Becoming a teacher:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Ausgabe: | 9. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | L, 533 S. Ill., graph. Darst., Kt. 28 cm |
| ISBN: | 9780132626149 0132626144 |
Internformat
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| 245 | 1 | 0 | |a Becoming a teacher |c Forrest W. Parkay |
| 250 | |a 9. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a L, 533 S. |b Ill., graph. Darst., Kt. |c 28 cm | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Teaching |x Vocational guidance | |
| 650 | 4 | |a Education |x Study and teaching |z United States | |
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Datensatz im Suchindex
| _version_ | 1804149750627303424 |
|---|---|
| adam_text | IMAGE 1
PART!
THETEACHING PROFESSION 2
TEACHING:YOUR CHOSEN PROFESSION 4
* READERS VOICES: WHY00 I WANTTO TEACH? 5 WHY 00 I WANT TO TEACH? 6
DESIRETO WORKWITH CHILDRENAND YOUNGPEOPLE6
A PASSION FOR TEACHING 8
INFLUENCE OF TEACHERS 9
DESIRETO SERVE 10
WHAT ARE THE BENEFITS OF TEACHING? 12
SALARIES AND BENEFITS 13
WHAT ARE THE CHALLENGES OF TEACHING? 15
LONGWORKINGHOURS 16
HIGH-STAKESTESTING AND INCREASED ACCOUNTABILITY17
TODAY STECH-SAVVYSTUDENTS 18
WHAT WILL SOCIETY EXPECT OF ME AS A TEACHER? 20
THE PUBLICTRUST 20
TEACHERCOMPETENCYAND EFFECTIVENESS 20
TEACHERACCOUNTABILITY21
WHAT IS THE JOB OUTLOOK FOR TEACHERS? 21
TEACHINGAND THE ECONOMICRECESSION 23
FOCUSON DIVERSITY: DEMANDFOR TEACHERS OF COLOR23
FOCUSON OIVERSITY: DEMANDFOR TEACHERS WITH DISABILITIES24
DEMANDFOR TEACHERS BY GEOGRAPHIC REGION AND SPECIALTYAREA 25
HOW WILL I BECOME A HIGHLY QUALIFIED TEACHER? 26
PROFESSIONALSTANDARDS 26
CERTIFICATIONAND LICENSURE 28
THE PRAXISSERIES 28
STATE LICENSURECERTIFICATION REQUIREMENTS 30
ALTERNATIVECERTIFICATION 31
SUMMARY 31
PROFESSIONAL REFLECTIONS AND ACTIVITIES 32
CONTENTS
TODAY STEACHERS34 * READERS VOICES: WHOARETODAY STEACHERS? 35 WHO ARE
TODAY S TEACHERS? 36
SCHOOLSAND GRADE-LEVEL DESIGNATIONS 38
TEACHERSIN NONTRADITIONALSCHOOLSETTINGS 41
TEACHERSIN SPECIALIZEDAREAS 42
FOCUS ON OIVERSITY: TEACHERS OF ENGLISHLANGUAGE LEARNERS (ELLS)44
WHAT 00 TEACHERS 00 IN THE CLASSROOM? 45
TEACHER AS A ROLEMODEL FOR STUDENTS 45
FOCUS ON DIVERSITY: TEACHER AS A MODELOF CROSS-CULTURALCOMPETENCE 46
TEACHERAS A SPONTANEOUS PROBLEMSOLVER 46
TEACHER AS A REFLECTIVETHINKER 47
WHAT KNOWLEDGE AND SKILLS 00 TODAY S TEACHERS NEED? 50
SELF-KNOWLEDGE 50
KNOWLEDGE OF STUDENTS 50
