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Copyright, ii
Letter to the Instructor, iv
Preface, v
Find Your Teaching Identity, viii
Focus Schools, Teachers, and Students, ix
Virtual Field Experience, xiii
Video, xviii
Table of Concepts, xxxiii
Special Features, xxxv
Letter to the Reader, xxxix
Part I. Teachers, Schools, and Students, 1
Chapter 1. Teachers, 2
Teaching in Focus, 3
Introduction, 4
And How Are the Children?, 4
Who Teaches in the United States and Why?, 4
Teachers in the United States, 4
Deciding to Teach, 6
Teachers’ Days, Delights, and Dilemmas, 7
What Are the Roles of Teachers?, 10
Reflective Practitioner, 10
Advocate for Students, 11
Facilitator of Learning, 11
Decision Maker, 12
Determiner of Classroom Climate, 12
How Do We Prepare to Teach?, 12
Traditional Paths to Teacher Preparation, 13
Alternative Paths to Teacher Preparation, 13
What Is Teacher Professionalism?, 14
Characteristics of a Profession, 14
Professional Associations, 15
Teacher Professionalism, 15
What Are the Characteristics of Effective Teachers?, 17
Standards Address Effectiveness, 17
Effective Teachers Make a Difference, 19
What Students Say About Teacher Effectiveness, 19
Variety of Characteristics, 19
Letter to the Editor, 21
What’s It Like to Teach at Various Grade Levels?, 21
What’s It Like to Teach in an Early Childhood Classroom?, 22
What’s It Like to Teach in an Elementary Classroom?, 24
What’s It Like to Teach in a Middle School Classroom?, 26
What’s It Like to Teach in a High School Classroom?, 27
Concluding Thoughts, 29
What Role Will Diversity Play in My Teaching Identity?, 30
Chapter in Review, 30
Professional Practice, 31
Licensure Test Prep, 32
Standards Speak, 33
MyEducationLab, 34
Chapter 2. Schools, 36
Teaching in Focus, 37
Introduction, 38
What Is the Culture of a School?, 38
Teachers and School Culture, 38
Changing School Culture, 39
How Do the Venues of Schools Differ?, 39
Public School Venues, 39
Private School Venues, 42
In the News, 42
School Choice, 46
Letter to the Editor, 48
What Is School Like at Different Levels?, 49
Structure and Organization of Early Childhood Education, 49
Structure and Organization of Elementary Education, 51
Structure and Organization of Middle School Education, 53
Structure and Organization of High School Education, 54
What Are the Three Principle Settings of Public Schools?, 56
Rural Schools, 56
Teachers’ Days, Delights, and Dilemmas, 57
Suburban Schools, 57
Urban Schools, 58
What Is an Effective School?, 59
Characteristics of Effective Schools, 60
We Make a Difference, 60
Concluding Thoughts, 61
What Role Will Diversity Play in My Teaching Identity?, 61
Chapter in Review, 62
Professional Practice, 63
Licensure Test Prep, 63
Standards Speak, 64
MyEducationLab, 64
Chapter 3. Students, 66
Teaching in Focus, 67
Introduction, 68
How Are We Similar?, 68
Nature and Nurture, 68
Maslow’s Hierarchy of Needs, 69
Student Development, 69
How Are Gender Differences Manifested?, 74
Social Aspects of Gender, 77
Achievement and Gender, 77
In the News, 78
Sexual Orientation, 78
Gender Diversity: Implications for Teachers, 78
How Does Cultural Diversity Impact Us?, 79
Cultural Identity, 79
Racial Component of Culture, 79
Ethnic Component of Culture, 80
Cultural Diversity: Implications for Teachers, 80
How Is Language Diversity Manifested in U.S. Schools, 82
Standard English, 82
Dialects, 82
English Language Learners, 82
Services Addressing ELL, 83
Language Diversity: Implications for Teachers, 84
What Impact Does Diversity in Family Structure Have on Students?, 85
