Learning to teach / 4th ed.
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ISBN：9780070062825
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简介
This best-selling text provides comprehensive coverage of general teaching methods and models. The most balanced text in its field, it covers all major teaching models plus the executive skills of teaching, namely, planning, classroom management, assessment, motivation, and use/management of time and space. This is also the most research-oriented text in its field. Each chapter opens with a discussion of the research base plus how to do action research in the classroom. The text is ideal for field-oriented courses and has over 100 pages of end-of-chapter interview, reflection, and observation activities-- plus four end-of-text resource handbooks on reading and using research; action research; observation, reflection, and microteaching; and Internet resources for teachers. The fourth edition has been thoroughly updated. The former chapter 3 on time and space is now part of chapter 2 on planning. Chapter 3, Classroom Motivation and Learning Communities, has been heavily revised. Chapter 6, Assessment and Evaluation, adds new material on performance and authentic assessment. A new chapter 12 covers problem-based instruction and a new chapter 13 discusses Learning Strategies. A new end-of-chapter feature, "Portfolio," provides step-by-step directions for creating and collecting a set, or portfolio, of particular artifacts and products, useful for displaying a candidate's strengths when interviewing for a teaching position. A new Resource Handbook appendix on the Internet provides valuable sites for teaching resources. New guideline notes in the text margin help student understanding.
目录
Table Of Contents:
PREFACE iii
CHAPTER 1 THE SCIENTIFIC BASIS FOR THE ART OF TEACHING 1(36)
HISTORICAL PERSPECTIVE ON TEACHING 2(9)
Role Expectations in Earlier Times 2(1)
Twentieth-Century Role Expectations 3(1)
Twenty-First-Century Role Expectations 4(7)
A PERSPECTIVE ON EFFECTIVE TEACHING 11(9)
The Ultimate Goal of Teaching 12(1)
A View of the Effective Teacher 12(1)
Personal Qualities for Developing Authentic Relationships 13(1)
Knowledge Base to Guide the Art Practice 13(3)
Repertoire of Effective Practice 16(4)
Reflection, Problem Solving, and Lifelong Learning 20(1)
LEARNING TO TEACH 20(9)
Models of Teacher Development 21(1)
Early Influences on Teaching 22(7)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 29(8)
PART ONE THE LEADERSHIP FUNCTIONS OF TEACHING 37(186)
CHAPTER 2 TEACHER PLANNING 39(34)
PERSPECTIVE ON PLANNING 40(2)
Planning--The Traditional View 41(1)
Planning--An Alternative Perspective 41(1)
THEORETICAL AND EMPIRICAL SUPPORT 42(3)
Consequences of Planning 42(1)
Planning and the Experienced Teacher 43(1)
Planning and the Beginning Teacher 44(1)
PLANNING DOMAINS 45(3)
The Three Phases of Teaching 45(2)
Planning Cycles 47(1)
THE SPECIFICS OF PLANNING 48(13)
Instructional Objectives 48(4)
Taxonomies for Helping Choose Instructional Objectives 52(1)
Lesson Plans 53(3)
Choosing Curriculum Content 56(3)
Choosing Activity Structures 59(2)
PLANNING FOR TIME AND SPACE 61(5)
Time 61(1)
Space 62(4)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 66(7)
CHAPTER 3 CLASSROOM MOTIVATION AND LEARNING COMMUNITIES 73(34)
OVERVIEW OF CLASSROOM MOTIVATION AND LEARNING COMMUNITIES 75(1)
THEORETICAL AND EMPIRICAL SUPPORT 76(14)
Human Motivation 76(1)
Theories of Human Motivation 76(4)
Features of Learning Communities 80(6)
Research on Motivation and Learning Communities 86(4)
STRATEGIES FOR MOTIVATING STUDENTS AND BUILDING PRODUCTIVE LEARNING COMMUNITIES 90(10)
Attend to Alterable Factors 90(1)
Avoid Overemphasizing Extrinsic Motivation 90(1)
Create Learning Situations with Positive Feeling Tones 90(1)
Build on Students' Interests and Intrinsic Value 91(1)
Structure Learning to Accomplish Flow 92(1)
Use Knowledge of Results and Don't Excuse Failure 92(1)
Attend to Student Needs, Including Need for Self-Determination 93(1)
Attend to the Structure of Learning Goals and Difficulty of Instructional Tasks 94(1)
Facilitate Group Development and Cohesion 94(6)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 100(7)
CHAPTER 4 MULTICULTURAL AND MAINSTREAMED CLASSROOMS 107(42)
PERSPECTIVE ON MULTICULTURAL CLASSROOMS 108(3)
Examining the Problem 108(2)
Why Teach Multiculturally? 110(1)
Philosophical Roots 110(1)
THEORETICAL AND EMPIRICAL SUPPORT 111(10)
Race and Ethnicity 111(1)
Language 112(2)
Gender 114(1)
Social Class 115(3)
Exceptionality 118(3)
CREATING CLASSROOMS THAT ARE MULTICULTURAL 121(19)
Personal and Professional Development 121(3)
Teacher Expectations 124(4)
Curriculum Development 128(2)
Instructional Development 130(4)
Classroom Organization and Management 134(2)
School Organization 136(4)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 140(9)
CHAPTER 5 CLASSROOM MANAGEMENT 149(38)
PERSPECTIVE ON CLASSROOM MANAGEMENT 150(1)
THEORETICAL AND EMPIRICAL SUPPORT 151(4)
Focus on the Individual 151(1)
Classroom Ecology and Group Processes 151(3)
Effective Teaching Research 154(1)
