Teachers, Schools and Society with Student CD
by David Miller Sadker; Karen R. Zittleman; Myra P. SadkerEdition: 9th
Format: Package
Pub. Date: 2010-01-01
Publisher(s): MCGRAW HILL
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Summary
The most reader friendly text in its field, the ninth edition presents a comprehensive overview of education in America. It provides in-depth commentary on educational history, philosophy, and governance, while giving special attention to current critical topics such as the changing federal role in educational finance.Newly revised for this edition, Chapter 4 (Life in School and at Home) now includes obesity, eating disorders, and a revised section on poverty. A major revision of Chapter 5, now titled Reforming America's Schools, includes updates from the stimulus plan based on new reports on federal programs and new funding formulas. Chapter 6 on Curriculum, Standards and Testing has a new section on emerging trends in the curriculum.
Table of Contents
| Preface | |
| Teachers and Students | |
| Becoming a Teacher | |
| Teaching Career – Is It Right For You? | |
| Professionalism at the Crossroads | |
| From Normal Schools to Board-Certified Teachers | |
| How Teachers are Prepared Today | |
| Views of Teacher Education | |
| Urban Legends about Teaching | |
| American Schools: Better Than We Think? | |
| We Like Questions | |
| The Teachers, Schools and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| Different Ways of Learning | |
| Learning Styles | |
| Is Gender a Learning Style? | |
| Gender and Stereotypes | |
| What Does the Gender Debate Teach Us? | |
| Multiple Intelligences | |
| Instructional Technology Assessment | |
| The Five Minds | |
| Emotional Intelligence | |
| Exceptional Learners | |
| The Gifted and Talented | |
| Special Education | |
| Assistive Technology | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| Teaching your Diverse Students | |
| Student Diversity | |
| Failing at Fairness | |
| Putting a Price on Racism | |
| Theories of Why Some Groups Succeed and Others Do Not | |
| Bilingual Education | |
| Bilingual Education Models | |
| The Bilingual Controversy | |
| Research on Bilingual Education | |
| Multicultural Education | |
| The Multiculturalism Debate | |
| Approaches to Multicultural Education | |
| Culturally Responsive Teaching | |
| Stereotypes | |
| Stereotype Threat | |
| Generalizations | |
| Today’s Classroom | |
| Meet Your Seventh-Grade Class | |
| Lindsey Maria Riley (Navajo) | |
| Marcus Griffin (African American) | |
| Ana Garcia (Mexican American) | |
| Kasem Pravat (Asian American from Thailand) | |
| Ariel Klein (Jewish American) | |
| Mary Goode (Rural White) | |
| Ibrahim Mouawad (Arab American) | |
| Carlos Martinez (Gay) | |
| Diversity Assets | |
| Teaching Skills | |
| We Are One | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| INTASC Reflective Activities and Your Portfolio: Introduction | |
| INTASC Reflective Activities and Your Portfolio: Part I | |
| Schools and Curriculum | |
| Student Life in School and at Home | |
| Rules, Rituals, and Routines | |
| “Come Right Up and Get Your New Books”: A Teacher’s Perspective | |
| “Come Right Up and Get Your New Books”: A Student’s Perspective | |
| Delay and Social Distraction | |
| Watching the Clock | |
| The Teacher as Gatekeeper | |
| The Other Side of the Tracks | |
| The Power of Elementary Peer Groups | |
| Guest of Column: Haunted by Racist Attitudes | |
| The Adolescent Society | |
| Middle School: A Gendered World | |
| High School: Lessons in Social Status | |
| Social Challenges Come to School | |
| Family Patterns | |
| Wage Earners and Parenting | |
| Latchkey Kids | |
| Divorce vAmerica’s New Families | |
| Poverty | |
| Hidden America: Homeless Families | |
| Children: At Promise or At Risk? | |
| Dropping Out | |
| Sexuality and Teenage Pregnancy | |
| Substance Abuse | |
| Youth Suicide | |
| Bullying | |
| Obesity and Eating Disorders | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| Reforming America’s Schools | |
| What is the Purpose of School? | |
| To Transmit Society’s Knowledge and Values (Passing the Cultural Baton) | |
| Reconstructing Society (Schools as Tools for Change) | |
