLLABI, INSTRUCTIONAL UNITS, AND CURRICULUM
INTEGRATION 133
PLANNING FOR INSTRUCTION: A THREELEVEL AND SEVEN-STEP PROCESS 134
THE SYLLABUS 134 USEAND DEVELOPMENTOF A SYLLABUSAND/OR DISCLOSURE
DOCUMENT 134 CONTENT OF A SYLLABUS 152
THE INSTRUCTIONAL UNIT 154 TYPESOF INSTRUCTIONAL UNITS 154 PLANNINGAND
DEVELOPINGANYUNIT OF INSTRUCTION 154 UNIT FORMAT, INCLUSIVE ELEMENTS,
AND TIME DURATION 155
CURRICULUM INTEGRATION 156 PROCEDURALAND CONCEPTUALKNOWLEDGE 156
THESPECTRUM OF INTEGRATED CURRICULUM 156 ACTIVITY 6.1: CURRICULUM
MAPPING 156
CONTENTS VII
DEFINITION OF INTEGRATED CURRICULUM 157 INTEGRATED CURRICULAPAST AND
PRESENT 157 LEVELSOF CURRICULUMINTEGRATION 157 PROCEDUREFOR PLANNING AND
DEVELOPINGAN INTERDISCIPLINARY THEMATIC UNIT 158
SUMMARY 160
EXERCISE 6.1: CONTENT OF A COURSE SYLLABUS 160 EXERCISE 6.2: PREPARING A
COURSE SYLLABUS-AN EXERCISE IN COLLABARATIVE THINKING 161
EXERCISE 6.3: GENERATING IDEAS FAR INTERDISCIPLINARY UNITS 161 EXERCISE
6.4: INTEGRATING THE TOPIC 162
CHAPTER 6 POSTTEST 162
CHAPTER 7 DESIGNING LESSON AND UNIT PLANS TO ENGAGE ALL STUDENTS 163
LESSON PLANNING: RATIONALE AND ASSUMPTIONS 164 RATIONALE FOR:PREPARING
WRITTEN LESSON PLANS 164 ASSUMPTIONS ABOUT LESSON PLANNING 164
A CONTINUAL PROCESS 165 WEILPLANNED BUT OPENTO LAST-MINUTECHANGE 165 THE
PROBLEMOF TIME 165 TEACHING SCENARIO: A LOST OPPORTUNITY 166 A CAUTION
ABOUT THE DAILYPLANNING BOOK 166
CONSTRUCTING A LESSON PLAN: FORMAT, COMPONENTS, AND SAMPIES 167
FORGUIDANCE,REFLECTION, AND REFERENCE 167
BASIC ELEMENTS OF A LESSON PLAN 167 DESCRIPTIVE DATA 167 GOALSAND
OBJECTIVES 167 RATIONALE 169
PROCEDURE 169 ASSIGNMENTS 170 MATERIALS AND EQUIPMENTTO BE USED 171
ACCOMMODATIONSFOR STUDENTS WITH SPECIAL NEEDS 171 ASSESSMENT 171
REFLECTION AND REVISION 171
REVIEWING AND ANALYZING THE LESSON PLANS 172 MIDDLESCHOOL-LEVEL LESSON
AND UNIT PLANS 172 LESSON PLAN 7.1: THE JAMES WEBB SPACE TELESCOPE 173
LESSON PLAN 7.2A: GEOGRAPHY SIXTH-GRADE LESSON PLAN: ANALYZING
PHOTOGRAPHS 176 LESSON PLAN 7.2B: GEOGRAPHY SIXTH-GRADE LESSON PLAN:
ANALYZING PHOTOGRAPHS 176 LESSON PLAN 7.3: TECHNOLOGY-INTEGRATED
MATHEMATICS
LESSON PLAN 178
LESSON PLAN 7.4: MUSIC LESSON: SIXTH- THROUGH EIGHTH-GRADE GENERAL
MUSIC, ERIE CANAL 179
LESSON PLAN 7.5A: PLAINS INDIANS DEPENDENCE ON THE BISON AND OTHER
NATURAL RESOURCES, HANDOUTS, AND EVALUATION RUBRIC 180
IMAGE 5
VIII CONTENTS
LESSON PLAN 7.5B: PLAINS INDIANS DEPENDENEE ON THE BISON AND OTHER
NATURAL RESOUREES, HANDOUTS, AND EVALUATION RUBRIC 182 LESSON PLAN 7.5C:
PLAINS INDIANS DEPENDENEE ON THE
BISON AND OTHER NATURAL RESOUREES, HANDOUTS, AND EVALUATION RUBRIE 183
SECONDARYSCHOOL-LEVEL LESSON PLANS 183 LESSON PLAN 7.6A: ANIMAL LIFE:
THE COMPARATIVE
AND THE SUPERLATIVE, HANDOUT, POWERPOINT 184