PREPARING FOR EFFECTIVE CLASSROOM MANAGEMENT 155(15)
Preventive Classroom Management 155(7)
Managing Inappropriate and Disruptive Behavior 162(2)
Exhibiting Confidence and Exerting Influence 164(4)
Assertive Discipline 168(2)
WORKING TOWARD SELF-MANAGEMENT 170(6)
Dreikurs' Logical Consequences 170(1)
Glasser's Classroom Meeting 171(5)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 176(11)
CHAPTER 6 ASSESSMENT AND EVALUATION 187(36)
PERSPECTIVE ON ASSESSMENT AND EVALUATION 188(3)
Importance of Assessment and Evaluation 188(1)
Key Assessment and Evaluation Concepts 189(2)
THEORETICAL AND EMPIRICAL SUPPORT 191(3)
Effects of Grades on Students 191(1)
Teacher Bias in Assessment and Grading 192(2)
Importance of Grades to Parents 194(1)
SCHOOLWIDE ASSESSMENT PROGRAMS 194(3)
Schoolwide Use of Standardized Tests 194(1)
Standardized Tests 194(1)
Norm-Referenced and Criterion-Referenced Tests 195(2)
Advantages and Disadvantages of Different Approaches 197(1)
Communication of Standardized Test Results 197(1)
A TEACHER'S ASSESSMENT PROGRAM 197(1)
Diagnosing Prior Knowledge 197(1)
Providing Corrective Feedback 198(1)
Testing for Summative Evaluation and Reporting 198(1)
SPECIFICS OF TESTING AND GRADING 198(9)
General Principles 199(1)
Test Construction and Use 200(5)
Grading 205(1)
Summary Guidelines for Testing and Grading 206(1)
A LOOK TO THE FUTURE OF TESTING AND GRADING 207(9)
Performance Assessment 207(1)
Authentic Assessment 208(1)
Designing and Scoring Performance and Authentic Assessments 208(2)
Student Portfolios and Narrative Descriptions 210(1)
Assessing Group Effort and Individually Contracted Work 211(1)
Experimenting with New Approaches 211(2)
Assessment Bill of Rights 213(3)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 216(7)
PART TWO THE INTERACTIVE FUNCTIONS OF TEACHING 223(220)
CHAPTER 7 PRESENTATION 225(30)
OVERVIEW OF PRESENTATION TEACHING 226(1)
Instructional Goals and Learner Outcomes 226(1)
Syntax of the Model 227(1)
Learning Environment and Management System 227(1)
THEORETICAL AND EMPIRICAL SUPPORT 227(7)
Structure and Organization of Knowledge 228(1)
Meaningful Verbal Learning 229(1)
Cognitive Psychology of Learning 229(2)
Empirical Support 231(3)
CONDUCTING PRESENTATION LESSONS 234(11)
Planning Tasks 234(5)
Interactive Tasks 239(6)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 245(1)
ASSESSMENT AND EVALUATION 245(3)
LEARNING AIDS FOR PLANNING OBSERVATION, AND PORTFOLIO 248(7)
CHAPTER 8 DIRECT INSTRUCTION 255(28)
OVERVIEW OF DIRECT INSTRUCTION 256(1)
Instructional Goals and Learner Outcomes 256(1)
Syntax 257(1)
Learning Environment and Management System 257(1)
THEORETICAL AND EMPIRICAL SUPPORT 257(3)
Systems Analysis 258(1)
Behavioral Modeling Theory 258(2)
Teacher Effectiveness Research 260(1)
CONDUCTING DIRECT INSTRUCTION LESSONS 260(10)
Planning Tasks 260(4)
Interactive Tasks 264(6)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 270(1)
ASSESSMENT AND EVALUATION 270(1)
A FINAL THOUGHT: CONSIDERING THE USE OF DIRECT INSTRUCTION 271(3)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 274(9)
CHAPTER 9 CONCEPT TEACHING 283(28)
OVERVIEW OF CONCEPT TEACHING 284(1)
Instructional Goals and Learner Outcomes 284(1)
Syntax 284(1)
Learning Environment and Management System 284(1)
THEORETICAL AND EMPIRICAL SUPPORT 285(8)
Concepts and Higher-Level Thinking 285(1)
The Nature of Concepts 286(2)
Human Development and Concept Learning 288(1)
Use of Examples in Concept Teaching 289(3)
Use of Visual Images in Concept Teaching 292(1)
Guidelines for Concept Teaching 292(1)
CONDUCTING CONCEPT LESSONS 293(7)
Planning Tasks 293(5)
Interactive Tasks 298(2)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 300(1)
ASSESSMENT AND EVALUATION 300(4)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 304(7)
CHAPTER 10 COOPERATIVE LEARNING 311(36)
OVERVIEW OF COOPERATIVE LEARNING 312(2)
Instructional Goals and Learner Outcomes 313(1)
Syntax 313(1)
Learning Environment and Management System 314(1)
THEORETICAL AND EMPIRICAL SUPPORT 314(3)
Democratic Classrooms 314(1)
Intergroup Relations 315(1)
Experiential Learning 315(1)
Effects on Cooperative Behavior 316(1)
Effects on Interactions with Handicapped Children 316(1)
Effects on Academic Achievement 316(1)
CONDUCTING COOPERATIVE LEARNING LESSONS 317(11)
Planning Tasks 317(10)
Interactive Tasks 327(1)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 328(4)
Help with Transitions 329(1)
Teach Cooperation 329(3)
ASSESSMENT AND EVALUATION 332(3)
Test Cooperative Learning 333(1)
Assess Cooperation 333(1)
Grade Cooperative Learning 333(1)
Recognize Cooperative Effort 334(1)
COOPERATIVE LEARNING: A FINAL THOUGHT 335(5)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 340(7)
CHAPTER 11 PROBLEM-BASED INSTRUCTION 347(30)
OVERVIEW OF PROBLEM-BASED INSTRUCTION 348(3)
Special Features of Problem-Based Instruction 348(1)
Instructional Goals and Learner Outcomes 349(2)
Syntax 351(1)
Learning Environment and Management System 351(1)
THEORETICAL AND EMPIRICAL SUPPORT 351(3)
Dewey and the Problem-Oriented Classroom 352(1)
Piaget, Vygotsky, and Constructivism 352(1)
