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Resource Guide for Teaching K-12, A

by: Kellough, Richard D.

Resource Guide for Teaching K-12, A

by: Kellough, Richard D.

ISBN 13:
9780131705432
ISBN 10:
0131705431
Edition: 5th
Format: Paperback
Copyright: 01/01/2007
Publisher: Pearson College Div
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Summary

Now aligned with the INTASC standards,A Resource Guide for Teaching K-12is a hands-on book with practical exercises to help teachers learn by doing.Inservice teachers will find that this book provides a sound introduction to the challenges of today's schools, teachers'professional responsibilities, classroom environment, curriculum, planning instruction, questioning, grouping students for learning; using teacher talk, demonstrations, thinking, inquiry, and games; assessment, and professional development.General K-12 Inservice Teachers.

Today's Schools: Recognizing and Understanding the Challenge

(1)

Chapter Objectives

(1)

The Classroom in a Nation of Diversity and Shifting Demographics: Understanding Your Challenge

(29)

Orientation: No Single Shoe Fits All

(1)

Start of the School Year Orientation

(2)

The School Year and Teachers' Schedules

(3)

Teaching Teams

(1)

The Community of Learners Concept

(1)

Nontraditional Scheduling

(3)

Exercise 1.1 What Message Is Being Conveyed?

(2)

Quality Education for Every Student

(3)

Responsive Practices for Helping Each Student Succeed

(1)

Middle-Level Schools

(2)

High Schools

(1)

The Fundamental Characteristic of Exemplary Education

(3)

Committed Teachers

(1)

Reflective Decision Making

(3)

Exercise 1.2 Conversation with a Classroom Teacher

(2)

School Leadership

(1)

The Community Served by the School

(2)

The No Child Left Behind Act of 2001

(1)

Home and School Connections

(1)

Community Service Learning

(1)

The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues

(3)

Key Trends and Practices

(1)

Major Problems and Issues

(2)

Meeting the Challenge: Recognizing and Providing for Student Differences

(1)

Summary

(1)

Questions For Class Discussion

(1)

Related Web Sites

(1)

Suggestions for Further Reading

(2)

Teacher Professional Responsibilities

(53)

Chapter Objectives

(1)

The Teacher as a Reflective Decision Maker

(3)

Decision-Making Phases of Instruction

(1)

Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility

(3)

Exercise 2.1 The Teacher as Reflective Decision Maker

(2)

Exercise 2.2 Reflective Decision Making: The Preactive Phase of Instruction

(2)

Selected Legal Guidelines

(1)

Student Rights

(1)

Teacher Liability and Insurance

(1)

Teaching Style

(3)

Multilevel Instruction

(1)

The Theoretical Origins of Teaching Styles and Their Relation to Constructivism

(3)

Exercise 2.3 Using Observation of Classroom Interaction to Analyze One Teacher's Style

(2)

Exercise 2.4 Using a Questionnaire to Develop a Profile and a Statement About My Own Emerging Teaching Style

(4)

Commitment and Professionalism

(4)

Noninstructional Responsibilities

(1)

Instructional Responsibilities

(4)

Exercise 2.5 Reviewing the Professional Responsibilities of a First-Year Teacher

(8)

Identifying and Building Your Instructional Competencies

(2)

Characteristics of the Competent Classroom Teacher: An Annotated List

(2)

Teacher Behaviors Necessary to Facilitate Student Learning

(6)

Three Basic Rules for Becoming a Competent Teacher

(1)

Facilitating Behaviors and Instructional Strategies: A Clarification

(1)

Structuring the Learning Environment

(1)

Accepting and Sharing Instructional Accountability

(1)

Demonstrating ``Withitness'' and Overlapping

(1)

Providing a Variety of Motivating and Challenging Activities

(1)

Modeling Appropriate Behaviors

(1)

Facilitating Student Acquisition of Data

(1)

Creating a Psychologically Safe Environment

(2)