LESSON PLAN 7.6B: ANIMAL LIFE: THE COMPARATIVE AND THE SUPERLATIVE,
HANDOUT 185 LESSON PLAN 7.6C: ANIMAL LIFE: THE COMPARATIVE AND THE
SUPERLATIVE, POWERPOINT 186
LESSON PLAN 7.7: MODEL SOCIAL STUDIES HIGH SEHOOL LESSON PLAN, TOPIE 11,
THE COLONIZATION ERA-AN INTERVIEW WITH DR. JAMES LOEWEN 187 LESSON PLAN
7.8A: UNIT PLAN: THE IMMIGRANT EXPERIENEE
IN LITERATURE: LITERATURE FOR AND ABOUT HISPANIC STUDENTS, CULTURAL
RELEVANEE RUBRIE, AND SHELTERED INSTRUETION OBSERVATION PROTOEOL
(SIOP) LESSON PLAN 190
LESSON PLAN 7.8B: UNIT PLAN: THE IMMIGRANT EXPERIENEE IN LITERATURE:
LITERATURE FAR AND ABOUT HISPANIC STUDENTS 193 LESSON PLAN 7.8C:
SHELTERED INSTRUETION OBSERVATION
PROTOEOL (SIOP) LESSON PLAN 193
LESSON PLAN 7.9A: MODEL LESSON PLAN INTEGRATING TEEHNOLOGY 195 LESSON
PLAN 7.9B: EXAMPLE DONNER LESSON EXTENSIONS FAR SEEONDARY LANGUAGE ARTS
AND
SOCIAL STUDIES (TEEHNOLOGY RICH) 196 LESSON PLAN 7.10A: WORLDNG WITH
DOEUMENTS: PRE-WAR NAZI ANTISEMITISM 197 LESSON PLAN 7.10B: INTERNET AND
TEXT RESOUREES FAR
CREATING DOEUMENT-BASED LESSONS (TEEHNOLOGY RIEH) 204
LESSON PLAN 7.11: AP PSYEHOLOGY UNIT PLAN/COURSE PROJEET 205 LESSON PLAN
7.12: SAMPIE MATHEMATIES LESSON PLAN 207 LESSON PLAN 7.13A: SAMPIE
FRENEH UNIT PLAN
OVERVIEW 209
LESSON PLAN 7.13B: SAMPIE FRENEH UNIT PLAN 210 LESSON PLAN 7.14: ISLAMIE
ART 212 LESSON PLAN 7.15A: THE BLAEKFEET CONFEDERAEY TIMELINE,
LESSON/UNIT PLAN WITH ADYNAMIE
TIMELINE (WHAT IS PREZI.EOM) 213
LESSON PLAN 7.15B: THE BLAEKFEET CONFEDERAEY TIMELINE, LESSON/UNIT PLAN
WITH ADYNAMIE TIMELINE (WHAT IS PREZLEOM) 216 LESSON PLAN 7.16:
FOLLOW-UP AETIVITY ON THE FIRST
CONDITIONAL VS THE SEEOND CONDITIONAL 217
SUMMARY 218
EXEREISE 7.1: ANALYSIS OF ALESSAN THAT FAILED 218 EXEREISE 7.2A:
PREPARING ALESSAN PLAN 219
EXEREISE 7.2B: SELF- AND PEER ASSESSMENT OF MY LESSON PLAN 219 EXEREISE
7.3: PREPARING AN INSTRUETIONAL UNIT 220
CHAPTER 7 POSTTEST 221
** SELECTING AND IMPLEMENTING
INSTRUCTIONALSTRATEGIES 222
CHAPTER 8 STUDENT-CENTERED INSTRUCTIONAL STRATEGIES 222
PRINCIPLES OF CLASSROOM INSTRUCTION AND LEARNING: A SYNOPSIS 223
CULTURALLYRESPONSIVEPEDAGOGY 223 DIRECT VERSUS INDIRECT INSTRUCTIONAL
MODES:STRENGTHS AND
WEAKNESSESOF EACH 223 ACTIVITY 8.1: CRADLEBOARD TEACHING PROJECT:
SCIENCE THROUGH NATIVE AMERICAN EYES 224 ACTIVITY 8.2: ENGLISH AS A
SECOND LANGUAGE 224
ACTIVITY 8.3: SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP) 225
SELECTING LEARNING ACTIVITIES 225 THE LEARNINGEXPERIENCESLADDER 226
DIRECT, SIMULATED, AND VICARIOUSEXPERIENCESHELPCONNECT STUDENT LEARNING
227
THE TOTAL CLASS AS A GROUP ENTERPRISE 228
LEARNING IN PAIRS 229 PEER TUTORING, MENTORING,AND CROSS-AGECOACHING 229
PAIRED TEAMLEARNING 229 THINK-PAIR-SHARE 229 THE LEARNINGCENTER 229
LEARNING IN SMALL GROUPS 230 PURPOSES FOR USINGSMALLGROUPS 230