Bruner and Discovery Learning 353(1)
CONDUCTING PROBLEM-BASED LESSONS 354(8)
Planning Tasks 355(4)
Interactive Tasks 359(3)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 362(2)
Deal with Multitask Situations 362(1)
Adjust to Differing Finishing Rates 363(1)
Monitor and Manage Student Work 363(1)
Manage Materials and Equipment 363(1)
Regulate Movement and Behavior outside the Classroom 364(1)
ASSESSMENT AND EVALUATION 364(3)
Assess Understanding 364(1)
Use Checklists and Rating Scales 364(1)
Assess Adult Roles and Situations 364(2)
Assess Learning Potential 366(1)
Assess Group Effort 366(1)
PROBLEM-BASED INSTRUCTION: A FINAL THOUGHT 367(3)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 370(7)
CHAPTER 12 CLASSROOM DISCUSSION 377(36)
OVERVIEW OF CLASSROOM DISCUSSION 378(1)
Classroom Discourse, Discussion, and Recitation 378(1)
Instructional Goals and Learner Outcomes 378(1)
Syntax 379(1)
Learning Environment and Management System 379(1)
THEORETICAL AND EMPIRICAL SUPPORT 379(3)
Discourse and Cognition 380(1)
Social Aspect of Discourse 380(1)
Teacher Talk 381(1)
Teacher Questioning 381(1)
Wait-Time 382(1)
CONDUCTING A DISCUSSION LESSON 382(9)
Planning Tasks 382(6)
Interactive Tasks 388(3)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 391(3)
Slow the Pace and Broaden Participation 392(1)
Increase Interpersonal Regard and Understanding 392(2)
Use Tools that Highlight Discourse and Thinking Skills 394(1)
ASSESSMENT AND EVALUATION 394(3)
Follow Up Discussions 395(1)
Grade Classroom Discussions 395(2)
CLASSROOM DISCOURSE PATTERNS: A FINAL THOUGHT 397(4)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 401(12)
CHAPTER 13 LEARNING AND STUDY STRATEGIES 413(30)
OVERVIEW OF LEARNING STRATEGIES 414(2)
Importance and Purposes of Strategy Instruction 415(1)
Defining Learning Strategies 415(1)
Self-Regulated Learners 415(1)
THEORETICAL AND EMPIRICAL SUPPORT 416(5)
Importance of Prior Knowledge 416(1)
Kinds of Knowledge 417(1)
The Memory System 418(3)
TYPES OF LEARNING STRATEGIES 421(5)
Rehearsal Strategies 421(1)
Elaboration Strategies 422(2)
Organization Strategies 424(1)
Metacognitive Strategies 425(1)
TEACHING LEARNING STRATEGIES 426(4)
Select Appropriate STategies to TEach 427(1)
Choose an Instructional Approach 428(2)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 430(3)
Create Rich Learning Environments 430(1)
Emphasize the Importance of Self Regulated Learning 430(1)
Use Attention Getting Devices 431(1)
Manage Seatwork Homework and Assignments 431(2)
ASSESSMENT AND EVALUATION 433(1)
LEARNING STRATEGIES: A FINAL THOUGHT 434(4)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 438(5)
PART THREE THE ORGANIZATIONAL FUNCTIONS OF TEACHING 443(87)
CHAPTER 14 THE SCHOOL AS WORKPLACE 445(28)
PERSPECTIVE OF SCHOOLS AS WORKPLACES 446(5)
Schools Are Social Systems 446(1)
Schools Have Histories and Cultures 447(1)
Schools Have Common Features with Other Organizations 447(1)
Schools Have Unique Features 448(1)
Norms Roles and the Culture of Teaching 449(2)
THEORTICAL AND EMPIRICAL SUPPORT 451(7)
Nature of Teachers Work 452(2)
Research on Schools 454(1)
Features of Effective Schools 455(3)
ORGANIZATIONAL SKILLS FOR TEACHERS 458(7)
Working with Colleagues 458(1)
Working with Administrators and Leadership Personal 459(1)
Working with Parents 460(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 465(8)
CHAPTER 15 THE FIRST OF TEACHING AND SCHOOL IMPROVEMENT 473(27)
THE FIRST YEAR OF TEACHING 474(6)
Socialization of Teachers 474(1)
Nature of the First-Year Experiance 475(2)
Making the First Year Productive 477(3)
SCHOOL IMPROVEMENT AND CHANGE 480(7)
The Focus of Educational Reform 480(2)
Why Educational Reforms Fail 482(1)
School Improvement Understandings and Skills 483(4)
STAYING ALIVE AND FLOURISHING 487(6)
Keeping Things in Perspective 487(1)
Finding Time 487(1)
Exhibiting Leadership and Establishing Professional Networks 488(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 493(7)
RESOURCE HANDBOOK 500(30)
UNIT 1 Reading and Using Research 501(11)
UNIT 2 Action Research for Classroom Teachers 512(9)
UNIT 3 Observation Reflection and Microteaching 521(9)
GLOSSARY 530(9)
REFERENCES 539(12)
CREDITS 551(4)
NAME INDEX 555(4)
SUBJECT INDEXE 559(4)
ABOUT THE AUTHOR 563
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 248(7)
CHAPTER 8 DIRECT INSTRUCTION 255(28)
OVERVIEW OF DIRECT INSTRUCTION 256(1)
Instructional Goals and Learner Outcomes 256(1)
Syntax 257(1)
Learning Environment and Management System 257(1)
THEORETICAL AND EMPIRICAL SUPPORT 257(3)
Systems Analysis 258(1)
Behavioral Modeling Theory 258(2)
Teacher Effectiveness Research 260(1)
CONDUCTING DIRECT INSTRUCTION LESSONS 260(10)
Planning Tasks 260(4)
Interactive Tasks 264(6)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 270(1)
ASSESSMENT AND EVALUATION 270(1)
A FINAL THOUGHT: CONSIDERING THE USE OF DIRECT INSTRUCTION 271(3)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 274(9)
CHAPTER 9 CONCEPT TEACHING 283(28)
OVERVIEW OF CONCEPT TEACHING 284(1)
Instructional Goals and Learner Outcomes 284(1)
Syntax 284(1)
Learning Environment and Management System 284(1)
