Becoming a teacher, FW Parkay, BH Stanford, TD Gougeon

Tags: students, MyEducationLab, Washington State University, chapter content, student and teacher, ninth edition, teaching assistants, Eric J. Anctil, sales representative, spiritual support, Yunnan University's Research Institute of Higher Education, Herbert A. Thelen, Department of Educational Leadership, warm thanks, classroom management issues, teaching portfolio, State Certification, lesson plan, master teachers, test requirements, Pearson Teacher Education, Deanna Gilmore, Meredith D. Fossel, Licensure section, Acquisitions Editor, expert teachers, teacher education, mentor teachers, undergraduate teacher education majors, Students Indiana California Texas Florida New York Illinois Alaska Indiana Arizona Utah New Mexico Washington Colorado Oklahoma Minnesota, Nevada Indiana Maine Illinois Connecticut Florida Texas Chapter 10, York Illinois, Washington Virginia Chapter, California Missouri Louisiana Pennsylvania Virginia Florida New Hampshire Chapter, Change features, challenges, diversity in the classroom, West Virginia, Common Core State Standards Initiative, prospective teachers, teaching profession, teacher leaders, Educational Leadership
Content: NINTH EDITION Becoming a Teacher FORREST W. PARKAY Washington State University PREFACE I hope you share my belief that teaching is the world's most important profession. Teaching is exciting, rewarding, and uplifting; teachers receive great satisfaction from making a difference in their students' lives. In today's climate of accountability, high-stakes testing, and new federal programs such as Race to the Top, however, becoming a successful teacher requires high levels of professionalism and commitment. The ninth edition of Becoming a Teacher continues to listen to the voices of those who care deeply about teaching--professionals and expert teachers, novices just learning the ropes, students in America's classrooms, and pre-service learners deciding if teaching is their best career path--to help readers discover the answer to the question, "Is teaching for me?" With the help of these stakeholders, the ninth edition focuses on teacher quality and provides in-depth coverage of: · teacher leadership, political activism, and change facilitation · diversity and culturally competent teaching · social justice and democracy Becoming a Teacher embraces and articulates the changing field of education, outlining ways to be an agent of change in the profession, pinpointing meaningful uses of technol-
ogy in education, clarifying realities of diversity in the classroom, and clearly outlining past, present, and future thoughts on curriculum, instruction, management, philosophy, and issues in education. This down-to-earth and straightforward approach provides students with the tools and information necessary to answer the questions, "What does it take to become a high quality teacher?" and "Do I want to teach?" Cutting Edge Content The ninth edition is thoroughly revised and draws attention to the rapidly-changing climate in education. I approached this revision of Becoming a Teacher with an eye toward providing readers with cutting-edge information impacting the teaching profession. New subsections in each chapter to address the most current trends and issues 9 The Current Administration's Blueprint for Reform and Race to the Top Program (chapter #) 9 Teaching and the Great Economic Recession (Chapter #) 9 Response to Intervention (RTI) Model 9 critical pedagogy 9 Teachers and Online Social networking 9 Student Expression on social networking sites 9 Cyberbullying and the Law 9 Common Core State Standards Initiative (CCSSI) 9 mobile learning 9 "Hybrid" Teachers and "Teacherpreneuers" An emphasis on standards prepare prospective teachers to meet key performance
standards · The ninth edition of Becoming a Teacher also provides prospective teachers with guidelines for acquiring the knowledge and skills necessary to meet the performance standards developed by InTASC, NCATE, TEAC, PRAXIS, NBPTS, and the newly-created Council for the Accreditation of Educator Preparation (CAEP). The book also prepares readers to meet the accountability criteria contained in the No Child Left Behind (NCLB) Act and the current administration's A Blueprint for Reform: The Reauthorization of the Elementary and secondary education Act. · The text's Appendix, Preparing for Certification: Your Guide to Licensure, provides students with a brief tutorial of FAQs, test-taking tips, and sample test questions intended to remove some of the intimidation of this important professional step. Correlations to content in the book demonstrate why Becoming a Teacher, ninth edition, is the ideal preparation guide for becoming a licensed teacher. An emphasis on the diversity of students and their teachers · Focus on Diversity sections in each chapter address cultural and ethnic diversity, student ability, the impact of socio-economic status, as well as linguistic diversity in today's classrooms. The sections introduce readers to culturally competent teaching and help them learn how to meet students' diverse needs in every classroom.