COOPERATIVE LEARNING 230 THE COOPERATIVELEARNINGGROUP 230
WHYSOMETEACHERSHAVEDIFFICULTY USINGCLGS231
TEACHING THINKING FOR INTELLIGENT BEHAVIOR 232 CHARACTERISTICS OF
INTELLIGENT BEHAVIOR 232 DIRECTTEACHINGFOR THINKINGAND INTELLIGENT
BEHAVIOR 233 RESEARCHIMPERATIVES FOR THE TEACHINGOF THINKING 233
DIRECTTEACHINGOF SKILLS USEDIN THINKING 233
INQUIRY TEACHING AND DISCOVERY LEARNING 233 PROBLEMSOLVING 234 INQUIRY
VERSUS DISCOVERY 234 TRUEINQUIRY 234 THE CRITICALTHINKINGSKILLS OF
DISCOVERYAND INQUIRY 234
TEACHING SCENARIO: PROBLEM SOLVING AND DECISION MAKING IN THE REAL WORLD
IS AN INTEGRATED AND INTERDISCIPLINARY INQUIRY ACTIVITY 235
PROJECT-CENTERED LEARNING: GUIDING LEARNING FROM INDEPENDENT AND GROUP
INVESTIGATIONS, PAPERS, AND ORAL REPORTS 235 VALUESAND PURPOSES OF
PROJECT-CENTERED LEARNING 235
WRITING ACROSS THE CURRICULUM 238
IMAGE 6
KINDSOF WRITING 238
STUDENT JOURNALS 238 PURPOSE AND ASSESSMENT OF STUDENT JOURNAL WRITING
238
LEARNING BY EDUCATIONAL GAMES 238 TEACHING SCENARIO: WALK THIS WAY 239
PURPOSES OF EDUCATIONALGAMES 239
INTEGRATING STRATEGIES FOR INTEGRATED LEARNING 239 ACTIVITY 8.4:
TEACHING GRAMMAR 240
SUMMARY 242 EXERCISE 8.1: MEANINGFUL DIRECT EXPERIENCES 243 EXERCISE
8.2: AREFLEETION ON MY PAST INVOLVEMENT WITH STUDENT-CENTERED
INSTRUETIONAL
AETIVITIES 243
EXERCISE 8.3: REEALLING MY OWN LEARNING EXPERIENEES IN COLLEGE 244
EXERCISE 8.4: COOPERATIVE LEARNING GROUPS 244 EXERCISE 8.5: A STUDY
OFINQUIRY AND STRATEGY
INTEGRATION 244
CHAPTER8 POSTTEST 245
CHAPTER 9 TEACHER-CENTERED INSTRUCTIONAL STRATEGIES 246
TEACHER TALK: FORMAL AND INFORMAL 247 CAUTIONSIN USINGTEACHERTALK 247
TEACHERTALK:GENERALGUIDELINES 247 TEACHERTALK:SPECIFIC GUIDELINES 248
TEACHING SCENARIO: TEACHER EXPECTATIONS 251
DEMONSTRATION 251 PURPOSES OF DEMONSTRATIONS 251 GUIDELINESFOR
USINGDEMONSTRATIONS 251 TEACHING SCENARIO: THE ABAEUS TOUR:
CROSS-CULTURAL MATH LESSONS FOR MIDDLE SCHOOL STUDENTS 252
QUESTIONING 252 PURPOSESFOR USINGQUESTIONING 252 QUESTIONS TO
AVOIDASKING 253 TYPESOF QUESTIONS: A GLOSSARY 254
ACTIVITY 9.1: DEVELOPING YOUR QUESTIONING TECHNIQUE 255 SOCRATIC
QUESTIONING 255 TEACHING SCENARIO: BY SHARING HER PASSION, SHE CREATED
PAGE TURNERS 256
LEVELSOF COGNITIVEQUESTIONS AND STUDENT THINKING 256 GUIDELINESFOR
USINGQUESTIONING 257 ACTIVITY 9.2: THINK-TIME AND THE ART
OFQUESTIONING-AN IN-CLASS ROLE PLAY 259
QUESTIONS FROM STUDENTS: THEQUESTION-DRIVEN CLASSROOM 260 ACTIVITY 9.3:
WHOLE-CLASS DISCUSSION AS A TEACHING STRATEGY 261
ACTIVITY 9.4: GENERATING GUIDELINES FAR USING WHOLECLASS DISCUSSIONS 261
WHOLE-CLASS DISCUSSION 261 RECITATION 261
EQUALITY IN THE CLASSROOM 262
CONTENTS IX
TITLE IX:STUDENT RIGHTS 262 ENSURINGEQUITY 262
LEARNING FROM ASSIGNMENTS AND HOMEWORK 263 PURPOSES AND GUIDELINESFOR