Family Diversity: Implications for Teachers, 85
Does Diversity of Religion Influence U.S. Schools?, 85
Religious Diversity: Implications for Teachers, 86
How Does Diversity of Socioeconomic Status Affect Students?, 86
Challenges of Low SES, 86
SES Diversity: Implications for Teachers, 87
Teachers’ Days, Delights, and Dilemmas, 87
How Are Differences in Intellectual Ability Manifested in Schools?, 88
Letter to the Editor, 89
Multiple Intelligences Theory, 89
Learning Styles, 90
Differences in Intellectual Abilities: Implications for Teachers, 92
Who Are Students with Exceptionalities, and How Do We Serve Them?, 92
Students with Disabilities, 93
Legal Support for Students with Disabilities, 94
Individualized Educational Programs, 94
Inclusion, 95
Assistive Technology, 96
Students Who Are Gifted and Talented, 96
Students with Exceptionalities: Implications for Teachers, 97
Meet the Students, 97
Getting to Know Trista, 98
Concluding Thoughts, 104
What Role Will Diversity Play in My Teaching Identity?, 104
Chapter in Review, 104
Professional Practice, 106
Licensure Test Prep, 106
Standards Speak, 106
MyEducationLab, 107
Part II. The Work of Teachers, 109
Chapter 4. Curriculum and Instruction, 110
Teaching in Focus, 111
Introduction, 112
What Is the Relationship Between the Learning Process and the Brain?, 112
What Curriculum Do We Teach in U.S. Schools?, 113
Formal Curriculum, 113
Informal Curriculum, 120
Letter to the Editor, 120
Extra Curriculum, 122
Null Curriculum, 122
How Is Instruction Implemented in U.S. Schools?, 123
Big Ideas of Instruction, 123
Nine Categories of Effective Instructional Practices, 127
Instructional Strategies, 128
Are We All Teachers of Reading and Writing?, 130
Reading, 130
Teachers’ Days, Delights, and Dilemmas, 131
Writing, 132
How Do Teachers Match Instruction to School Levels?, 133
Early Childhood Instruction, 133
Elementary Instruction, 133
Middle School Instruction, 134
High School Instruction, 135
Concluding Thoughts, 136
What Role Will Diversity Play in My Teaching Identity?, 136
Chapter in Review, 137
Professional Practice, 138
Licensure Test Prep, 138
Standards Speak, 139
MyEducationLab, 141
Chapter 5. Assessment and Accountability, 142
Teaching in Focus, 143
Introduction, 144
What Is Backward Design?, 144
Understanding, 145
Content Priorities, 145
What Is Involved in Classroom Assessment?, 147
Purposes of Classroom Assessment, 147
Forms of Assessment, 149
Matching Assessment to Curriculum and Instruction, 150
How Do Teachers Evaluate Student Learning and Assign Grades?, 150
Evaluation, 150
Rubrics, 151
Assigning Grades, 152
What Are Standardized Tests and How Are Their Results Used?, 153
Standardized Tests in the United States, 154
In the News, 156
The Good, the Bad, and the Ugly of Standardized Testing, 156
Letter to the Editor, 158
Teachers’ Days, Delights, and Dilemmas, 160
Who Is Accountable for Student Learning?, 160
What Are Some of the Challenges of Accountability?, 161
Adequate Yearly Progress, 161
Teachers and Accountability, 162
Assessment Drives Curriculum, 162
Test-Taking Preparation, 162
Concluding Thoughts, 163
What Role Will Diversity Play in My Teaching Identity?, 163
Chapter in Review, 164
Professional Practice, 164
Licensure Test Prep, 164
Standards Speak, 165
MyEducationLab, 166
Chapter 6. Technology in U.S. Schools, 168
Teaching in Focus, 169
Introduction, 170
What Guides the Use of Technology in U.S. Schools?, 170
Subject Area Organization Standards, 170
Grade Level Organization Standards, 171
International Society for Technology in Education, 172