THEORETICAL AND EMPIRICAL SUPPORT 285(8)
Concepts and Higher-Level Thinking 285(1)
The Nature of Concepts 286(2)
Human Development and Concept Learning 288(1)
Use of Examples in Concept Teaching 289(3)
Use of Visual Images in Concept Teaching 292(1)
Guidelines for Concept Teaching 292(1)
CONDUCTING CONCEPT LESSONS 293(7)
Planning Tasks 293(5)
Interactive Tasks 298(2)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 300(1)
ASSESSMENT AND EVALUATION 300(4)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORFTOLIO 304(7)
CHAPTER 10 COOPERATIVE LEARNING 311(36)
OVERVIEW OF COOPERATIVE LEARNING 312(2)
Instructional Goals and Learner Outcomes 313(1)
Syntax 313(1)
Learning Environment and Management system 314(1)
THEORETICAL AND EMPIRICAL SUPPORT 314(3)
Democratic Classrooms 314(1)
Intergroup Relations 315(1)
Experiential Learning 315(1)
Effects on Cooperative Behavior 316(1)
Effects on Interactions with Handicapped Children 316(1)
Effects on Academic Achievement 316(1)
CONDUCTING COOPERATIVE LEARNING LESSONS 317(11)
Help with Transitions 329(1)
Teach Cooperation 329(3)
ASSESSMENT AND EVALUATION 332(3)
Test Cooperative learning 333(1)
Assess Cooperation 333(1)
Grade Cooperative Learning 333(1)
Recognize Cooperative Effort 334(1)
COOPERATIVE LEARNING: A FINAL THOUGHT 335(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 340(7)
CHAPTER 11 PROBLEM-BASED INSTRUCTION 347(30)
OVERVIEW OF PROBLEM-BASED INSTRUCTION 348(3)
Special Features of Problem-Based Instruction 348(1)
Instructional Goals and Learner Outcomes 349(2)
Syntax 351(1)
Learning Environment and Management System 351(1)
THEORETICAL AND EMPIRICAL SUPPORT 351(3)
Dewey and the Problem-Oriented Classroom 352(1)
Piaget Vygotsky and Constructivism 352(1)
Bruner and Discovery Learning 353(1)
CONDUCTING PROBLEM-BASED LESSONS 354(8)
Planning Tasks 355(4)
Interactive Tasks 359(3)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 362(2)
Deal with Multitask Situations 362(1)
Adjust to Differing Finishing Rates 363(1)
Monitor and Manage Student Work 363(1)
Manage Materials and Equipment 363(1)
Regulate Movement and Behavior outside the Classroom 364(1)
ASSESSMENT AND EVALUATION 364(3)
Assess Understanding 364(1)
Use Checklists and Rating Scales 364(1)
Assess Adult Roles and Situations 364(2)
Assess Learning Potential 366(1)
Assess Group Effort 366(1)
PROBLEM-BASED INSTRUCTION: A FINAL THOUGHT 367(3)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 370(7)
CHAPTER 12 CLASSROOM DISCUSSION 377(36)
OVERVIEW OF CLASSROOM DISCUSSION 378(1)
Classroom Discourse Discussion and Recitation 378(1)
Instructional Goals and Learner Outcomes 378(1)
Syntax 379(1)
Learning Environment and Management System 379(1)
THEORETICAL AND EMPIRICAL SUPPORT 379(3)
Discourse and Cognition 380(1)
Social Aspect of Discourse 380(1)
Teacher Talk 381(1)
Teacher Questioning 381(1)
Wait-Time 382(1)
CONDUCTING A DISCUSSION LESSON 382(9)
Planning Tasks 382(6)
Interactive Tasks 388(3)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 391(3)
Slow the Pace and Broaden Participation 392(1)
Increase Interpersonal Regard and Understanding 392(2)
Use Tools that Highlight Discourse and Thinking Skills 394(1)
ASSESSMENT AND EVALUATION 394(3)
Follow Up Discussions 395(2)
CLASSROOM DISCOURSE PATTERNS: A FINAL THOUGHT 397(4)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 401(12)
CHAPTER 13 LEARNING AND STUDY STRATEGIES 413(30)
OVERVIEW OF LEARNING STRATEGIES 414(2)
Importance and Purposes of Strategy Instruction 415(1)
Defining Learning Strategies 415(1)
Self-Regulated Learners 415(1)
THEORETICAL AND EMPIRICAL SUPPORT 416(5)
Importance of Prior Knowledge 416(1)
Kinds of Knowledge 417(1)
The Memory System 418(3)
TYPES OF LEARNING STRATEGIES 421(5)
Rehearsal Strategies 421(1)
Elaboration Strategies 422(2)
Organization Strategies 424(1)
Metacognitive Strategies 425(1)
TEACHING LEARNING STRATEGIES 426(4)
Select Appropriate Strategies to Teach 427(1)
Choose an Instructional Approach 428(2)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 430(3)
Create Rich Learning Environments 430(1)
Emphasize the Importance of Self-Regulated Learning 430(1)
Use Attention-Getting Devices 431(1)
Manage Seatwork Homework and Assignments 431(2)
ASSESSMENT AND EVALUATION 433(1)
LEARNING STRATEGIES: A FINAL THOUGHT 434(4)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 438(5)
PART THREE THE ORGANIZATIONAL FUNCTIONS OF TEACHING 443(87)
CHAPTER 14 THE SCHOOL AS WORKPLACE 445(28)
PERSPECTIVE OF SCHOOLS AS WORKPLACES 446(5)
Schools Are Social Systems 446(1)
Schools Have Histories and Cultures 447(1)
Schools Have Common Features with Other Organizations 447(1)
Schools Have Unique Features 448(1)
Norms Roles and the Culture of Teaching 449(2)
THEORETICAL AND EMPIRICAL SUPPORT 451(7)
Nature of Teachers' Work 452(2)
Research on Schools 454(1)
Features of Effective Schools 455(3)
ORGANIZATIONAL SKILLS FOR TEACHERS 458(7)
Working with Colleagues 458(1)
Working with Administrators and Leadership Personnel 459(1)
Working with Parents 460(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 465(8)