KNOWLEDGEOF SUBJECT 50
KNOWLEDGEOF HOWTO USE EDUCATIONAL THEORY AND RESEARCH 51
KNOWLEDGE OF HOWTO INTEGRATE TECHNOLOGYINTO TEACHING 51
REFLECTION AND PROBLEMSOLVING53
TO WHAT EXTENT IS TEACHING A FULL PROFESSION? 53
INSTITUTIONAL MONOPOLY OF SERVICES 54
TEACHER AUTONOMY 55
YEARSOF EDUCATION AND TRAINING 55
PROVISION OF ESSENTIALSERVICE 56
DEGREE OF SELF-GOVERNANCE56
PROFESSIONALASSOCIATIONS 56
PROFESSIONALKNOWLEDGE AND SKILLS 57
TRUST IN THE TEACHING PROFESSION 57
PRESTIGE, BENEFITS, AND PAY 58
TO WHAT PROFESSIONAL ORGANIZATIONS 00 TEACHERS BELONG? 59
THE NATIONALEDUCATION ASSOCIATION 59
THE AMERICAN FEDERATION OF TEACHERS 60
THE NEAEFTPARTNERSHIP 60
OTHER PROFESSIONAL ORGANIZATIONS 61
HOW 00 TEACHERS HELP TO BUILD LEARNING COMMUNITIES? 62
RELATIONSHIPS WITH STUDENTS 62
RELATIONSHIPSWITH COLLEAGUES AND STAFF 62
RELATIONSHIPSWITH ADMINISTRATORS 63
XVII
IMAGE 2
,;; (ONTENTS
RELATIONSHIPS WITH PARENTS OR GUARDIANS 63
FOCUS ON DIVERSITY: PARENTAL 1NVOLVEMENT AND CULTURAL COMPETENCE 65
COMMUNITYRELATIONS 66
HOW 00 TEACHERS PARTIDPATE IN TEACHER COLLABORATION? 66
PEER COACHING 67
STAFF DEVELOPMENT 67
TEAMTEACHING 67
CO-TEACHING 68
SUMMARY 69
PROFESSIONAL REFLECTIONS AND ACTIVITIES 70
ALTERNATIVE SCHOOLS AND CURRICULA 101
EXPANDED LEARNINGTIME (ELT)SCHOOLS 102
HOW CAN COMMUNITY-BASED PARTNERSHIPS HELP STUDENTS LEARN? 103
THE COMMUNITYAS A RESOURCEFOR SCHOOLS 103
SCHOOLS AS RESOURCESFOR COMMUNITIES 105
SUMMARY 107
PROFESSIONAL REFLECTIONS AND ACTIVITIES 108
TODAY SSCHOOLS72
PART 2
FOUNDATIONS OFTEACHING110
* READERS VOICES: WHAT IS THE ROLE OF SCHOOLS IN TODAY SSOCIETY? 73
WHAT IS THE ROLE OF SCHOOLS IN TODAY S SODETY? 74
SCHOOLS AND PROSOCIAL VALUES 74
SCHOOLS AND SOCIALIZATION OF THE YOUNG 75
SCHOOLS AND SOCIAL CHANGE 76
FOCUS ON DIVERSITY: SCHOOLS AND EQUAL EDUCATIONALOPPORTUNITY 76
HOW CAN SCHOOLS BE DESCRIBED? 77
METAPHORS FOR SCHOOLS 77
FOCUS ON DIVERSITY: SCHOOLS AND SOCIAL CLASS 77
WHAT ARE SCHOOLS LIKE AS SODAL INSTITUTIONS? 79
THE SCHOOL AS A REFLECTION OF SOCIETY 79
FOCUS ON DIVERSITY: OVERCOMING THE EFFECTS OF POVERTY 80
THE CULTURE OF THE SCHOOL 81
THE CULTURE OF THE CLASSROOM 83
WHAT ARE THE CHARACTERISTICS OF SUCCESSFUL SCHOOLS? 84
MEASURESOF SUCCESS 84
RESEARCH ON SCHOOL EFFECTIVENESS AND SCHOOL 1MPROVEMENT 85
WHAT SODAL PROBLEMS AFFECT SCHOOLS AND PLACE STUDENTS AT RISK? 85
1DENTIFYING STUDENTS AT RISK 86
FOCUS ON DIVERSITY: AMERICA SDROPOUT PROBLEM 86
CHILDRENAND POVERTY 89
FAMILYSTRESS 90