What Technological Tools Are Available to Enhance Curriculum, Instruction, and Assessment?, 172
Low-Tech Teaching Tools, 172
High-Tech Teaching Tools, 175
Educational Technology Tools for Teachers, 178
Does Technology Make a Difference in Student Learning?, 179
Research on the Impact of Technology, 179
Reasons for Using Technology, 179
Letter to the Editor, 181
How Do Teachers Use Technology in Their Classrooms?, 183
Variable: Role of Teachers, 183
Variable: Instructional Delivery and Problem-Solving Models, 183
Variable: Essential Conditions, 184
Variable: Integration of Technology, 184
Variable: Technology Use by Grade Level, 184
Teachers’ Days, Delights, and Dilemmas, 187
What Issues Surround and Affect the Use of Technology in Schools?, 191
Equity, 191
Safety and Privacy, 192
Standards and Accountability, 193
Funding, 193
Online Plagiarism, 194
Professional Development for Teachers, 194
What Does the Future Hold for Technology in Schools?, 195
Innovation: Computers for All, 195
Innovation: Wireless Technology, 195
Innovation: Software Programs, 195
Innovation: Digital Portfolios, 195
Innovation: Authentic Audiences, 196
Innovation: No More Books, 196
Innovation: Distance Learning and Virtual Schools, 196
Concluding Thoughts, 197
What Role Will Diversity Play in My Teaching Identity?, 198
Chapter in Review, 198
Professional Practice, 199
Licensure Test Prep, 199
Standards Speak, 200
MyEducationLab, 201
Chapter 7. Creating and Maintaining a Positive and Productive Learning Environment, 202
Teaching in Focus, 203
Introduction, 204
How Do Teachers Create a Positive Learning Environment?, 205
Physical Space, 205
Building Community, 207
Kounin’s Philosophy, 208
What Routines Contribute to Maintaining a Productive Classroom Environment?, 209
Practicing Routines, 209
Routines in the Four Levels of School, 210
How Do Teachers Establish Expectations, Incentives, and Consequences?, 212
Expectations, 213
Teachers’ Days, Delights, and Dilemmas, 214
Incentives, 215
Consequences, 218
Letter to the Editor, 221
How Can I Develop a Classroom Management Plan?, 222
Prominent Theories of Classroom Management, 222
Consider the Students, 223
General Guidelines, 228
Don’t Be Part of the Problem, 228
Concluding Thoughts, 229
Chapter in Review, 229
What Role Will Diversity Play in My Teaching Identity?, 229
Professional Practice, 230
Licensure Test Practice, 230
Standards Speak, 232
MyEducationLab, 232
Part III. Foundations of Education in the United States, 235
Chapter 8. History of Education in the United States, 236
Teaching in Focus, 237
Introduction, 238
What Were the Major Influences, Issues, Ideologies, and Individuals in 17th-Century American Education?, 238
17th-Century American Schools, 240
Teachers in Colonial America, 243
What Were the Major Influences, Issues, Ideologies, and Individuals in 18th-Century American Education?, 243
18th-Century American Schools, 244
Education as a Priority, 246
What Were the Major Influences, Issues, Ideologies, and Individuals in 19th-Century American Education?, 247
19th-Century American Schools, 247
Teacher Preparation, 250
19th-Century Education for Children with Disabilities and Minorities, 251
Higher Education, 253
What Were the Major Influences, Issues, Ideologies, and Individuals in 20th-Century American Education and Beyond?, 254
Progressive Education, 254
Junior High and Middle School, 256
Montessori Method, 256
Important African American Leaders, 256
The Last Five Decades, 257
Teachers’ Days, Delights, and Dilemmas, 258
How Can I Be Aware of Education History in the Making?, 261
What Role Will Diversity Play in My Teaching Identity?, 261