USINGASSIGNMENTS AND HOMEWORK 263 TEACHING SCENARIO: LATE HOMEWORK PAPER
FROM A STUDENT AT RISK 264
GIVING STUDENTS A SECOND CHANCE 265 HOWTO AVOIDHAVINGSO MANYPAPERS TO
GRADETHAT TIMEFOR EFFECTIVE PLANNING IS RESTRICTED 265
MEMORIZING AND REVIEWING: UNAVOIDABLE LEARNING STRATEGIES 265
SUMMARY 266
EXEREISE 9.1A: THE LEETURE-SUMMARY REVIEW AND PRAETIEE 267 EXERCISE
9,LB: PREPARE A MINI-LEETURE 267 EXERCISE 9.2A: ASKING
DISCIPLINE-SPECIFIE
QUESTIONS 267
EXEREISE 9.2B: IDENTIFYING THE COGNITIVE LEVELS OF QUESTIONS-A
SELF-CHECK EXERCISE 268 EXEREISE 9.3: AN ANALYSIS OF THE QUALITY OF
QUESTIONS-A SELF-CHEEK EXERCISE 268 EXEREISE 9,4: OBSERVING THE
COGNITIVE LEVELS OF
CLASSROOM YERBAL INTERACTION 269 EXEREISE 9,5: A COOPERATIVE LEARNING
EXEREISE IN THE USE OF QUESTIONING-MIERO PEER-TEAEHING-MPT II 269
EXEREISE 9.6: TEAEHER INTERACTION WITH STUDENTS AEEORDING TO STUDENT
GENDER OR OTHER PERSONAL CHARAETERISTIES 270 EXEREISE 9,7: DEVELOPING A
LESSON USING INQUIRY
LEVEL II, THINKING SKILL DEVELOPMENT, A DEMONSTRATION, OR AN INTERAETIVE
LEETURE-MIERO PEER- TEAEHING-MPT
III271
CHAPTER9 POSTTEST 271
CHAPTER 10 EDUCATIONAL TECHNOLOGY, MEDIA, COMPUTER- BASED INSTRUCTIONAL
TOOLS, AND OTHER RESOURCES 272
PRINTED MATERIALS AND YISUAL DISPLAYS 273 SOURCES OF FREEAND INEXPENSIVE
PRINTED MATERIALS 273 PROFESSIONAL JOURNALS AND PERIODICALS 273 THE ERIC
INFORMATION NETWORK 273
COPYINGPRINTED AND OTHER MATERIALS 274 THE CLASSROOMWRITING BOARD 275
THE CLASSROOMBULLETIN BOARD 275 ACTIVITY 10.1: FAIR USE GUIDELINES 275
RESOURCES 276 THE COMMUNITYAS A RESOURCE 276 GUEST SPEAKERS 276
FIELDTRIPS 277
NETWORKS AND EDUCATIONAL TECHNOLOGY 278 THE INTERNET 278 CAUTIONS AND
GUIDELINESFOR USINGTHE INTERNET 279
IMAGE 7
X CONTENTS
SEARCH ENGINES 280 WIKIPEDIA 280 VIRTUAL FIELDTRIPS 280
COMMUNIEATIONTOOLS 281
ACTIVITY 10.2: MAKING CONNECTIONS: MYSPACE, FACEBOOK, AND OTHER SODAL
NETWORKING TOOLS 282 COPYRIGHTAND THE INTERNET 282 TEACHING SCENARIO:
NATURAL DISASTERS 283
MEDIA TOOLS 283 THE OVERHEADPROJECTOR 283 THE DOCUMENTCAMERA 284 THE
INTERACTIVE OR ELECTRONICWHITEBOARD 284
CLASSROOMRESPONSESYSTEMS 285 RECORDINGPENS 285 TELEVISION,VIDEOS, AND
DVDS285 WHEN EQUIPMENTMALFUNCTIONS:TROUBLESHOOTING 286
COMPUTER-BASED INSTRUCTIONAL TOOLS 287 ACTIVITY 10.3: WEBQUESTS 287 THE
PLACEMENT AND USEOF COMPUTERS:THE ONLINE CLASSROOM 287 ACTIVITY 10.4:
CREATE A WEBSITE 288
MULTIMEDIATOOLS 288 SELECTING COMPUTERSOFTWARE 289 MULTIMEDIASOFTWARE
289 GLOBALPOSITIONING SYSTEM 289
GOOGLEEARTH 289 PRESENTATION SOFTWARE 289 SCREEN RECORDINGAND
VIDEOEDITING SOFTWARE 290 SOURCESOF FREE AND INEXPENSIVE
AUDIOVISUALMATERIALS 290
USINGCOPYRIGHTEDVIDEO, COMPUTER,AND MULTIMEDIA PROGRAMS 290 DISTANCE
LEARNING 291
SUMMARY 291
EXERCISE 10.1: INTERNET SITES OF USE TO TEACHERS 292 CHAPTER 10 POSTTEST