CHAPTER 15 THE FIRST YEAR OF TEACHING AND SCHOOL IMPROVEMENT 473(27)
THE FIRST YEAR OF TEACHING 474(6)
Socialization of Teachers 474(1)
Nature of the First-Year Experience 475(2)
Making the First Year Productive 477(3)
SCHOOL IMPROVEMENT AND CHANGE 480(7)
The Focus of Educational Reform 480(2)
Why Educational Reforms Fail 482(1)
School Improvement Understandings and Skills 483(4)
STAYING ALIVE AND FLOURISHING 487(6)
Keeping Things in Perspective 487(1)
Finding Time 487(1)
Exhibiting Leadership and Establishing Professional Networks 488(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 493(7)
RESOURCE HANDBOOK 500(30)
UNIT 1 Reading and Using Research 501(11)
UNIT 2 Action Research for Classroom Teachers 512(9)
UNIT 3 Observation Reflection and Microteaching 521(9)
GLOSSARY 530(9)
REFERENCES 539(12)
CREDITS 551(4)
NAME INDEX 555(4)
SUBJECT INDEX 559(4)
ABOUT THE AUTHOR 563
PREFACE iii
CHAPTER 1 THE SCIENTIFIC BASIS FOR THE ART OF TEACHING 1(36)
HISTORICAL PERSPECTIVE ON TEACHING 2(9)
Role Expectations in Earlier Times 2(1)
Twentieth-Century Role Expectations 3(1)
Twenty-First-Century Role Expectations 4(7)
A PERSPECTIVE ON EFFECTIVE TEACHING 11(9)
The Ultimate Goal of Teaching 12(1)
A View of the Effective Teacher 12(1)
Personal Qualities for Developing Authentic Relationships 13(1)
Knowledge Base to Guide the Art Practice 13(3)
Repertoire of Effective Practice 16(4)
Reflection, Problem Solving, and Lifelong Learning 20(1)
LEARNING TO TEACH 20(9)
Models of Teacher Development 21(1)
Early Influences on Teaching 22(7)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 29(8)
PART ONE THE LEADERSHIP FUNCTIONS OF TEACHING 37(186)
CHAPTER 2 TEACHER PLANNING 39(34)
PERSPECTIVE ON PLANNING 40(2)
Planning--The Traditional View 41(1)
Planning--An Alternative Perspective 41(1)
THEORETICAL AND EMPIRICAL SUPPORT 42(3)
Consequences of Planning 42(1)
Planning and the Experienced Teacher 43(1)
Planning and the Beginning Teacher 44(1)
PLANNING DOMAINS 45(3)
The Three Phases of Teaching 45(2)
Planning Cycles 47(1)
THE SPECIFICS OF PLANNING 48(13)
Instructional Objectives 48(4)
Taxonomies for Helping Choose Instructional Objectives 52(1)
Lesson Plans 53(3)
Choosing Curriculum Content 56(3)
Choosing Activity Structures 59(2)
PLANNING FOR TIME AND SPACE 61(5)
Time 61(1)
Space 62(4)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 66(7)
CHAPTER 3 CLASSROOM MOTIVATION AND LEARNING COMMUNITIES 73(34)
OVERVIEW OF CLASSROOM MOTIVATION AND LEARNING COMMUNITIES 75(1)
THEORETICAL AND EMPIRICAL SUPPORT 76(14)
Human Motivation 76(1)
Theories of Human Motivation 76(4)
Features of Learning Communities 80(6)
Research on Motivation and Learning Communities 86(4)
STRATEGIES FOR MOTIVATING STUDENTS AND BUILDING PRODUCTIVE LEARNING COMMUNITIES 90(10)
Attend to Alterable Factors 90(1)
Avoid Overemphasizing Extrinsic Motivation 90(1)
Create Learning Situations with Positive Feeling Tones 90(1)
Build on Students' Interests and Intrinsic Value 91(1)
Structure Learning to Accomplish Flow 92(1)
Use Knowledge of Results and Don't Excuse Failure 92(1)
Attend to Student Needs, Including Need for Self-Determination 93(1)
Attend to the Structure of Learning Goals and Difficulty of Instructional Tasks 94(1)
Facilitate Group Development and Cohesion 94(6)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 100(7)
CHAPTER 4 MULTICULTURAL AND MAINSTREAMED CLASSROOMS 107(42)
PERSPECTIVE ON MULTICULTURAL CLASSROOMS 108(3)
Examining the Problem 108(2)
Why Teach Multiculturally? 110(1)
Philosophical Roots 110(1)
THEORETICAL AND EMPIRICAL SUPPORT 111(10)
Race and Ethnicity 111(1)
Language 112(2)
Gender 114(1)
Social Class 115(3)
Exceptionality 118(3)
CREATING CLASSROOMS THAT ARE MULTICULTURAL 121(19)
Personal and Professional Development 121(3)
Teacher Expectations 124(4)
Curriculum Development 128(2)
Instructional Development 130(4)
Classroom Organization and Management 134(2)
School Organization 136(4)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 140(9)
CHAPTER 5 CLASSROOM MANAGEMENT 149(38)
PERSPECTIVE ON CLASSROOM MANAGEMENT 150(1)
THEORETICAL AND EMPIRICAL SUPPORT 151(4)
Focus on the Individual 151(1)
Classroom Ecology and Group Processes 151(3)
Effective Teaching Research 154(1)
PREPARING FOR EFFECTIVE CLASSROOM MANAGEMENT 155(15)
Preventive Classroom Management 155(7)
Managing Inappropriate and Disruptive Behavior 162(2)
Exhibiting Confidence and Exerting Influence 164(4)
Assertive Discipline 168(2)
WORKING TOWARD SELF-MANAGEMENT 170(6)
Dreikurs' Logical Consequences 170(1)
Glasser's Classroom Meeting 171(5)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 176(11)
CHAPTER 6 ASSESSMENT AND EVALUATION 187(36)
PERSPECTIVE ON ASSESSMENT AND EVALUATION 188(3)
Importance of Assessment and Evaluation 188(1)
Key Assessment and Evaluation Concepts 189(2)
THEORETICAL AND EMPIRICAL SUPPORT 191(3)
Effects of Grades on Students 191(1)
Teacher Bias in Assessment and Grading 192(2)
Importance of Grades to Parents 194(1)
SCHOOLWIDE ASSESSMENT PROGRAMS 194(3)
Schoolwide Use of Standardized Tests 194(1)
Standardized Tests 194(1)
Norm-Referenced and Criterion-Referenced Tests 195(2)