· Comprehensive State Coverage To ensure that students and teachers from all over the country see themselves mirrored in the content, the ninth edition specifically highlights master teachers, instructional issues, and curriculum initiatives from across the U.S. An index of highlighted States is presented at the end of the Preface. An emphasis on today's technologies · Technology in Action features in each chapter have been revised to highlight how teachers are integrating cutting-edge technologies--like web conferencing or screen captures--into their teaching. A practical "Try It Out" section in each feature gives readers hands-on directions for learning more about integrating the highlighted technology into their own teaching. · Latest Trends in Technology and Teaching A thoroughly revised technology chapter explains how teachers can integrate technology into teaching in order to engage today's tech-savvy students fully and to adjust to the reality that technology has transformed how, when, and where students can learn. From blogs and wikis, to podcasting and 3-D virtual worlds, the ninth edition is filled with case examples of how teachers are integrating technology and transforming their teaching to foster collaboration, discovery, and understanding of the "big ideas" in the curriculum. Voices from the Field Throughout the 9th edition the voices of preservice, new, and master teachers are heard.
· New "Dear Mentor" Features Success during the first years of teaching is a challenge for new teachers. Ask any experienced teacher to identify the key to success and most, if not all, will stress the importance of mentors. To facilitate your students' journey to becoming high-quality teachers, the popular Dear Mentor feature that opens each part of the book has been completely revised, enlisting the help of four new novice teachers who pose important questions to four new highly-accomplished mentor teachers. · Readers' Voices at the beginning of each chapter provide comments by undergraduate teacher education majors about the importance of chapter content and help readers feel confident about joining the wider community of those preparing to teach. · Teachers' Voices: Agent of Change features bring in the voices of experienced teachers--many of them National Teachers of the Year award winners--to focus on how teachers can affect change in the classroom and the community for the benefit of their students. · Teaching On Your Feet features have been thoroughly revised to present examples of how successful teachers have turned potential problem situations in the classroom into "teachable moments." Written by real teachers, these features illustrate how professional reflection and inquiry enable teachers to meet the numerous, unpredictable challenges that are part of teaching in today's schools.
· Teachers' Voices: Walk In My Shoes More than half of these features for the ninth edition are new. These features profile teachers whose philosophy and professional contributions reflect commitment to touching others' lives through teaching. These teacher leaders share their insights, challenges, and accomplishments and encourage future teachers to "walk in their shoes." MyEducationLab PEARSON MyEducationLab THE POWER OF CLASSROOM PRACTICE In Preparing Teachers for a Changing World, Linda Darling-Hammond and her colleagues point out that grounding teacher education in real classrooms--among real teachers and students and among actual examples of students' and teachers' work--is an important, and perhaps even an essential, part of training teachers for the complexities of teaching in today's classrooms. MyEducationLab is an online learning solution that provides contextualized interactive exercises, simulations, and other resources designed to help you develop the knowledge and skills that teachers need. All of the activities and exercises in MyEducationLab are built around essential learning outcomes for teachers and are mapped to
professional teaching standards. Utilizing classroom video, authentic student and teacher artifacts, case studies, and other resources and assessments, the scaffolded learning experiences in MyEducationLab offer you a unique and valuable education tool. On the MyEducationLab for this course you will find the following features and resources. STUDY PLAN SPECIFIC TO YOUR TEXT A MyEducationLab Study Plan consists of a chapter quiz. Students have the opportunity to take a self-assessment after reading each chapter of the text. Each self-assessment question is tied to a chapter objective, so the students are assessed on their knowledge and comprehension of all the concepts presented in each chapter. The quiz results automatically identify areas of the chapter that still need some additional study time. In this study plan, students are presented with Review, Practice, and Enrichment exercises to help ensure learning and to deepen understanding of chapter concepts ­ when just re-reading and studying chapter content is not enough. The study plan is designed to help each student perform well on exams and to promote deep understanding of chapter content. CONNECTION TO NATIONAL STANDARDS Now it is easier than ever to see how coursework is connected to national standards. Each topic, activity and exercise on MyEducationLab lists intended learning outcomes connected to the appropriate national standards. ASSIGNMENTS AND ACTIVITIES Designed to enhance your understanding of concepts covered in class, these assignable exercises show concepts in action (through videos, cas-