292
** AESSESSMENTOF TEACHING AND
LEARNING 293
CHAPTER 11 ASSESSING AND REPORTING STUDENT ACHIEVEMENT 293
PURPOSES AND PRINCIPLES OF ASSESSMENT 294 TEACHING SCENARIO: A TEACHER
EDUCATOR S THOUGHTS ON ASSESSMENT 295
TERMS USED IN ASSESSMENT 295 ASSESSMENT AND EVALUATION 295
MEASUREMENTAND ASSESSMENT 295 VALIDITYAND RELIABILITY 295
AUTHENTIE ASSESSMENT: ADVANTAGESAND DISADVANTAGES 296 DIAGNOSTIE,
FORMATIVE,AND SUMMATIVEASSESSMENT 296
ASSESSING STUDENT LEARNING: THREE AVENUES 296 IMPORTANCE AND WEIGHTOF
EACHAVENUE 297 ASSESSING WHAT A STUDENT SAYS AND DOES 297
ACTIVITY 11.1: USING RUBRICS AS AN ASSESSMENT TOOL 298 ASSESSING WHATA
STUDENT WRITES 298 ASSESSMENT FOR AFFECTIVE AND
PSYCHOMOTORDOMAINLEARNING 299
STUDENT INVOLVEMENT IN ASSESSMENT 299 USINGSTUDENT PORTFOLIOS 300
USINGCHECKLISTS 300
MAINTAINING RECORDS OF STUDENT ACHIEVEMENT 301
RECORDINGTEACHEROBSERVATIONS AND JUDGMENTS 301 GRADING AND MARKING
STUDENT ACHIEVEMENT 302 CRITERION-REFERENCEDVERSUS
NORM-REFERENCEDGRADING 303
DETERMININGGRADES 303
TESTING FOR ACHIEVEMENT 304 STANDARDIZED AND NONSTANDARDIZEDTESTS 305
PURPOSES FOR TESTING 305 FREQUENCYOF TESTING 305 TEST CONSTRUCTION 305
ADMINISTERINGTESTS 305 TEACHING SCENARIO: JYA 10 CREO! 306
CONTROLLINGCHEATING 306 TEACHING SCENARIO: CREATIVE CHEATING 307
DETERMININGTHE TIMENEEDEDTO TAKEA TEST 307 ACTIVITY 11.2: CHEATING
CONFESSIONS 308
PREPARING ASSESSMENT HEMS 308 GENERALGUIDELINESFOR PREPARING FOR
ASSESSMENT 308 CLASSIFIEATION OF ASSESSMENT ITEMS 308 PERFORMANCETESTING
CANBE EXPENSIVEAND TIMEINTENSIVE 309 ATTAINING CONTENT VALIDITY 309
TYPES OF ASSESSMENT HEMS: DESCRIPTIONS, EXAMPLES, AND GUIDELINES FOR
PREPARING AND USING THEM 310 ARRANGEMENT 310 COMPLETIONDRAWING 310
COMPLETIONSTATEMENT 311 CORRECTION 311 ESSAY 311 ACTIVITY 11.3:
DETECTING PLAGIARISM 312 GROUPING 313 IDENTIFIEATION 313
MATCHING 313 MULTIPLE CHOIEE 314 PERFORMANCE 315 SHORT EXPLANATION 319
TRUEOR FALSE 319
REPORTING STUDENT ACHIEVEMENT 320 THE GRADEREPORT 320 MORE AB OUT
PARENTAL INVOLVEMENT AND HOME-SCHOOL CONNECTIONS 320
CONTACTING PARENTS 320 MEETING PARENTS 321 PARENT CONFERENCES 321
TEACHING SCENARIO: BUILDING PARTNERSHIPS WITH PARENTS
FROM OUR DIVERSE CULTURES 321 TEACHING SCENARIO: COMMUNICATING WITH
PARENTS USING INFINITE CAMPUS 322 DEALINGWITH AN IRATE PARENT OR
GUARDIAN 323
IMAGE 8
SUMMARY 324
EXERCISE 11.1: PREPARING ASSESSMENT ITEMS 324 CHAPTER11 POSTTEST 325
CHAPTER 12 REFLECTING ON TEACHING PRACTICES AND ENGAGING IN PROFESSIONAL
DEVELOPMENT 326
PROFESSIONAL DEVELOPMENT THROUGH FIELD EXPERIENCES 327
CLASSROOMOBSERVATION 327 STUDENT TEACHING 327
GUIDELINESFOR BEHAVINGPROFESSIONALLYDURING FIELD EXPERIENCES 330
TEACHING SCENARIO: SOME ADVICE FROM DANIEL BLANCHARD, AUTHAR OF FEELING
LUCKY? 332
