Overview

This practical, performance based methods text for middle and second school pre-service teachers is organized around four developmental components:   Why–gives the rationale to support the components that follow What–what you will be teaching How–how you will teach it How well–how well you are teaching it.   Organized into four parts that are then split up into ten modules, the text begins with a history of education going back to colonial times.  The modules then cover the many and varied aspects of teaching pre and early adolescents, such as teaching students with exceptionalities, classroom management, diversity, instructional planning, using technology in the classroom, assessing student achievement, and self-assessment and continued professional development.  The authors contend that the best teacher is one who has an eclectic style and can monitor their own progress and make changes and adapt their strategies if they are not succeeding.    The ninth edition has been carefully updated to reflect the diversity and current topics in the field today.  The book is a valuable resource for students today and as a reference for many years to come. New To This Edition: NEW!  Improved balance of content between middle and secondary schools–this emphasizes that middle school is uniquely different from both high school and the traditional junior high school and that pre-and early adolescence is different from late adolescence. NEW!  Technology has been integrated throughout every module of the book–New features including “Teaching Scenarios,” “Activities,” and “Technology Rich” features were added to all modules. NEW! Contributions from pre-service and in-service middle and secondary school teachers, teacher educators, and educational researchers have been added--to strengthen the tie between theory and practice.

Full Product Details

Author:   Richard D. Kellough ,  Jioanna Carjuzaa
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   9th edition
Dimensions:   Width: 21.00cm , Height: 2.00cm , Length: 27.60cm
Weight:   0.839kg
ISBN:  

9780131589742

ISBN 10:   0131589741
Pages:   432
Publication Date:   28 August 2008
Audience:   Professional and scholarly ,  Professional & Vocational
Replaced By:   9780132696203
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

PART I INTRODUCTION TO TEACHING AND LEARNING IN MIDDLE AND SECONDARY SCHOOLS MODULE 1 Today's Middle and Secondary Schools: Purpose, Organization, Structure, and Reform Middle and Secondary Schools Colonial Education: The First Schools The Advent of Secondary Education: The Forerunners of Today's High Schools Funding for Public Secondary Education The Creation of Junior High Schools The Creation of Middle Schools The Changing Purpose of Education Reform Initiatives Early Reform Efforts Goals 2000 No Child Left Behind Reforming Middle Schools Today's Middle and Secondary Schools Organizing Education to Meet Students' Needs Structuring Schools to Meet Students' Needs Modifying the Curriculum to Facilitate Student Learning Embracing Student Diversity to Meet Students' Needs Preparing Teachers to Teach in a Diverse Classroom Decision-Making and Thought-Processing Phases of Instruction Accessing Community Resources to Meet Students' Needs: Telecommunications Networks, Members of the Community, and Parent Organizations The Emergent Overall Picture Your Emerging Teaching Style Module 2 Middle and Secondary School Students Adolescence Culture and Its Impact on Education The Classroom in a Nation of Increasing Diversity Styles of Learning and Implications for Teaching The Learning Cycle Learning Capacities: The Theory of Multiple Intelligences Meeting the Challenge: Recognizing and Providing for Student Differences Instructional Practices That Provide for Student Differences: General Guidelines Recognizing and Working with Exceptional Students Guidelines for Working with Students with Special Needs in the Regular Classroom Working with Culturally and Linguistically Diverse Students Additional Guidelines for Working with English Language Learners Best Practices for Promoting Success for All Students Recognizing and Working with Students Who Are Gifted Recogning and Working with Students Who Take More Time But Are Willing to Try Recognizing and Working with Recalcitrant Students Teaching Toward Positive Character Development Multitasking PART TWO PLANNING FOR INSTRUCTION Module 3 Establishing and Maintaining a Safe and Supportive Classroom Learning Environment The Importance of Perceptions Classroom Control: Its Meaning - Past and Present Providing a Supportive Learning Environment Preparation Provides Confidence and Success Classroom Procedures and Guidelines for Acceptable Behavior Using Positive Rewards Managing Class Meetings Student Misbehavior Teacher-Caused Student Misbehavior: Scenarios for Review Preventing a Ship from Sinking Is Much Easier Than Saving a Sinking One: Mistakes to Avoid Module 4 Selecting Content and Preparing Objectives Reasons for Planning Thoughtfully and Thoroughly Components of Instructional Planning Planning a Course Student Textbooks Multitext and Multireadings Approaches Other Printed Materials The Future for School Textbooks Collaborative Planning Preparing for the Year Preparing for and Dealing with Controversy Aims, Goals, and Objectives: A Clarification Instructional Objectives and Their Relationship to Curriculum and Assessment Preparing Instructional Objectives Classifying Instructional Objectives Using the Taxonomies Learning That is Not Immediately Observable Module 5 Preparing an Instructional Plan Planning for Instruction: A Three-Level and Seven-Step Process The Syllabus The Instructional Unit Curriculum Integration Lesson Planning: Rationale and Assumptions Constructing a Lesson Plan: Format, Components, and Samples Basic Elements of a Lesson Plan PART 3 SELECTING AND IMPLEMENTING INSTRUCTIONAL STRATEGIES Module 6 Student-Centered Instructional Strategies Principles of Classroom Instruction and Learning: A Synopsis Selecting Learning Activities The Total Class as a Group Enterprise Learning in Pairs Learning in Small Groups Cooperative Learning Teaching Thinking for Intelligent Behavior Inquiry Teaching and Discovery Learning Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports Writing Across the Curriculum Learning by Educational Games Integrating Strategies for Integrated Learning Module 7 Teacher-Centered Instructional Strategies Teacher Talk: Formal and Informal Demonstration Questioning Whole-Class Discussion Know Equality in the Classroom Characteristics Learning from Assignments and Homework Giving Students a Second Chance Memorizing and Reviewing: Unavoidable Learning Strategies Module 8 Media, Aids, and Resources Printed Materials and Visual Displays Media Tools Computers and Computer-Based Instructional Tools Distance Learning PART 4 ASSESSMENT OF TEACHING AND LEARNING Module 9 Assessing and Reporting Student Achievement Purposes and Principles of Assessment Terms Used in Assessment Assessing Student Learning: Three Avenues Student Involvement in Assessment Maintaining Records of Student Achievement Grading and Marking Student Achievement Testing for Achievement Preparing Assessment Items Types of Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using Them Reporting Student Achievement More About Parental Involvement and Home-School Connections Module 10 Self-Assessment of Teaching and Continued Professional Development Professional Development Through Field Experiences Finding a Teaching Position Professional Development Through Reflection and Self-Assessment Professional Development Through Mentoring Professional Development Through In-Service and Advanced Study Professional Development Through Participation in Professional Organizations Professional Development Through Communications with Other Teachers Professional Development Through Summer and Off-Teaching Work Experience Professional Development Through Micro Peer-Teaching

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