Clarifying Whenever Necessary

(1)

Using Periods of Silence

(1)

Questioning Thoughtfully

(1)

Tools for Instruction

(12)

The Internet

(1)

Professional Journals and Periodicals

(1)

The ERIC Information Network

(1)

Copying Printed Materials

(1)

The Classroom Writing Board

(2)

The Classroom Bulletin Board

(1)

The Community as a Resource

(3)

Media Tools

(3)

Computers and Computer-Based Instructional Tools

(1)

Using Copyrighted Video, Computer, and Multimedia Programs

(1)

Distance Learning

(1)

Summary

(1)

Questions for Class Discussion

(1)

Related Web Sites

(1)

Suggestions For Further Reading

(1)

The Classroom Learning Environment

(52)

Chapter Objectives

(1)

The Importance of Perceptions

(1)

Classroom Control---Its Meaning---Past and Present

(5)

Historical Meaning of Classroom Control

(1)

Today's Meaning of Classroom Control and the Concept of Classroom Management

(1)

Classroom Management: Contributions of Some Leading Authorities

(4)

Developing Your Own Effective Approach to Classroom Management

(1)

Providing a Supportive Learning Environment

(4)

Consider the Physical Layout

(2)

Create a Positive Classroom Ambiance

(1)

Get to Know Your Students as People

(1)

Preparation Provides Confidence and Success

(1)

Effective Organization and Administration of Activities and Materials

(1)

Natural Interruptions and Disruptions to Routine

(1)

Classroom Procedures and Guidelines for Acceptable Behavior

(6)

Starting the School Term Well

(1)

Procedures Rather Than Rules; Consequences Rather Than Punishment

(1)

The First Day

(1)

Procedural Matters: What Students Need to Understand from Day One

(3)

Exercise 3.1 Observing a Classroom for Frequency of External Interruptions

101

(4)

Time-Out Procedure

103

(2)

Exercise 3.2 Teachers' Classroom Management Systems

105

(2)

Exercise 3.3 Beginning the Development of My Classroom Management System

107

(2)

Using Positive Rewards as Motivators

109

(1)

Managing Class Sessions

109

(2)

Opening Activities

109

(2)

Exercise 3.4 Observation and Analysis of How Experienced Teachers Open Class Meetings

111

(2)

Smooth Implementation of the Lesson

113

(1)

Transitions Within Lessons

113

(1)

Inappropriate Student Behavior

113

(2)

Transient Nondisruptive Behaviors

114

(1)

Disruptions to Learning

114

(1)

Defiance, Cheating, Lying, and Stealing

114

(1)

Bullying, Fighting, Sexual Misconduct, and Violence

115

(1)

Teacher Responses to Student Misbehavior

115

(1)

Direct Versus Indirect Assertive Intervention Strategies: A Clarification

115

(1)

Order of Behavior Intervention Strategies

115

(1)

Teacher-Caused Student Misbehavior

116

(9)

Scenarios for Case Study Review

116

(1)

Preventing a Ship from Sinking Is Much Easier Than Saving a Sinking One: Mistakes to Avoid

117

(8)

Exercise 3.5 Avoiding Sending Opposing Messages

125

(2)

Exercise 3.6 Identifying Teacher Behaviors That Cause Student Misbehavior---A Self-Check Exercise

127

(4)

Situational Case Studies for Additional Review

131

(3)

Summary

134

(1)

Questions for Class Discussion

134

(1)

Related Web Sites

135

(1)

Suggestions for Further Reading

135

(1)

The Curriculum: Selecting and Setting Learning Expectations

136

(54)

Chapter Objectives

137

(1)

Program Organization: Providing Successful Transitions

137

(2)

Curriculum and Instruction: Clarification of Terms

137

(1)

Core Curriculum

138

(1)

Curriculum Content: Essential Versus Supplemental

138

(1)

Exploratory Opportunities

138

(1)

Co-Curricular Versus Extracurricular

138

(1)