es, and/or student and teacher artifacts). They help you deepen content knowledge and synthesize and apply concepts and strategies you read about in the book. (Correct answers for these assignments are available to the instructor only.) BUILDING TEACHING SKILLS AND DISPOSITIONS These unique learning units help users practice and strengthen skills that are essential to effective teaching. After presenting the steps involved in a core teaching process, you are given an opportunity to practice applying this skill via videos, student and teacher artifacts, and/or case studies of authentic classrooms. Providing multiple opportunities to practice a single teaching concept, each activity encourages a deeper understanding and application of concepts, as well as the use of critical thinking skills. Feedback for the final quizzes is available to the instructor only. IRIS CENTER RESOURCES The IRIS Center at Vanderbilt University (http://iris.peabody.vanderbilt.edu), funded by the U.S. Department of Education's Office of Special Education Programs (OSEP), develops training enhancement materials for preservice and practicing teachers. The Center works with experts from across the country to create challengebased interactive modules, case study units, and podcasts that provide research-validated information about working with students in inclusive settings. In your MyEducationLab course we have integrated this content where appropriate. SIMULATIONS IN CLASSROOM MANAGEMENT One of the most difficult challenges facing teachers today is how to balance classroom instruction with classroom management. These interac-
tive cases focus on the classroom management issues teachers most frequently encounter on a daily basis. Each simulation presents a challenge scenario at the beginning and then offers a series of choices to solve each challenge. Along the way students receive mentor feedback on their choices and have the opportunity to make better choices if necessary. Upon exiting each simulation, you will have a clear understanding of how to address these common classroom management issues and will be better equipped to handle them in the classroom. teacher talk This feature emphasizes the power of teaching through videos of master teachers, who each tell their own compelling stories of why they teach. These videos help you see the bigger picture and consider why the concepts and principles you are learning are important to your career as a teacher. Each of these featured teachers has been awarded the Council of Chief State School Officers Teachers of the Year award, the oldest and most prestigious award for teachers. COURSE RESOURCES The Course Resources section of MyEducationLab is designed to help you put together an effective lesson plan, prepare for and begin your career, navigate your first year of teaching, and understand key educational standards, policies, and laws. It includes the following: · The Lesson Plan Builder is an effective and easy-to-use tool that you can use to create, update, and share quality lesson plans. The software also makes it easy to integrate state content standards into any lesson plan. · The Preparing a Portfolio module provides guidelines for creating a high-quality teaching portfolio.
· Beginning Your Career offers tips, advice, and other valuable information on: · Resume Writing and Interviewing: Includes expert advice on how to write impressive resumes and prepare for job interviews. · Your First Year of Teaching: Provides practical tips to set up a first classroom, manage student behavior, and more easily organize for instruction and assessment. · Law and Public Policies: Details specific directives and requirements you need to understand under the No Child Left Behind Act and the Individuals with Disabilities Education Improvement Act of 2004. CERTIFICATION AND LICENSURE The Certification and Licensure section is designed to help you pass your licensure exam by giving you access to state test requirements, overviews of what tests cover, and sample test items. The Certification and Licensure section includes the following: · State Certification Test Requirements: Here, you can click on a state and will then be taken to a list of state certification tests. · You can click on the Licensure Exams you need to take to find: · Basic information about each test · Descriptions of what is covered on each test · Sample test questions with explanations of correct answers · National Evaluation SeriesTM by Pearson: Here, students can see the tests in the NES, learn what is covered on each exam, and access sample test items with descriptions and rationales of correct answers. You can also purchase interactive online tutorials developed by Pearson Evaluation Systems and the Pearson Teacher Education and Development group. · ETS Online Praxis Tutorials: Here you can purchase interactive online tutorials developed by ETS and by the Pearson Teacher Education and Development group. Tutorials are available for the Praxis I exams and for select Praxis II exams.
Visit www.myeducationlab.com for a demonstration of this exciting new online teaching resource. [H2] INSTRUCTOR'S RESOURCE CENTER The Instructor Resource Center at www.pearsonhighered.com has a variety of print and media resources available in downloadable, digital format--all in one location. As a registered faculty member, you can access and download pass code­protected resource files, course-management content, and other premium online content directly to your computer. Digital resources available for Becoming a Teacher, 9e, include the following: · A test bank of multiple choice and essay tests. · PowerPoint presentations specifically designed for each chapter. · Chapter-by-chapter materials, including a Chapter-at-a-Glance organizer for each chapter of the text, which correlates chapter outlines, learning objectives, and teaching supplements; an Annotated Lecture Outline, which provides examples, discussion questions, and student activities; suggestions for additional readings and media extend chapter learning; and handout masters, which provide additional lecture support materials. To access these items online, go to www.pearsonhighered.com and click on the Instructor option. You'll find an Instructor Resource Center option in the top navigation bar. There you will be able to log in or complete a one-time registration for a user name and pass-