Advantages and Disadvantages of Different Approaches 197(1)
Communication of Standardized Test Results 197(1)
A TEACHER'S ASSESSMENT PROGRAM 197(1)
Diagnosing Prior Knowledge 197(1)
Providing Corrective Feedback 198(1)
Testing for Summative Evaluation and Reporting 198(1)
SPECIFICS OF TESTING AND GRADING 198(9)
General Principles 199(1)
Test Construction and Use 200(5)
Grading 205(1)
Summary Guidelines for Testing and Grading 206(1)
A LOOK TO THE FUTURE OF TESTING AND GRADING 207(9)
Performance Assessment 207(1)
Authentic Assessment 208(1)
Designing and Scoring Performance and Authentic Assessments 208(2)
Student Portfolios and Narrative Descriptions 210(1)
Assessing Group Effort and Individually Contracted Work 211(1)
Experimenting with New Approaches 211(2)
Assessment Bill of Rights 213(3)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 216(7)
PART TWO THE INTERACTIVE FUNCTIONS OF TEACHING 223(220)
CHAPTER 7 PRESENTATION 225(30)
OVERVIEW OF PRESENTATION TEACHING 226(1)
Instructional Goals and Learner Outcomes 226(1)
Syntax of the Model 227(1)
Learning Environment and Management System 227(1)
THEORETICAL AND EMPIRICAL SUPPORT 227(7)
Structure and Organization of Knowledge 228(1)
Meaningful Verbal Learning 229(1)
Cognitive Psychology of Learning 229(2)
Empirical Support 231(3)
CONDUCTING PRESENTATION LESSONS 234(11)
Planning Tasks 234(5)
Interactive Tasks 239(6)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 245(1)
ASSESSMENT AND EVALUATION 245(3)
LEARNING AIDS FOR PLANNING OBSERVATION, AND PORTFOLIO 248(7)
CHAPTER 8 DIRECT INSTRUCTION 255(28)
OVERVIEW OF DIRECT INSTRUCTION 256(1)
Instructional Goals and Learner Outcomes 256(1)
Syntax 257(1)
Learning Environment and Management System 257(1)
THEORETICAL AND EMPIRICAL SUPPORT 257(3)
Systems Analysis 258(1)
Behavioral Modeling Theory 258(2)
Teacher Effectiveness Research 260(1)
CONDUCTING DIRECT INSTRUCTION LESSONS 260(10)
Planning Tasks 260(4)
Interactive Tasks 264(6)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 270(1)
ASSESSMENT AND EVALUATION 270(1)
A FINAL THOUGHT: CONSIDERING THE USE OF DIRECT INSTRUCTION 271(3)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 274(9)
CHAPTER 9 CONCEPT TEACHING 283(28)
OVERVIEW OF CONCEPT TEACHING 284(1)
Instructional Goals and Learner Outcomes 284(1)
Syntax 284(1)
Learning Environment and Management System 284(1)
THEORETICAL AND EMPIRICAL SUPPORT 285(8)
Concepts and Higher-Level Thinking 285(1)
The Nature of Concepts 286(2)
Human Development and Concept Learning 288(1)
Use of Examples in Concept Teaching 289(3)
Use of Visual Images in Concept Teaching 292(1)
Guidelines for Concept Teaching 292(1)
CONDUCTING CONCEPT LESSONS 293(7)
Planning Tasks 293(5)
Interactive Tasks 298(2)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 300(1)
ASSESSMENT AND EVALUATION 300(4)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 304(7)
CHAPTER 10 COOPERATIVE LEARNING 311(36)
OVERVIEW OF COOPERATIVE LEARNING 312(2)
Instructional Goals and Learner Outcomes 313(1)
Syntax 313(1)
Learning Environment and Management System 314(1)
THEORETICAL AND EMPIRICAL SUPPORT 314(3)
Democratic Classrooms 314(1)
Intergroup Relations 315(1)
Experiential Learning 315(1)
Effects on Cooperative Behavior 316(1)
Effects on Interactions with Handicapped Children 316(1)
Effects on Academic Achievement 316(1)
CONDUCTING COOPERATIVE LEARNING LESSONS 317(11)
Planning Tasks 317(10)
Interactive Tasks 327(1)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 328(4)
Help with Transitions 329(1)
Teach Cooperation 329(3)
ASSESSMENT AND EVALUATION 332(3)
Test Cooperative Learning 333(1)
Assess Cooperation 333(1)
Grade Cooperative Learning 333(1)
Recognize Cooperative Effort 334(1)
COOPERATIVE LEARNING: A FINAL THOUGHT 335(5)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 340(7)
CHAPTER 11 PROBLEM-BASED INSTRUCTION 347(30)
OVERVIEW OF PROBLEM-BASED INSTRUCTION 348(3)
Special Features of Problem-Based Instruction 348(1)
Instructional Goals and Learner Outcomes 349(2)
Syntax 351(1)
Learning Environment and Management System 351(1)
THEORETICAL AND EMPIRICAL SUPPORT 351(3)
Dewey and the Problem-Oriented Classroom 352(1)
Piaget, Vygotsky, and Constructivism 352(1)
Bruner and Discovery Learning 353(1)
CONDUCTING PROBLEM-BASED LESSONS 354(8)
Planning Tasks 355(4)
Interactive Tasks 359(3)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 362(2)
Deal with Multitask Situations 362(1)
Adjust to Differing Finishing Rates 363(1)
Monitor and Manage Student Work 363(1)
Manage Materials and Equipment 363(1)
Regulate Movement and Behavior outside the Classroom 364(1)
ASSESSMENT AND EVALUATION 364(3)
Assess Understanding 364(1)
Use Checklists and Rating Scales 364(1)
Assess Adult Roles and Situations 364(2)
Assess Learning Potential 366(1)
Assess Group Effort 366(1)
PROBLEM-BASED INSTRUCTION: A FINAL THOUGHT 367(3)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 370(7)
CHAPTER 12 CLASSROOM DISCUSSION 377(36)
OVERVIEW OF CLASSROOM DISCUSSION 378(1)
Classroom Discourse, Discussion, and Recitation 378(1)
Instructional Goals and Learner Outcomes 378(1)
Syntax 379(1)