SUBSTANCE ABUSE 92
VIOLENCEAND CRIME 92
TEEN PREGNANCY 96
SUICIDE AMONGCHILDRENAND YOUTH 98
HOW ARE SCHOOLS ADDRESSING SODETAL PROBLEMS? 98
PEER COUNSELING 98
FOCUS ON DIVERSITY: PEER MEDIATIONTO PROMOTE TOLERANCE 99
FULL-SERVICECOMMUNITYSCHOOLS 99
SCHOOL-BASED CASE MANAGEMENT 100
COMPENSATORY EDUCATION 100
PHILOSOPHICAL FOUNDATIONS
OF U.S. EDUCATION 112
* READERS V01CES: WHYIS PHILOSOPHY1MPORTANT TO TEACHERS? 113 WHY IS
PHILOSOPHY IMPORTANT TO TEACHERS? 114
WHAT IS THE NATURE OF PHILOSOPHY? 115
WHAT DETERMINES YOUR EDUCATIONAL PHILOSOPHY? 115
BELIEFS ABOUT TEACHING AND LEARNING 117
BELIEFS ABOUT STUDENTS 117
FOCUS ON DIVERSITY: ACCEPTING ALL STUDENTS 117
BELIEFS ABOUT KNOWLEDGE 117
BELIEFS ABOUT WHAT 1S WORTH KNOWING 120
WHAT ARE THE BRANCHES OF PHILOSOPHY? 120
METAPHYSICS 120
EPISTEMOLOGY 120
AXIOLOGY 121
WHAT ARE FIVE MODERN PHILOSOPHICAL ORIENTATIONS TO TEACHING? 124
PERENNIALISM 125
ESSENTIALISM 127
PROGRESSIVISM 128
EXISTENTIALISM 130
SOCIAL RECONSTRUCTIONISM 132
FOCUS ON DIVERSITY: CRITICAL PEDAGOGY 133
FOCUS ON DIVERSITY: FEMINIST PEDAGOGY 134
WHAT PSYCHOLOGICAL ORIENTATIONS HAVE INFLUENCED TEACHING PHILOSOPHIES?
134
HUMANISTIC PSYCHOLOGY 135
BEHAVIORISM 135
CONSTRUCTIVISM 137
HOW CANYOU DEVELOP YOUR EDUCATIONAL PHILOSOPHY? 138
SUMMARY 142
PROFESSIONAL REFLECTIONS AND ACTIVITIES 142
IMAGE 3
HISTORICALFOUNDATIONS
OF U.S. EDUCATION 144 GOVERNANCEAND FINANCE OF U.S. SCHOOLS 176
* READERS VOICES: WHYIS EDUCATIONAL HISTORY IMPORTANT? 145 WHY IS
EDUCATIONAL HISTORY IMPORTANT? 146
WHAT WERETEACHING AND SCHOOLS LIKE IN THE AMERICAN COLONIES (1620-1750)?
146
THE STATUS OF TEACHERS 147
COLONIALSCHOOLS 148
THE ORIGINSOF MANDATED EDUCAT;ON 150
WHAT WERE THE GOALS OF EDUCATION DURING THE REVOLUTIONARY PERIOD
(1750-1820)? 151
BENJAMIN FRANKLIN SACADEMY 152
SARAH PIERCE S FEMALEACADEMY 152
THOMASJEFFERSON S PHILOSOPHY 153
NOAHWEBSTER SSPELLER 153
EDUCATIONFOR AFRICANAMERICANSAND NATIVE AMERICANS 154
HOW WAS THE STRUGGLE WON FOR STATE-SUPPORTED COMMON SCHOOLS (1820-1865)?
154
HORACEMANN SCONTRIBUTIONS 155
REVERENDW.H. MCGUFFEY SREADERS 156
JUSTIN MORRILL SLAND-GRANTSCHOOLS 156
SEGREGATION OF SCHOOLS 156
HOW DID COMPULSORY EDUCATION CHANGE SCHOOLS AND THE TEACHING PROFESSION
(1865-1920)? 157
THE KINDERGARTEN 157
SCHOOLING FOR AFRICANAMERICANS 158
HIGHER EDUCATIONFOR AFR;CANAMERICANS 158
THE PROFESSIONALIZATION OF TEACHING 158
WHAT WERE THE AIMS OF EDUCATION DURING THE PROGRESSIVE ERA (1920-1945)?