RELATIONSHIPS WITH STUDENTS 332 ACTIVITY 12.1: EDUCATIONAL TOURS 333
FINDING A TEACHING POSITION 333 GUIDELINESFOR LOCATINGA TEACHINGPOSITION
333 THE PROFESSIONAL CAREERPORTFOLIO 334 RESOURCESFOR
LOCATINGTEACHINGVACANCIES 334
STATE (AND TERRITORIAL) SOURCESFOR INFORMATION ABOUT CREDENTIAL
REQUIREMENTS 334 THE PROFESSIONAL RESUME 334 THEIN-PERSON INTERVIEW 336
WHATTO EXPECTAT YOURFIRST TEACHINGJOB 337 TEACHING SCENARIO: REFLECTIONS
OF A FIRST-YEAR TEACHER ABROAD 338 ACTIVITY 12.2: FACULTY HANDBOOKS 339
PROFESSIONAL DEVELOPMENT THROUGH REFLECTION AND SELF-ASSESSMENT 339
PROFESSIONAL DEVELOPMENT THROUGH MENTORING 340
PROFESSIONAL DEVELOPMENT THROUGH IN-SERVICE AND ADVANCED STUDY 340
CONLENTS XI
ACTIVITY 12.3: RESOURCES FAR NEW TEACHERS 340 ACTIVITY 12.4: LEARNING
COMMUNITIES 341 TEACHING SCENARIO: ONIINE PROFESSIONAL DEVELOPMENT 341
TEACHING SCENARIO: SCIENCE HARIZON INITIATIVE 342
PROFESSIONAL DEVELOPMENT THROUGH PARTICIPATION IN PROFESSIONAL
ORGANIZATIONS 342 ACTIVITY 12.5: NATIONAL BOARD CERTIFICATION 343
PROFESSIONAL DEVELOPMENT THROUGH COMMUNICATIONS WITH OTHER TEACHERS 343
PROFESSIONAL DEVELOPMENT THROUGH SUMMER AND OFF-TEACHING WORK EXPERIENCE
343
TEACHING SCENARIO: STUDY CANADA SUMMER INSTITUTE FOR K-12 EDUCATARS 344
PROFESSIONAL DEVELOPMENT THROUGH MICRO PEER- TEACHING 345 POINTS TO
PONDER 345
SUMMARY 347 EXERCISE 12.1: DEVELOPMENT OFMY PROFESSIONAL PORTFOLIO 347
EXERCISE 12.2: PULLING IT ALL TOGETHER-MICRO
PEER-TEACHING-MPT IV 347
EXERCISE 12.2A: FORM A 349 EXERCISE 12.2B: FORM B 349 EXERCISE 12.2C:
FORM C 350 CHAPTER 12 POSTTEST 351
END NOTES 352
ANSWERSTO SELF-CORRECTEXERCISES 360
GLOSSARY361
NAME/AUTHOR INDEX 370
SUBJECT INDEX 376
|
| any_adam_object | 1 |
| author | Carjuzaa, Jioanna Kellough, Richard D. |
| author_facet | Carjuzaa, Jioanna Kellough, Richard D. |
| author_role | aut aut |
| author_sort | Carjuzaa, Jioanna |
| author_variant | j c jc r d k rd rdk |
| building | Verbundindex |
| bvnumber | BV040499262 |
| callnumber-first | L - Education |
| callnumber-label | LB1737 |
| callnumber-raw | LB1737.U6 |
| callnumber-search | LB1737.U6 |
| callnumber-sort | LB 41737 U6 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 3152 DP 3402 DV 2850 |
| ctrlnum | (OCoLC)816301830 (DE-599)BVBBV040499262 |
| dewey-full | 373.1102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 373 - Secondary education |
| dewey-raw | 373.1102 |
| dewey-search | 373.1102 |
| dewey-sort | 3373.1102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 10. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040499262 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:25:04Z |
| institution | BVB |
| isbn | 9780132696203 0132696207 |
| language | English |
| lccn | 2012006602 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025346064 |