Concluding Thoughts, 263
Chapter in Review, 263
Professional Practice, 264
Licensure Test Prep, 265
Standards Speak, 266
MyEducationLab, 266
Chapter 9. Philosophical Foundations of Education in the United States, 268
Teaching in Focus, 269
Introduction, 270
What Is a Philosophy of Education?, 270
Why Is a Philosophy of Education Important?, 270
Getting Started on Your Philosophy of Education, 271
Teachers’ Days, Delights, and Dilemmas, 271
What Are Four Branches of Philosophy?, 272
Metaphysics, 272
Epistemology, 272
Axiology, 273
Logic, 274
How Do Five Prominent Philosophies of Education Affect Teaching and Learning?, 274
Essentialism, 275
Perennialism, 276
Progressivism, 277
Social Reconstructionism, 278
Existentialism, 280
Other “Isms”, 281
How Do I Begin to Develop My Personal Philosophy of Education?, 282
Revisiting the Trees, 282
Your Turn, 283
Concluding Thoughts, 286
What Role Will Diversity Play in My Teaching Identity?, 286
Chapter in Review, 286
Professional Practice, 287
Licensure Test Prep, 287
Standards Speak, 288
MyEducationLab, 288
Chapter 10. The Societal Context of Schooling in the United States, 290
Teaching in Focus, 291
Introduction, 292
How Do Family, Community, and Society Impact Students in the United States?, 293
Family, 294
Community, 297
Society, 297
How Do Socioeconomic Status and Race Affect Students in the United States?, 298
Low Socioeconomic Status (SES), 298
In the News, 299
Racism, 299
Discrimination, 300
Immigration and Classroom Success, 301
Letter to the Editor, 302
Teachers’ Days, Delights, and Dilemmas, 303
How Do Health Issues Affect Students in the United States?, 304
Substance Abuse, 304
Sexuality-Related Concerns, 306
Childhood Obesity, 307
Suicide, 309
What Effects Do Bullying, Theft, and Violence Have on Students and Schools in the United States?, 310
Bullying, 311
In the News, 311
Theft and Violence in Schools, 312
How Do Truancy and Dropping Out Affect Youth in the United States?, 313
Truancy, 314
Dropping Out, 315
Concluding Thoughts, 317
What Role Will Diversity Play in My Teaching Identity?, 317
Chapter in Review, 318
Professional Practice, 319
Licensure Test Prep, 319
Standards Speak, 320
MyEducationLab, 320
Chapter 11. Ethical and Legal Issues in U.S. Schools, 322
Teaching in Focus, 323
Introduction, 324
What Does It Mean to Be an Ethical Teacher?, 324
Ethics for Teachers, 324
Professional Ethics, 325
How Do Laws Affect Schools, Teachers, and Students?, 325
Teachers’ Days, Delights, and Dilemmas, 327
U.S. Constitution, 327
Federal Laws, 328
In the News, 329
State and Local Laws and Policies, 329
Case Law, 329
What Are the Legal Rights of Teachers?, 330
Employment Legalities, 331
Freedom of Expression, 333
Academic Freedom, 334
Teachers’ Personal Lives, 335
What Are the Legal Responsibilities of Teachers?, 337
Liability, 337
Copyright Laws, 339
Reporting Suspected Child Abuse, 340
What Are the Legal Rights of Students?, 340
Freedom of Expression, 340
The Right to Be Protected, 342
Letter to the Editor, 345
How Does the Law Impact the Relationship Between School and Religion?, 348
Religion and Compulsory Education, 348
Prayer in School, 350
Religious Organizations Meeting on School Grounds, 350
Religious Holidays, 350
Religion and Curriculum, 351
Concluding Thoughts, 352
What Role Will Diversity Play in My Teaching Identity?, 352
Chapter in Review, 352
Professional Practice, 354
Licensure Test Prep, 354
Standards Speak, 355
MyEducationLab, 355
Chapter 12. Governing and Financing Public Schools in the United States, 356
Teaching in Focus, 357