160
JOHN DEWEY S LABORATORY SCHOOL 160
MARIAMONTESSORI SMETHOD 161
THE DECLINEOF PROGRESSIVE EDUCAT;ON 161
FOCUSON DIVERSITY: EDUCATION OF IMMIGRANTS AND MINORITIES 162
WORLDWARIR AND INCREASING FEDERALINVOLVEMENT IN EDUCATION 163
HOW DID EDUCATION CHANGE DURING THE MODERN POSTWAR ERA(1945 TO2000)? 164
THE 1950S: DEFENSE EDUCATION AND SCHOOL DESEGREGATION 164
THE 1960S: THE WARON POVERTY AND THE GREAT SOCIETY 166
THE 1970S: ACCOUNTABILITY AND EQUALOPPORTUNITY 167
THE 1980S: A GREAT DEBATE 168
THE 1990S: TEACHER LEADERSHIP 168
WHAT ARE THE EDUCATIONAL PRIORITIES OF THE NEW CENTURY (2000 TO THE
PRESENT)? 169
FOCUSON DIVERSITY: EQUITYFOR ALLSTUDENTS 169
EXCELLENCE 171
ACCOUNTABILITY 171
CONTINUINGTHE QUEST FOR EXCELLENCEAND EQUITY 173
SUMMARY 173
PROFESSIONAL REFLECTIONS AND ACTIVITIES 175
* READERS VOICES: WHYDO YOU NEED TO UNDERSTAND EDUCATIONAL POLITICS?
177
WHY DO YOU NEED TO UNDERSTAND EDUCATIONAL POLITICS? 178
FIVE DIMENSIONSOF EDUCATIONAL POLITICS 179
HOW DOES THE LOCAL COMMUNITY INFLUENCE SCHOOLS? 180
LOCALSCHOOL DISTRICT 180 SCHOOL BOARD 182
SUPERINTENDENT OF SCHOOLS 184
THE ROLE OF PARENTS 185
SCHOOL RESTRUCTURING 186
SCHOOL-BASED MANAGEMENT 186
WHAT POWERS AND INFLUENCE DO STATES HAVE IN GOVERNING SCHOOLS? 190
THE ROLES OF STATE GOVERNMENT IN EDUCATION 190
STATE BOARD OF EDUCATION 193
STATE DEPARTMENT OF EDUCATION 193
CHIEFSTATE SCHOOL OFFICER 194
HOW DO REGIONAL EDUCATION AGENCIES ASSIST SCHOOLS? 194
HOW DOES THE FEDERAL GOVERNMENT INFLUENCE EDUCATION? 195
FEDERAL INITIATIVES 195
U.S. DEPARTMENT OF EDUCAT;ON 199
HOW ARE SCHOOLS FINANCED IN THE UNITED STATES? 199
EDUCATION FUNDING AND THE GREAT RECESSION 199
THE CHALLENGE OF EQUITABLE FUNDING 200 SOURCES OF FUNDING 200
LOCAL FUNDING 201
STATE FUNDING 202
FEDERAL FUNDING 203
WHAT ARE SOME TRENDS IN FUNDING FOR EQUITY AND EXCELLENCE? 203
FOCUS ON DIVERSITY: INEQUITABLE FUNDING OF SCHOOLS IN POOR COMMUNITIES
203
TAXREFORMAND REDISTRICTING 204
VERTICAL EQUITY 205
SCHOOL CHOICE 205
VOUCHERSYSTEMS 206
EDUCATION-BUSINESSCOALITIONS 207
HOW WILL THE PRIVATIZATION MOVEMENT AFFECT EQUITY AND EXCELLENCE IN
EDUCATION? 209
CHARTER SCHOOLS 209
FOR-PROFITSCHOOLS 210
SUMMARY 211
PROFESSIONAL REFLECTIONS AND ACTIVITIES 213
IMAGE 4
TODAY SSTUDENTS 256
R
THEARTOFTEACHING254
* READERS VOICES: HOWIS CULTURE1MPORTANT IN TODAY SSCHOOLS? 257 HOW IS
DIVERSITY REFLECTED IN THE CULTURE OF THE UNITED STATES? 258
THE MEANING OF CULTURE 259
ETHNICITY AND RACE 263
THE CONCEPT OF MINORITIES 265
MINORITYGROUPSAND ACADEMICACHIEVEMENT 265
STEREOTYPING AND RACISM 266