| oclc_num | 816301830 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xv, 390 p. ill. 28 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spelling | Carjuzaa, Jioanna Verfasser aut Teaching in the middle and secondary schools Jioanna Carjuzaa, Richard D. Kellough 10. ed. Boston ; Munich [u.a.] Pearson 2013 xv, 390 p. ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Richard D. Kellough listed as first author on 8th and 9th editions. Includes bibliographical references and index High school teaching United States Middle schools United States High school (DE-588)4159840-4 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Middle school (DE-588)4169776-5 gnd rswk-swf Curriculum (DE-588)4010781-4 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 Middle school (DE-588)4169776-5 s Didaktik (DE-588)4070463-4 s 1\p DE-604 Curriculum (DE-588)4010781-4 s 2\p DE-604 Kellough, Richard D. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025346064&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Carjuzaa, Jioanna Kellough, Richard D. Teaching in the middle and secondary schools High school teaching United States Middle schools United States High school (DE-588)4159840-4 gnd Unterricht (DE-588)4062005-0 gnd Didaktik (DE-588)4070463-4 gnd Middle school (DE-588)4169776-5 gnd Curriculum (DE-588)4010781-4 gnd |
| subject_GND | (DE-588)4159840-4 (DE-588)4062005-0 (DE-588)4070463-4 (DE-588)4169776-5 (DE-588)4010781-4 (DE-588)4078704-7 |
| title | Teaching in the middle and secondary schools |
| title_auth | Teaching in the middle and secondary schools |
| title_exact_search | Teaching in the middle and secondary schools |
| title_full | Teaching in the middle and secondary schools Jioanna Carjuzaa, Richard D. Kellough |
| title_fullStr | Teaching in the middle and secondary schools Jioanna Carjuzaa, Richard D. Kellough |
| title_full_unstemmed | Teaching in the middle and secondary schools Jioanna Carjuzaa, Richard D. Kellough |
| title_short | Teaching in the middle and secondary schools |
| title_sort | teaching in the middle and secondary schools |
| topic | High school teaching United States Middle schools United States High school (DE-588)4159840-4 gnd Unterricht (DE-588)4062005-0 gnd Didaktik (DE-588)4070463-4 gnd Middle school (DE-588)4169776-5 gnd Curriculum (DE-588)4010781-4 gnd |
| topic_facet | High school teaching United States Middle schools United States High school Unterricht Didaktik Middle school Curriculum USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025346064&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT carjuzaajioanna teachinginthemiddleandsecondaryschools AT kelloughrichardd teachinginthemiddleandsecondaryschools |