Advisory/Home Base Program

139

(1)

Planning for Instruction: Three Levels

139

(2)

Teacher---Student Collaborative Team Planning

139

(1)

Reasons for Planning

140

(1)

Components of an Instructional Plan

140

(1)

Curriculum Content Selection: Documents That Provide Guidance

141

(1)

Curriculum Standards

141

(4)

National Curriculum Standards by Content Area

142

(1)

State Curriculum Standards

142

(1)

Curriculum Standards and High-Stakes Testing

143

(2)

Exercise 4.1 Examining National Curriculum Standards

145

(2)

Exercise 4.2 Examining State Curriculum Standards

147

(2)

Exercise 4.3 Examining State Curriculum Frameworks

149

(2)

Exercise 4.4 Examining Local Curriculum Documents

151

(2)

Student Textbooks

153

(2)

Benefit of Textbooks to Student Learning

153

(1)

Problems with Reliance on a Single Textbook

153

(2)

Exercise 4.5 Examining Student Textbooks and Teacher's Editions

155

(2)

Guidelines for Textbook Use

157

(1)

Multitext and Multireadings Approach

157

(1)

Beginning to Think About the Sequencing of Content

157

(4)

Exercise 4.6 Preparing a Content Outline

161

(2)

Preparing for and Dealing with Controversy

163

(2)

Exercise 4.7A Dealing with Controversial Content and Issues

165

(1)

Exercise 4.7B Censorship: Books That Are Sometimes Challenged

166

(1)

Aims, Goals, and Objectives: The Anticipated Learning Outcomes

167

(2)

Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment

167

(1)

Learning Targets and Goal Indicators

167

(1)

Overt and Covert Performance Outcomes

168

(1)

Balance of Behaviorism and Constructivism

168

(1)

Teaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom Instruction

168

(1)

Preparing Instructional Objectives

169

(2)

Components of a Complete Objective: The ABCDs

169

(1)

Classifying Instructional Objectives

170

(1)

The Domains of Learning and the Developmental Needs of Students

170

(1)

Cognitive Domain Hierarchy

170

(1)

Exercise 4.8 Recognizing Verbs That Are Acceptable for Overt Objectives---A Self-Check Exercise

171

(1)

Exercise 4.9 Recognizing the Parts of Criterion-Referenced Instructional Objectives---A Self-Check Exercise

171

(1)

Exercise 4.10 Recognizing Objectives That Are Measurable---A Self-Check Exercise

172

(4)

Affective Domain Hierarchy

174

(1)

Psychomotor Domain Hierarchy

175

(1)

Exercise 4.11 Assessing Recognition of Objectives According to Domain---A Self-Check Exercise

176

(1)

Exercise 4.12 Preparing Instructional Objectives for My Teaching

177

(2)

Using the Taxonomies

179

(2)

Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals

179

(1)

Character Education and the Domains of Learning

180

(1)

Learning That Is Not Immediately Observable

181

(1)

Integrated Curriculum

181

(2)

Integrated Curriculum in a Standards-Based Environment

183

(1)

Planning for Instruction: A Seven-Step Process

183

(1)

The Syllabus

184

(2)

Use and Development of a Syllabus

184

(2)

Content of a Syllabus

186

(1)

Summary

186

(1)

Questions for Class Discussion

187

(1)

Related Web Sites

188

(1)

Suggestions for Further Reading

188

(2)

Planning the Instruction

190

(44)

Chapter Objectives

190

(1)

The Instructional Unit

191

(1)

Planning and Developing Any Unit of Instruction

191

(1)

Unit Format, Inclusive Elements, and Time Duration

192

(1)

Theoretical Considerations for the Selection of Instructional Strategies

192

(3)

Decision Making and Strategy Selection

192

(1)

Direct and Indirect Instruction: A Clarification of Terms

192

(1)

Principles of Classroom Instruction and Learning: A Synopsis

193

(1)

Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each

194

(1)

Selecting Learning Activities That Are Developmentally Appropriate

195

(1)

Styles of Learning and Implications for Teaching

196

(3)

Learning Modalities

196

(1)

Learning Styles

197

(1)

The Three-Phase Learning Cycle

198

(1)

Learning Capacities: The Theory of Multiple Intelligences

198

(1)

The Learning Experiences Ladder

199

(2)

Direct, Simulated, and Vicarious Experiences Help Connect Student Learning

201

(1)

Planning and Developing an Interdisciplinary Thematic Unit

201

(5)

Specific Guidelines for Developing an Interdisciplinary Thematic Unit

201

(2)

Developing the Learning Activities: The Heart and Spirit of the ITU

203

(3)

Preparing Lesson Plans: Rationale and Assumptions

206

(3)

Rationale for Preparing Written Plans

206

(1)

Assumptions About Lesson Planning

207

(1)

A Continual Process

207

(1)

Well Planned but Open to Last-Minute Change

207

(1)

The Problem of Time

208

(1)

The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to ``Cover'' the Prescribed Curriculum

209

(1)

Caution About ``The Weekly Planning Book''

209

(1)

Constructing a Lesson Plan: Format, Elements, and Samples

209

(8)

For Guidance, Reflection, and Reference

213

(1)

Basic Elements in a Lesson Plan

213

(4)

Descriptive Data

217

(1)

Goals and Objectives

217

(1)

Setting the Learning Objectives

217

(10)

A Common Error and How to Avoid It

217

(1)

No Need to Include All Domains and Hierarchies in Every Lesson

218

(1)

Rationale

218

(1)

Procedure

218

(6)

Assignments

224

(1)

Special Considerations, Notes, and Reminders

225

(1)

Materials and Equipment to Be Used

225

(1)

Assessment, Reflection, and Revision

226

(1)

Exercise 5.1 Analysis of a Lesson That Failed

227

(2)

Exercise 5.2A Preparing a Lesson Plan

229

(1)

Exercise 5.2B Peer and Self-Assessment of My Lesson Plan

229

(2)

Exercise 5.3 Preparing an Instructional Unit: Bringing It All Together

231

(1)

Summary

232

(1)

Questions for Class Discussion

232

(1)

Related Web Sites

232

(1)

Suggestions for Further Reading

233

(1)

The Use of Questioning

234

(29)

Chapter Objectives

234

(1)

Purposes for Using Questioning

234

(2)

Questions to Avoid Asking

236

(1)

Types of Cognitive Questions: A Glossary

236

(1)

Analytic Question

236

(1)

Clarifying Question

236

(1)

Convergent-Thinking Question

236

(1)

Cueing Question

236

(1)

Divergent-Thinking Question

237

(1)

Evaluative Question

237

(1)

Focus Question

237

(1)

Probing Question

237

(1)

Socratic Questioning

237

(1)

Levels of Cognitive Questions and Student Thinking

238

(2)

Exercise 6.1 Identifying the Cognitive Levels of Questions---A Self-Check Exercise

240

(1)

Guidelines for Using Questioning

241

(2)

Preparing Questions

241

(1)

Implementing Questioning

241

(2)

Exercise 6.2 Think Time and the Art of Questioning---An In-Class Exercise

243

(3)

Questions from Students: The Question-Driven Classroom and Curriculum

246

(3)

Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning

246

(3)

Exercise 6.3 Examining Course Materials for Level of Questioning and Expected Thinking

249

(2)

Exercise 6.4 Observing the Cognitive Levels of Classroom Verbal Interaction

251

(2)

Exercise 6.5 Practice in Raising Questions to Higher Levels

253

(2)

Exercise 6.6 Practice in Creating Cognitive Questions

255

(2)

Exercise 6.7 A Cooperative Learning and Micro Peer Teaching Exercise in the Use of Questioning---Micro Peer Teaching 1

257

(2)