CLASSAND SOCIOECONOMICSTATUS 266
RELIGIOUSPLURALISM 268
WHAT DOES EQUAL EDUCATIONAL OPPORTUNITY MEAN? 270
EDUCATION AND AFRICANAMERICANS 270
EDUCATION AND LATINO AND HISPANIC AMERICANS 273
EDUCATION AND ASIAN AMERICANSAND PACIFIC1SLANDERS 275
EDUCATION AND NATIVE AMERICANSAND ALASKAN NATIVES 277
WHAT IS MEANT BY BILINGUAL EDUCATION? 278
RESEARCH AND DEBATE ON BILINGUAL PROGRAMS 279
ADVICEFOR MONOLINGUALTEACHERS 280
WHAT 1S MULTICULTURAL EDUCATION? 281
DIMENSIONSOF MULTICULTURALEDUCATION 281
MULTICULTURALCURRICULA 281
MULTICULTURAL1NSTRUCTIONAL MATERIALSAND STRATEGIES 284
HOW 1S GENDER A DIMENSION OF MULTICULTURAL EDUCATION? 286
GENDER DIFFERENCES 287
GENDERAND EDUCATION 287
LESBIAN, GAY,BISEXUAL,AND TRANSGENDER (LGBT) STUDENTS 288
GENDER-FAIRCLASSROOMSAND CURRICULA 289
SUMMARY 290
PROFESSIONAL REFLECTIONS AND ACTIVITIES 291
ETHICALAND LEGALISSUES
IN U.S. EDUCATION 214
CONTENTS
* READERS V01CES: WHYDOTEACHERS NEED TO KNOWABOUT EDUCATION AND THE
LAW? 215
WHY DO YOU NEED TO KNOW ABOUT EDUCATION AND THE LAW? 216
WHY DO YOU NEED A PROFESSIONAL CODE OF ETHICS? 216
ETHICAL TEACHING ATTITUDES AND PRACTICES 217
ETHICAL DILEMMASIN THE CLASSROOMAND SCHOOL 217
WHAT ARE YOUR LEGAL RIGHTS AS A TEACHER? 219
CERTIFICATION 220
TEACHERS RIGHTS TO NONDISCRIMINATION 220
TEACHING CONTRACTS 222
DUE PROCESS IN TENURE AND DISMISSAL 223
ACADEMICFREEDOM 224
DOSTUDENT TEACHERS HAVETHE SAME RIGHTS AS TEACHERS? 227
WHAT ARE YOUR LEGAL RESPONSIBILITIES AS A TEACHER? 228
AVOIDINGTORT LIABILITY 228
REPORTING CHILDABUSE 230
OBSERVINGCOPYRIGHTLAWS 232
TEACHERS AND ONLINE SOCIAL NETWORKING 235
WHAT ARE THE LEGAL RIGHTS OF STUDENTS AND PARENTS? 237
FREEDOMOF EXPRESSION 237
DUE PROCESS IN SUSPENSION AND EXPULSION 239
REASONABLE SEARCH AND SEIZURE 240
PRIVACY 243
STUDENTS RIGHTS TO NONDISCRIMINATION 244
WHAT ARE SOME ISSUES IN THE LEGAL RIGHTS OF SCHOOL DISTRIETS? 244
CORPORALPUNISHMENT 245
SEXUAL HARASSMENT 246
CYBERBULLYINGAND THE LAW 247
RELIGIOUS EXPRESSION 247
HOMESCHOOLING 250
SUMMARY 251
PROFESSIONAL REFLECTIONS AND ACTIVITIES 252
IMAGE 5
* READERS VOICES: WHAT DETERMINESTHE CULTURE OF A CLASSROOM? 329
WHAT DETERMINES THE CULTURE OF THE CLASSROOM? 330
CLASSROOMCLIMATE 330
CLASSROOMDYNAMICS 332
HOW CANYOU CREATE A POSITIVE LEARNING ENVIRONMENT? 334
THE CARINGCLASSROOM 334
FOCUSON DIVERSITY: CARINGAND MULTICULTURALCLASSROOMS 334
THE PHYSICALENVIRONMENTOF THE CLASSROOM 335
CLASSROOMORGANIZATION 336
FOCUSON DIVERSITY: COOPERATIVE LEARNING AND CROSS-CULTURAL INTERACTION
338
* READERS VOICES: WHYSHOULD TEACHERS ADDRESSSTUDENTS INDIVIDUAL NEEDS?