Introduction, 358
How Does the Federal Government Influence Public Education in the United States?, 359
Presidential Influence, 359
Congress and the Courts, 359
U.S. Department of Education, 360
What Is the State’s Role in Public Education?, 360
State Government, 360
State Board of Education, 362
State Department of Education, 362
How Do School Districts Function?, 363
District School Boards, 364
District Superintendent and Staff, 366
What Is the Management Structure of Individual Schools?, 367
Principals, 367
Teachers’ Days, Delights, and Dilemmas, 368
Assistant Principals, 369
Teacher Leaders, 370
What Other Entities Impact the Governance of Public Schools in the United States?, 371
Parents, 371
Businesses, 372
Universities, 372
Special Interest Groups, 372
How Are Public Schools Financed?, 373
Sources of Education Funding, 373
How Are Funds for Education Spent?, 377
Expenditure per Pupil, 378
Letter to the Editor, 379
In the News, 379
Allocation of Education Funding, 381
Concluding Thoughts, 382
What Role Will Diversity Play in My Teaching Identity?, 383
Chapter in Review, 383
Professional Practice, 384
Licensure Test Prep, 384
Standards Speak, 385
MyEducationLab, 386
Part IV. Growing Toward the Teaching Profession, 387
Chapter 13. Teacher Responsibilities and Opportunities, 388
Teaching in Focus, 389
Introduction, 390
What Are a Teacher’s Responsibilities and Opportunities Regarding Family Involvement?, 390
Why Parental Involvement Is Important, 391
How to Involve Parents, 391
Barriers to Parent and Teacher Partnering, 394
What Are a Teacher’s Responsibilities and Opportunities Regarding the Community?, 399
What Are a Teacher’s Responsibilities and Opportunities Regarding Colleagues?, 400
Basic Relationships Among Teachers, 401
Relationships with Paraprofessionals, 403
In the News, 403
What Are a Teacher’s Responsibilities and Opportunities Regarding Systemic Involvement?, 404
Teacher Involvement in the School, 404
Teacher Involvement in the District, 405
Teacher Involvement at State and National Levels, 405
What Are a Teacher’s Responsibilities and Opportunities Regarding the Teaching Profession?, 407
Teacher Involvement in Professional Organizations, 407
Contributions to the Professional Knowledge Base, 407
What Are a Teacher’s Responsibilities and Opportunities Regarding Self-Growth?, 408
Professional Self-Growth, 408
Personal Self-Growth, 409
What Are a Teacher’s Responsibilities and Opportunities Regarding Students?, 411
Taking Responsibility for Student Learning, 412
Unconditional Teaching, 412
Teachers’ Days, Delights, and Dilemmas, 413
High Expectations, 413
Concluding Thoughts, 413
What Role Will Diversity Play in My Teaching Identity?, 414
Chapter in Review, 414
Professional Practice, 416
Licensure Test Prep, 416
Standards Speak, 417
MyEducationLab, 419
Chapter 14. Charting My Teaching Course, 420
Introduction, 422
How Can I Make the Most of Teacher Preparation?, 422
Taking Full Advantage of Coursework, 422
Taking Full Advantage of Field Experiences, 425
Taking Full Advantage of Clinical Practice, 429
How Can I Make the Most of Searching for a Teaching Position?, 430
How Can I Thrive, Not Merely Survive, During My First Year of Teaching?, 436
Teachers’ Days, Delights, and Dilemmas, 437
Concluding Thoughts, 442
What Role Will Diversity Play in My Teaching Identity?, 443
Chapter in Review, 443
Professional Practice, 444
Licensure Test Practice, 444
Standards Speak, 445
MyEducationLab, 445
References, 447
Glossary, 461
Name Index, 477
Subject Index, 480

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