| Public Demand for Schools | |
| Where Do You Stand? | |
| A History of Educational Reform | |
| School Choice | |
| Charter Schools | |
| Vouchers | |
| Magnet Schools | |
| Open Enrollment | |
| Schools.com | |
| Schools for Profit | |
| Home Schools | |
| Green Schools | |
| Full Service Schools | |
| Teachers, Students, and Reform | |
| The Importance of Trust | |
| Students and School Reform | |
| What Makes a School Effective? | |
| Strong Leadership | |
| A Clear School Mission | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| Curriculum, Standards, and Testing | |
| The Faculty Room | |
| The Visible Curriculum | |
| The Two Rs in the Seventeenth Century | |
| Eighteenth Century: Focus on Building a New Nation | |
| A Secularized Curriculum for More Students in the Nineteenth Century | |
| Progressive Education in the First Half of the Twentieth Century | |
| Sputnik in Space and a More Demanding Curriculum, 1950s-1960s | |
| Social Concern and Relevance, 1960s-1970s | |
| Back to Basics, Standards and Testing, 1980s-Today | |
| The Invisible Curriculum | |
| The Extracurriculum | |
| Who and What Shape the Curriculum | |
| Teachers | |
| Parental and Community Groups | |
| Students | |
| Administrators | |
| State Government | |
| Local Government | |
| Colleges and universities | |
| Standardized Tests | |
| Education Commissions and Committees | |
| Professional Organizations | |
| Special Interest Groups | |
| Publishers | |
| Federal Government | |
| The Technology Revolution | |
| Ways Computers are used in the Classroom | |
| The Digital Divide | |
| The Reign of the Textbook | |
| The Standards Movement | |
| No Child Left Behind: Tests and Protests | |
| Test Problems: Seven Reasons Why Standardized Tests Are Not Working | |
| Alternates to High-Stakes Testing | |
| Tension Points | |
| Intelligent Design versus Evolution | |
| Censorship and the Curriculum | |
| Cultural Literacy or Cultural Imperialism? | |
| The Saber-Tooth Curriculum | |
| New Directions for the Curriculum | |
| Enduring Lessons: A Modest Proposal | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| INTASC Reflective Activities and Your Portfolio: Part II | |
| Foundations | |
| The History of American Education | |
| Christopher Lamb’s Colonial Classroom | |
| Colonial New England Education: God’s Classrooms | |
| A New Nation Shapes Education | |
| The Common School Movement | |
| Native American Tribes: The History of Miseducation | |
| Spinsters, Bachelors, and Gender Barriers in Teaching | |
| The Secondary School Movement | |
| John Dewey and Progressive Education | |
| The Federal Government | |
| Black Americans: The Struggle for a Chance to Learn | |
| Hispanics: Growing School Impact | |
| Mexican American | |
| Puerto Ricans | |
| Cuban Americans | |
| Asian Americans and Pacific Islanders: The Magnitude of Diversity | |
| Chinese Americans | |
| Filipino Americans | |
| Asian Indian Americans | |
| Japanese Americans | |
| Southeast Asian Americans | |
| Arab Americans: Moving Beyond the Stereotypes | |
| Women and Education: A History of Sexism | |
| Hall of Fame: Profiles in Education | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| Philosophy of Education | |
| Finding Your Philosophy of Education | |
| Inventory of Philosophies of Education | |
| Interpreting Your Response | |
| Five Philosophies of Education | |
| Teacher-Centered Philosophies | |
| Essentialism | |
| Perennialism | |
| Student-Centered Philosophies | |
| Progressivism | |
| Social Reconstructionism | |
| Existentialism | |
| Can Teachers Blend These Five Philosophies | |
| Psychological Influences on Education | |
| Constructivism | |
| Behaviorism | |
| Cultural Influences on Education | |
| The Three Legendary Figures of Classical Western Philosophy | |
| Basic Philosophical Issues and Concepts | |
| Metaphysics and Epitsemology | |
| Ethics, Political Philosophy, and Aesthetics Logic | |
| Your Turn | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| Financing and Governing America's Schools | |
| Follow the Money: Financing America’s Schools | |
| Why Should Teachers Care Where the Money Comes From? | |
| The Property Tax: The Road to Unequal Schools | |
| Reforming Education Finance | |