293
HOW DO STUDENTS NEEDS CHANGE AS THEY DEVELOP? 294
PIAGET S MODELOF COGNITIVE DEVELOPMENT 294
ERIKSON SMODELOF PSYCHOSOCIALDEVELOPMENT 296
KOHLBERG SMODELOF MORALDEVELOPMENT 297
MASLOW SMODELOF A HIERARCHYOF NEEDS 300
DEVELOPMENTALSTRESSES AND TASKSOF CHILDHOOD 300
DEVELOPMENTALSTRESSES AND TASKSOF ADOLESCENCE 301
HOW DO STUDENTS VARYIN INTELLIGENCE? 303
INTELLIGENCE TESTING 304
MULTIPLEINTELLIGENCES 304
LEARNINGSTYLES 305
FOCUSON DIVERSITY: LEARNINGSTYLES AND CULTURE 306
HOW DO STUDENTS VARYIN ABILITY AND DISABILITY? 307
STUDENTS WITH SPECIAL NEEDS 307
FOCUSON DIVERSITY: STUDENTS WITH SPECIAL NEEDS 308
FOCUSON DIVERSITY: STUDENTS WHOARE GIFTED AND TALENTED 312
WHAT ARE SPECIAL EDUCATION AND INCLUSION? 315
SPECIAL EDUCATION LAWS 315
MEETINGTHE INCLUSION CHALLENGE 321
THE DEBATE OVER INCLUSION 321
FOCUSON DIVERSITY: EQUALOPPORTUNITY FOR EXCEPTIONAL LEARNERS 323
HOW CANYOU TEACH ALL LEARNERS IN YOUR INCLUSIVE CLASSROOM? 323
COLLABORATIVECONSULTATION WITH OTHER PROFESSIONALS 324
PARTNERSHIPS WITH PARENTS 324
ASSISTIVETECHNOLOGYFOR SPECIAL LEARNERS 325
SUMMARY 325
PROFESSIONAL REFLECTIONS AND ACTIVITIES 326
CONTENTS
CURRICULUMSTANDARDS,
ASSESSMENT,AND STUDENT LEARNING 370
WHAT ARE THE KEYS TO SUCCESSFUL CLASSROOM MANAGEMENT? 342 THE
DEMOCRATICCLASSROOM 343
PREVENTIVE PLANNING 344
EFFECTIVE RESPONSES TO STUDENT BEHAVIOR 345
WHAT TEACHING METHODS DO EFFECTIVE TEACHERS USE? 351
METHODS BASED ON LEARNING NEWBEHAVIORS 353
METHODS BASED ON CHILD DEVELOPMENT 354
METHODS BASED ON THE THINKING PROCESS 355
METHODS BASED ON PEER-MEDIATEDINSTRUCTION 356
WHAT IS TAUGHT IN SCHOOLS? 358
KINDSOF CURRICULA 358
CURRICULUMCONTENT 361
HOW IS THE SCHOOL CURRICULUM DEVELOPED? 362
THE FOCUS OF CURRICULUMPLANNING 362
STUDENT-CENTERED VERSUSSUBJECT-CENTERED CURRICULA 363
THE INTEGRATED CURRICULUM 364
WHOPLANS THE CURRICULUM? 364
WHAT INFLUENCES CURRICULARDECISIONS? 364
SUMMARY 366
PROFESSIONAL REFLECTIONS AND ACTIVITIES 367
* READERS VOICES: WHAT ROLE WILL STANDARDS PLAY IN YOUR CLASSROOM? 371
WHAT ROLE WILL STANDARDS PLAY IN YOUR CLASSROOM? 372
WHAT IS STANDARDS-BASED EDUCATION? 373
COMMONCORESTATE STANDARDS 374
CONTENT AND PERFORMANCESTANDARDS 375
STANDARDS DEVELOPED BY PROFESSIONAL ASSOCIATIONS 376
ALIGNING CURRICULAAND TEXTBOOKSWITH STANDARDS AND CURRICULUM FRAMEWORKS
376
WHAT CONTROVERSIES SURROUND THE EFFORT TO RAISE STANDARDS? 377
ARGUMENTS IN SUPPORT OF RAISINGSTANDARDS 377
CANCERNS ABOUT RAISING STANDARDS 379
STANDARDS, TESTING, AND ACCOUNTABILITY 380
HIGH-STAKESTESTING 381
FOCUSON DIVERSITY: UNINTENTIONAL CONSEQUENCESOF HIGH-STAKESTESTS 384
WHAT METHODS CAN YOU USE TO ASSESS STUDENT LEARNING? 385
CHALLENGES OF ASSESSING STUDENTS LEARNING 386
PURPOSES OF CLASSROOMASSESSMENT 386
STANDARDIZED ASSESSMENTS 387
EMERGINGTRENDSIN CLASSROOMASSESSMENT 390
HOW CAN YOU DEVELOP HIGH-QUALITY CLASSROOM ASSESSMENTS? 396