Learning Environment and Management System 379(1)
THEORETICAL AND EMPIRICAL SUPPORT 379(3)
Discourse and Cognition 380(1)
Social Aspect of Discourse 380(1)
Teacher Talk 381(1)
Teacher Questioning 381(1)
Wait-Time 382(1)
CONDUCTING A DISCUSSION LESSON 382(9)
Planning Tasks 382(6)
Interactive Tasks 388(3)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 391(3)
Slow the Pace and Broaden Participation 392(1)
Increase Interpersonal Regard and Understanding 392(2)
Use Tools that Highlight Discourse and Thinking Skills 394(1)
ASSESSMENT AND EVALUATION 394(3)
Follow Up Discussions 395(1)
Grade Classroom Discussions 395(2)
CLASSROOM DISCOURSE PATTERNS: A FINAL THOUGHT 397(4)
LEARNING AIDS FOR PLANNING, OBSERVATION, AND PORTFOLIO 401(12)
CHAPTER 13 LEARNING AND STUDY STRATEGIES 413(30)
OVERVIEW OF LEARNING STRATEGIES 414(2)
Importance and Purposes of Strategy Instruction 415(1)
Defining Learning Strategies 415(1)
Self-Regulated Learners 415(1)
THEORETICAL AND EMPIRICAL SUPPORT 416(5)
Importance of Prior Knowledge 416(1)
Kinds of Knowledge 417(1)
The Memory System 418(3)
TYPES OF LEARNING STRATEGIES 421(5)
Rehearsal Strategies 421(1)
Elaboration Strategies 422(2)
Organization Strategies 424(1)
Metacognitive Strategies 425(1)
TEACHING LEARNING STRATEGIES 426(4)
Select Appropriate STategies to TEach 427(1)
Choose an Instructional Approach 428(2)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 430(3)
Create Rich Learning Environments 430(1)
Emphasize the Importance of Self Regulated Learning 430(1)
Use Attention Getting Devices 431(1)
Manage Seatwork Homework and Assignments 431(2)
ASSESSMENT AND EVALUATION 433(1)
LEARNING STRATEGIES: A FINAL THOUGHT 434(4)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 438(5)
PART THREE THE ORGANIZATIONAL FUNCTIONS OF TEACHING 443(87)
CHAPTER 14 THE SCHOOL AS WORKPLACE 445(28)
PERSPECTIVE OF SCHOOLS AS WORKPLACES 446(5)
Schools Are Social Systems 446(1)
Schools Have Histories and Cultures 447(1)
Schools Have Common Features with Other Organizations 447(1)
Schools Have Unique Features 448(1)
Norms Roles and the Culture of Teaching 449(2)
THEORTICAL AND EMPIRICAL SUPPORT 451(7)
Nature of Teachers Work 452(2)
Research on Schools 454(1)
Features of Effective Schools 455(3)
ORGANIZATIONAL SKILLS FOR TEACHERS 458(7)
Working with Colleagues 458(1)
Working with Administrators and Leadership Personal 459(1)
Working with Parents 460(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 465(8)
CHAPTER 15 THE FIRST OF TEACHING AND SCHOOL IMPROVEMENT 473(27)
THE FIRST YEAR OF TEACHING 474(6)
Socialization of Teachers 474(1)
Nature of the First-Year Experiance 475(2)
Making the First Year Productive 477(3)
SCHOOL IMPROVEMENT AND CHANGE 480(7)
The Focus of Educational Reform 480(2)
Why Educational Reforms Fail 482(1)
School Improvement Understandings and Skills 483(4)
STAYING ALIVE AND FLOURISHING 487(6)
Keeping Things in Perspective 487(1)
Finding Time 487(1)
Exhibiting Leadership and Establishing Professional Networks 488(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 493(7)
RESOURCE HANDBOOK 500(30)
UNIT 1 Reading and Using Research 501(11)
UNIT 2 Action Research for Classroom Teachers 512(9)
UNIT 3 Observation Reflection and Microteaching 521(9)
GLOSSARY 530(9)
REFERENCES 539(12)
CREDITS 551(4)
NAME INDEX 555(4)
SUBJECT INDEXE 559(4)
ABOUT THE AUTHOR 563
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 248(7)
CHAPTER 8 DIRECT INSTRUCTION 255(28)
OVERVIEW OF DIRECT INSTRUCTION 256(1)
Instructional Goals and Learner Outcomes 256(1)
Syntax 257(1)
Learning Environment and Management System 257(1)
THEORETICAL AND EMPIRICAL SUPPORT 257(3)
Systems Analysis 258(1)
Behavioral Modeling Theory 258(2)
Teacher Effectiveness Research 260(1)
CONDUCTING DIRECT INSTRUCTION LESSONS 260(10)
Planning Tasks 260(4)
Interactive Tasks 264(6)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 270(1)
ASSESSMENT AND EVALUATION 270(1)
A FINAL THOUGHT: CONSIDERING THE USE OF DIRECT INSTRUCTION 271(3)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 274(9)
CHAPTER 9 CONCEPT TEACHING 283(28)
OVERVIEW OF CONCEPT TEACHING 284(1)
Instructional Goals and Learner Outcomes 284(1)
Syntax 284(1)
Learning Environment and Management System 284(1)
THEORETICAL AND EMPIRICAL SUPPORT 285(8)
Concepts and Higher-Level Thinking 285(1)
The Nature of Concepts 286(2)
Human Development and Concept Learning 288(1)
Use of Examples in Concept Teaching 289(3)
Use of Visual Images in Concept Teaching 292(1)
Guidelines for Concept Teaching 292(1)
CONDUCTING CONCEPT LESSONS 293(7)
Planning Tasks 293(5)
Interactive Tasks 298(2)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 300(1)
ASSESSMENT AND EVALUATION 300(4)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORFTOLIO 304(7)
CHAPTER 10 COOPERATIVE LEARNING 311(36)
OVERVIEW OF COOPERATIVE LEARNING 312(2)
Instructional Goals and Learner Outcomes 313(1)
Syntax 313(1)
Learning Environment and Management system 314(1)
THEORETICAL AND EMPIRICAL SUPPORT 314(3)
Democratic Classrooms 314(1)
Intergroup Relations 315(1)
Experiential Learning 315(1)
Effects on Cooperative Behavior 316(1)