| From Robin Hood to Adequacy | |
| Does Money Matter? | |
| States Finding the Money | |
| The Federal Government’s Role in Financing Education | |
| The Obama Bounce | |
| Schools, Children, and Commercialism | |
| Commercializing Childhood | |
| Brand Name Education: Should Schools Be Open for Business? | |
| What the Future May Hold for School Finance | |
| Accountability | |
| Choice Program | |
| The Economy’s Impact on School Budgets | |
| The Future of Federal Assistance to Education | |
| Local Fundraising | |
| Decaying Infrastructure | |
| Commercializing Children and Schools | |
| Governing America’s Schools | |
| School Governance Quiz | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| School Law and Ethics | |
| Classroom Law | |
| What Is Your Rights Quotient? | |
| Teachers’ Rights and Responsibilities | |
| Students Rights and Responsibilities | |
| Teaching and Ethics | |
| Protecting Your Students | |
| Moral Education: Programs That Teach Right from Wrong | |
| Classrooms that Explore Ethical Issues | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| INTASC Reflective Activities and your Portfolio: Part III | |
| Your Classroom | |
| Teacher Effectiveness | |
| Are Teachers Born or Made? | |
| Academic Learning Time | |
| Classroom Management | |
| Management Models | |
| Preventing Problems | |
| The Pedagogical Cycle | |
| Clarity and Academic Structure | |
| Questioning | |
| Student Response | |
| Reaction or Productive Feedback | |
| Variety in Process and Content | |
| Technology as a Tool for Effective Teaching | |
| Models for Effective Instruction | |
| Direct Teaching | |
| Cooperative learning | |
| Mastery Learning | |
| Problem-Based Learning | |
| Differentiated Instruction | |
| Some Final Thoughts on Teaching | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| Your First Classroom | |
| Stages of Teacher Development | |
| Your First Year: Induction into the Profession | |
| Mentors | |
| Observation | |
| Your First Day: Creating a Productive Classroom Climate | |
| Professional Development Programs | |
| Personalizing Schools | |
| Finding That First Teaching Position | |
| Where to Teach? | |
| Resumes, Portfolios, Online Assessments, and Interviews | |
| Teacher Recognition | |
| Educational Associations | |
| The NEA and the AFT | |
| Professional Associations and Resources | |
| Tomorrow’s Classroom? | |
| The Teachers, Schools, and Society Reader | |
| Key Terms and People | |
| Discussion Questions and Activities | |
| Q and A Guide to Entering the Teaching Profession | |
| What Are My Chances of Finding a Teaching Position? | |
| Who Are My Teaching Colleagues? What Are the Demographics of Today’s Teachers? | |
| What Are My Chances for Earning a Decent Salary? | |
| Do Private Schools Pay Less than Public Schools? | |
| How Do I Apply for a Teaching Job? Do I Need a Resume or a Portfolio? | |
| How Do I Prepare for a Successful Interview? | |
| What Do I Need in Order to Teach – A License or Certification? By the Way, What’s the Difference? | |
| Who Awards Licenses, and How Do I Get One? | |
| What Type of License Do I need? (You Mean, There’s More Than One?) | |
| What Is an Endorsement? | |
| If I Want to Teach in Another State, Do I need Another Teacher’s License? | |
| What Are “Alternative Routes” to Getting a Teacher’s License? | |
| What Are Teacher Competency Tests? | |
| How Do Teaching Contracts Work? | |
| What Are Some Advantages of Tenure? | |
| What Are Some Disadvantages of Tenure? | |
| Are Untenured Teachers Protected? | |
| Can Principals Be Tenured? | |
| What Teaching Positions Exist in Unique School Settings | |
| What Kinds of Educational Careers Are Available Beyond | |
| Classroom Teaching? | |
| Summary | |
| Key Terms and People | |
| INTASC Reflective Activities and Your Portfolio: Part IV | |
| Appendices | |
| Test Appendices | |
| Teacher Competency Exams and Praxis Sample Test Questions | |
| State Offices for Teacher Certification and Licensure | |
| Online Appendixes | |
| Classroom Observation Guidelines | |
| State Offices for Teacher Certification and Licensure | |
| Glossary | |
| Notes | |
| Credits | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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