VALIDITYAND RELIABILITY 397
SCORING RUBRICS 398
MULTIPLE MEASURESOF STUDENT LEARNING 400
SUMMARY 401
PROFESSIONAL REFLECTIONS AND ACTIVITIES 402
ADDRESSINGLEARNERS
INDIVIDUAL NEEDS 292
IMAGE 6
CONTENTS
, 4
VOURTEACHING FUTURE440
* READERS VOICES: HOWIS TECHNOLOGYTRANSFORMINGTEACHING AND LEARNING?
405
HOW IS TECHNOLOGY TRANSFORMING TEACHING AND LEARNING? 407
ANYWHERE,ANYTIME LEARNING 410
REALIZINGTHE FULLIMPACT OF TECHNOLOGYON LEARNING 411
VIRTUAL SCHOOLS AND ONLINE LEARNING 412
WHAT DIGITAL TECHNOLOGIES CAN BE INTEGRATED INTO TEACHING? 414
ONLINE SOCIAL NETWORKING 414
DIGITAL RESOURCESFOR TEACHING AND LEARNING 417
DIGITAL RESOURCESFOR DIFFERENT SUBJECT AREAS 419
HOW AVAILABLE AND FREQUENTLY USED ARE THE LATEST TECHNOLOGIES IN THE
CLASSROOM? 422
AVAILABILITYOF TECHNOLOGYIN THE CLASSROOM 422
USE OF TECHNOLOGYFOR CLASSROOMPREPARATION AND INSTRUCTION 424
STUDENT USE OF TECHNOLOGYIN THE CLASSROOM 425
WHAT DOES RESEARCH SAY ABOUT TECHNOLOGY INTEGRATION AND STUDENT
LEARNING? 427
APPLE CLASSROOMSOF TOMORROWPROJECT (ACOT)427
FINDINGSFROM OTHER RESEARCH STUDIES 428
WHAT ARE THE CHALLENGES OF INTEGRATING TECHNOLOGY INTO TEACHING? 430
FOCUS ON DIVERSITY: ACCESS TO TECHNOLOGYFOR ALLSTUDENTS 430
FUNDING FOR TECHNOLOGYAND TECHNICAL SUPPORT 431
HIGH-QUALITY,CONTINUOUS TRAINING IN TECHNOLOGYFOR TEACHERS 431
SUMMARY 438
PROFESSIONAL REFLECTIONS AND ACTIVITIES 439
STUDENT TEACHING 451
SUBSTITUTE TEACHING 453
HOW CAN YOU DEVELOP YOURTEACHING PORTFOLIO? 454
PORTFOLIO CONTENTS 455
USING A PORTFOLIO 455
HOW CAN YOU BENEFIT FROM HAVING AMENTOR? 456
WHAT OPPORTUNITIES FOR CONTINUING PROFESSIONAL DEVELOPMENT WILL YOU
HAVE? 457
REFLECTION AND SELF-ASSESSMENTFOR PROFESSIONALGROWTH 457
TEACHER WORKSHOPS 457
TEACHER CENTERS 458
PROFESSIONAL DEVELOPMENTSCHOOLS 459
SUPERVISION AND MENTORINGOF STUDENT TEACHERS 459
GRADUATE STUDY 459
FOCUS ON DIVERSITY: LEARNING ANOTHER LANGUAGE 460
WHAT NEW LEADERSHIP ROLES FOR TEACHERS ARE EMERGING? 461
TEACHER INVOLVEMENT IN TEACHER EDUCATION, CERTIFICATION, AND STAFF
DEVELOPMENT 461
TEACHER-LEADERS 462
DIMENSIONSOF TEACHER LEADERSHIP BEYONDTHE CLASSROOM 464
HOW 00 TEACHERS CONTRIBUTE TO EDUCATIONAL RESEARCH? 465
CONDUCTING CLASSROOMACTION RESEARCH 466
HOW ARE TEACHERS PROVIDING LEADERSHIP FOR SCHOOL RESTRUCTURING AND
CURRICULUM REFORM? 467
LEADERSHIP AND COLLABORATIONFOR SCHOOL REFORM 467
COLLABORATIVESCHOOL REFORMNETWORKS 469
WHAT CAN YOU EXPEET AS A BEGINNING TEACHER? 470
THE FIRST DAY 470
ADVICEFROM EXPERIENCEDTEACHERS 471
HOW WILL YOUR PERFORMANCE AS A TEACHER BE EVALUATED? 473
QUANTITATIVE AND QUALITATIVE EVALUATION 473
CLINICALSUPERVISION 476
SUMMARY 477
PROFESSIONAL REFLEETIONS AND ACTIVITIES 478
APPENDIX: PREPARINGFOR CERTIFICATION:
YOUR GUIDETO LICENSURE 481
GLOSSARY489
REFERENCES 501
INTEGRATING TECHNOLOGY INTO TEACHING 404
BECOMINGA PROFESSIONAL TEACHER 442