Effects on Interactions with Handicapped Children 316(1)
Effects on Academic Achievement 316(1)
CONDUCTING COOPERATIVE LEARNING LESSONS 317(11)
Help with Transitions 329(1)
Teach Cooperation 329(3)
ASSESSMENT AND EVALUATION 332(3)
Test Cooperative learning 333(1)
Assess Cooperation 333(1)
Grade Cooperative Learning 333(1)
Recognize Cooperative Effort 334(1)
COOPERATIVE LEARNING: A FINAL THOUGHT 335(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 340(7)
CHAPTER 11 PROBLEM-BASED INSTRUCTION 347(30)
OVERVIEW OF PROBLEM-BASED INSTRUCTION 348(3)
Special Features of Problem-Based Instruction 348(1)
Instructional Goals and Learner Outcomes 349(2)
Syntax 351(1)
Learning Environment and Management System 351(1)
THEORETICAL AND EMPIRICAL SUPPORT 351(3)
Dewey and the Problem-Oriented Classroom 352(1)
Piaget Vygotsky and Constructivism 352(1)
Bruner and Discovery Learning 353(1)
CONDUCTING PROBLEM-BASED LESSONS 354(8)
Planning Tasks 355(4)
Interactive Tasks 359(3)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 362(2)
Deal with Multitask Situations 362(1)
Adjust to Differing Finishing Rates 363(1)
Monitor and Manage Student Work 363(1)
Manage Materials and Equipment 363(1)
Regulate Movement and Behavior outside the Classroom 364(1)
ASSESSMENT AND EVALUATION 364(3)
Assess Understanding 364(1)
Use Checklists and Rating Scales 364(1)
Assess Adult Roles and Situations 364(2)
Assess Learning Potential 366(1)
Assess Group Effort 366(1)
PROBLEM-BASED INSTRUCTION: A FINAL THOUGHT 367(3)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 370(7)
CHAPTER 12 CLASSROOM DISCUSSION 377(36)
OVERVIEW OF CLASSROOM DISCUSSION 378(1)
Classroom Discourse Discussion and Recitation 378(1)
Instructional Goals and Learner Outcomes 378(1)
Syntax 379(1)
Learning Environment and Management System 379(1)
THEORETICAL AND EMPIRICAL SUPPORT 379(3)
Discourse and Cognition 380(1)
Social Aspect of Discourse 380(1)
Teacher Talk 381(1)
Teacher Questioning 381(1)
Wait-Time 382(1)
CONDUCTING A DISCUSSION LESSON 382(9)
Planning Tasks 382(6)
Interactive Tasks 388(3)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 391(3)
Slow the Pace and Broaden Participation 392(1)
Increase Interpersonal Regard and Understanding 392(2)
Use Tools that Highlight Discourse and Thinking Skills 394(1)
ASSESSMENT AND EVALUATION 394(3)
Follow Up Discussions 395(2)
CLASSROOM DISCOURSE PATTERNS: A FINAL THOUGHT 397(4)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 401(12)
CHAPTER 13 LEARNING AND STUDY STRATEGIES 413(30)
OVERVIEW OF LEARNING STRATEGIES 414(2)
Importance and Purposes of Strategy Instruction 415(1)
Defining Learning Strategies 415(1)
Self-Regulated Learners 415(1)
THEORETICAL AND EMPIRICAL SUPPORT 416(5)
Importance of Prior Knowledge 416(1)
Kinds of Knowledge 417(1)
The Memory System 418(3)
TYPES OF LEARNING STRATEGIES 421(5)
Rehearsal Strategies 421(1)
Elaboration Strategies 422(2)
Organization Strategies 424(1)
Metacognitive Strategies 425(1)
TEACHING LEARNING STRATEGIES 426(4)
Select Appropriate Strategies to Teach 427(1)
Choose an Instructional Approach 428(2)
LEARNING ENVIRONMENT AND MANAGEMENT TASKS 430(3)
Create Rich Learning Environments 430(1)
Emphasize the Importance of Self-Regulated Learning 430(1)
Use Attention-Getting Devices 431(1)
Manage Seatwork Homework and Assignments 431(2)
ASSESSMENT AND EVALUATION 433(1)
LEARNING STRATEGIES: A FINAL THOUGHT 434(4)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 438(5)
PART THREE THE ORGANIZATIONAL FUNCTIONS OF TEACHING 443(87)
CHAPTER 14 THE SCHOOL AS WORKPLACE 445(28)
PERSPECTIVE OF SCHOOLS AS WORKPLACES 446(5)
Schools Are Social Systems 446(1)
Schools Have Histories and Cultures 447(1)
Schools Have Common Features with Other Organizations 447(1)
Schools Have Unique Features 448(1)
Norms Roles and the Culture of Teaching 449(2)
THEORETICAL AND EMPIRICAL SUPPORT 451(7)
Nature of Teachers' Work 452(2)
Research on Schools 454(1)
Features of Effective Schools 455(3)
ORGANIZATIONAL SKILLS FOR TEACHERS 458(7)
Working with Colleagues 458(1)
Working with Administrators and Leadership Personnel 459(1)
Working with Parents 460(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 465(8)
CHAPTER 15 THE FIRST YEAR OF TEACHING AND SCHOOL IMPROVEMENT 473(27)
THE FIRST YEAR OF TEACHING 474(6)
Socialization of Teachers 474(1)
Nature of the First-Year Experience 475(2)
Making the First Year Productive 477(3)
SCHOOL IMPROVEMENT AND CHANGE 480(7)
The Focus of Educational Reform 480(2)
Why Educational Reforms Fail 482(1)
School Improvement Understandings and Skills 483(4)
STAYING ALIVE AND FLOURISHING 487(6)
Keeping Things in Perspective 487(1)
Finding Time 487(1)
Exhibiting Leadership and Establishing Professional Networks 488(5)
LEARNING AIDS FOR PLANNING OBSERVATION AND PORTFOLIO 493(7)
RESOURCE HANDBOOK 500(30)
UNIT 1 Reading and Using Research 501(11)
UNIT 2 Action Research for Classroom Teachers 512(9)
UNIT 3 Observation Reflection and Microteaching 521(9)
GLOSSARY 530(9)
REFERENCES 539(12)
CREDITS 551(4)
NAME INDEX 555(4)
SUBJECT INDEX 559(4)
ABOUT THE AUTHOR 563
Learning to teach / 4th ed.
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