word. If you have any questions regarding this process or the materials available online, please contact your local Pearson sales representative. ACKNOWLEDGMENTS I would like to thank the many members of the Pearson/Merrill Education team who provided expert guidance and support during the preparation of the ninth edition of Becoming a Teacher. Clearly, Ann Davis, Executive Editor, and Hope Madden, my Development Editor, head the list. From suggestions for new features and revisions, feedback on draft manuscripts, and skillful coordination of the revision process, from beginning to end, to coordination of the book's supplements, their hard work is deeply appreciated. Additionally, I am forever grateful to Meredith D. Fossel, Acquisitions Editor for the previous edition, for her skill and professionalism in making critical arrangements for the ninth edition revision of this book. I extend a very special thanks to Jeff Johnston, Vice President and Editor-in-Chief; Sheryl Langner, Project Manager; and Darcy Betts, Senior Marketing Manager, all of whom were steadfast in their support of the ninth edition. I also extend a special thanks to Donald Finn for writing the Test Bank and preparing the Instructor's Resource Manual and to PowerPoints for this edition, and to Theresa Dorel for her work on the Study Plan that accompanies the text online. For their patience, encouragement, and understanding while their dad has worked on revisions of this book since its first edition in 1990, I give warm thanks and a hug to each of my wonderful daughters: Anna, Catherine, and Rebecca. In addition, A.G. Rud, Dean of the College of Education at Washington State University; Kelly Ward, Chair of the
Department of Educational Leadership and Counseling Psychology; and the faculty, teaching assistants, and research assistants in the Department of Educational Leadership and Counseling Psychology gave me much-appreciated encouragement and support. Gail Furman, Professor of Educational Leadership, and Paul Pitre, Associate Professor of Educational Leadership, provided invaluable ideas for this edition of the book, as did Eric J. Anctil, Assistant Professor of Educational Leadership at the University of Portland. I give a sincere thanks to students (many of them now teachers and school administrators) in the classes I have taught at Washington State University. Conversations with them over the years have been thought provoking and professionally rewarding. I would like to thank Wu Mei, at Yunnan University's Research Institute of Higher Education in Kunming, China, for her friendship, spiritual support, and encouragement during the revision process. In addition, I extend warm thanks to Deanna Gilmore and her colleagues and students at the University of Idaho for their excellent suggestions for this edition. And, for demonstrating the power of professional inquiry, I owe a profound debt to a great teacher, mentor, and friend, the late Herbert A. Thelen, Professor of Education at the University of Chicago. I am also grateful to the many people throughout the United States who have used the previous edition and provided suggestions and materials for this edition, including my students at Washington State University. I also wish to thank the following reviewers, who provided concise, helpful suggestions during the developmental stages of this book: __________________ ________________________________________________________________________ __
State Coverage The ninth edition of Becoming a Teacher considers educational issues and contributions as they apply to teaching across the country. You'll see specific state coverage throughout the chapters.
Chapter 1: Teaching: Your Chosen Profession
Colorado
Hawaii
Georgia
Maryland
Washington
Massachusetts
California
New York
Illinois
North Carolina
Texas
Ohio
Delaware
Rhode Island
Tennessee
Pennsylvania
Washington, DC
Kansas
Florida
Chapter 2: Today's Teachers Louisiana Connecticut Massachusetts Idaho
California Texas California
Chapter 3: Today's Schools New Jersey Illinois Mississippi Alabama California Washington Oklahoma New York Ohio
Texas Massachusetts Pennsylvania Alabama Washington, DC Minnesota Hawaii Florida
Chapter 4: Philosophical Foundations of U.S. Education
Arkansas
Washington
Texas
Indiana
Chapter 5: Historical Foundations of U.S. Education
New Hampshire
California
Virginia
West Virginia
Chapter 6: Governance and Finance of U.S. Schools
New York
Illinois
Arkansas
Kentucky
West Virginia
Colorado
New Mexico
Pennsylvania
North Carolina Washington Texas Nebraska California South Carolina
Michigan Missouri Florida Ohio Minnesota Virginia
Chapter 7: Ethical and Legal Issues in U.S. Education California
Missouri
Louisiana
Pennsylvania
Virginia
Florida
New Hampshire
Chapter 8: Today's Students Indiana California Texas Florida New York Illinois Alaska Indiana
Arizona Utah New Mexico Washington Colorado Oklahoma Minnesota
Chapter 9: Addressing Learners' Individual Needs
Nevada
Indiana
Maine
Illinois
Connecticut
Florida
Texas
Chapter 10: Creating A Community of Learners
Washington
Virginia
Chapter 11: Curriculum Standards, Assessment, and Student Learning
Nevada
Florida
Colorado
Maine
North Dakota
Alabama
Wyoming
Arizona
Alaska
Massachusetts
California
New York
Texas
New Jersey
Florida
Ohio
South Carolina
Rhode Island
Washington
Connecticut
Massachusetts
Hawaii
Oklahoma
South Dakota
Oregon
Virginia
California
Chapter 12: Integrating Technology into Teaching
Georgia
Idaho
North Carolina
Wisconsin
Maine
Illinois
Michigan
California
Hawaii
Washington
Florida
West Virginia
Alabama
Vermont
Connecticut
Chapter 13: Becoming a Professional Teacher Kansas Washington Nebraska Texas Tennessee Florida West Virginia Vermont Indiana Ohio Alabama Georgia New York California Kansas North Carolina Colorado Virginia Wisconsin Delaware Connecticut Oregon New Mexico South Dakota
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FW Parkay, BH Stanford, TD Gougeon

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