* READERS VOICES: WHAT ARE THE CONCERNSOF A BEGINNING TEACHER? 443 WHY
IS YOUR INDUCTION INTO TEACHING IMPORTANT? 444
PROBLEMSAND CONCERNSOF BEGINNING TEACHERS 445
INDUCTION INTO THE PROFESSION 445
WHAT CAN YOU LEARN FROM OBSERVING IN CLASSROOMS? 446
TECHNOLOGYAND CLASSROOMOBSERVATIONS 447
FOCUSED OBSERVATIONS 447
OBSERVATION INSTRUMENTS 447
HOW CAN YOU GAIN PRACTICAL EXPERIENCE FOR BECOMING A TEACHER? 448
CLASSROOMEXPERIENCES 450
NAME INDEX 517
SUBJECT INDEX 525
|
| any_adam_object | 1 |
| author | Parkay, Forrest W. |
| author_facet | Parkay, Forrest W. |
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| author_sort | Parkay, Forrest W. |
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| building | Verbundindex |
| bvnumber | BV040637116 |
| 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 7002 |
| ctrlnum | (OCoLC)826551192 (DE-599)BVBBV040637116 |
| dewey-full | 371.10023/71 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.10023/71 |
| dewey-search | 371.10023/71 |
| dewey-sort | 3371.10023 271 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 9. ed. |
| format | Book |
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| id | DE-604.BV040637116 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:28:00Z |
| institution | BVB |
| isbn | 9780132626149 0132626144 |
| language | English |
| lccn | 2011033977 |
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| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
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| spelling | Parkay, Forrest W. Verfasser aut Becoming a teacher Forrest W. Parkay 9. ed. Boston ; Munich [u.a.] Pearson 2013 L, 533 S. Ill., graph. Darst., Kt. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Erziehung Teaching Vocational guidance Education Study and teaching United States Lehrerbildung (DE-588)4035093-9 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf 1\p (DE-588)4048476-2 Ratgeber gnd-content USA (DE-588)4078704-7 g Lehrerbildung (DE-588)4035093-9 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=025464242&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 |
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| title | Becoming a teacher |
| title_auth | Becoming a teacher |
| title_exact_search | Becoming a teacher |
| title_full | Becoming a teacher Forrest W. Parkay |
| title_fullStr | Becoming a teacher Forrest W. Parkay |
| title_full_unstemmed | Becoming a teacher Forrest W. Parkay |
| title_short | Becoming a teacher |
| title_sort | becoming a teacher |
| topic | Erziehung Teaching Vocational guidance Education Study and teaching United States Lehrerbildung (DE-588)4035093-9 gnd |
| topic_facet | Erziehung Teaching Vocational guidance Education Study and teaching United States Lehrerbildung USA Ratgeber |
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