Exercise 6.8 Identifying Teacher Behaviors in Classroom Interaction---A Self-Check Exercise

259

(2)

Summary

261

(1)

Questions for Class Discussion

261

(1)

Related Web Sites

261

(1)

Suggestions for Further Reading

261

(2)

Grouping Students for Quality Learning

263

(45)

Chapter Objectives

263

(1)

Mastery Learning and Personalized Instruction

264

(1)

Today's Emphasis: Quality Learning for Every Student

264

(1)

Assumptions About Mastery, or Quality, Learning

264

(1)

Elements of Any Mastery Learning Model: The Cycle of Teaching

264

(1)

Strategies for Personalizing the Instruction Now!

265

(1)

Working with and Individualizing the Learning Experiences for Specific Learners

265

(8)

Recognizing and Working with Students with Special Needs

265

(2)

Recognizing and Working with Students of Diversity and Differences

267

(2)

Recognizing and Working with Students Who Are Gifted

269

(1)

Curriculum Tracking

269

(1)

Meaningful Curriculum Options: Multiple Pathways to Success

270

(1)

Recognizing and Working with Students Who Take More Time but Are Willing to Try

271

(1)

Recognizing and Working with Recalcitrant Learners

272

(1)

Recognizing and Working with Abused Children

272

(1)

Learning Alone

273

(1)

Learning in Pairs

273

(2)

The Learning Center

273

(2)

Learning in Small Groups

275

(1)

Purposes for Using Small Groups

275

(1)

Cooperative Learning

275

(3)

The Cooperative Learning Group

275

(1)

The Theory and Use of Cooperative Learning

275

(1)

Roles Within the Cooperative Learning Group

276

(1)

What Students and the Teacher Do When Using Cooperative Learning Groups

276

(1)

When to Use Cooperative Learning Groups

276

(1)

Cooperative Group Learning, Assessment, and Grading

276

(1)

Why Some Teachers Experience Difficulty Using CLGs

276

(2)

Learning in Large Groups

278

(3)

Student Presentations

278

(1)

Whole-Class Discussion

278

(3)

Exercise 7.1A Whole-Class Discussion as a Teaching Strategy: What Do I Already Know?

281

(4)

Exercise 7.1B Whole-Class Discussion as a Teaching Strategy: Building on What I Already Know

285

(2)

Equality in the Classroom

287

(2)

Ensuring Equity

287

(2)

Exercise 7.2 Teacher Interaction with Students According to Student Gender

289

(2)

Learning from Assignments and Homework

291

(2)

Purposes for Assignments

291

(1)

Guidelines for Using Assignments

291

(1)

Opportunities for Recovery

292

(1)

How to Avoid Having So Many Papers to Grade That Time for Effective Planning Is Restricted

293

(1)

Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports

293

(3)

Values and Purposes of Project-Centered Learning

294

(1)

Guidelines for Guiding Students in Project-Centered Learning

294

(1)

Writing as a Required Component of Project-Centered Learning

295

(1)

Assessing the Final Product

296

(1)

Writing across the Curriculum

296

(2)

Kinds of Writing

296

(2)

Student Journals

298

(1)

A Collection of 125 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects

298

(7)

The Visual and Performing Arts

298

(1)

Family and Consumer Economics, Foods, and Textiles

299

(1)

English, Languages, and the Language Arts

300

(1)

Mathematics

301

(1)

Physical Education

302

(1)

Science

302

(1)

Social Studies/History

303

(2)

Vocational---Career Education

305

(1)

Summary

305

(1)

Questions for Class Discussion

305

(1)

Related Web Sites

305

(1)

Suggestions for Further Reading

306

(2)

The Thinking Curriculum: Using Teacher Talk, Demonstrations, Thinking, Inquiry, and Games

308

(29)

Chapter Objectives

308

(1)

Teacher Talk: Formal and Informal

309

(6)

Cautions in Using Teacher Talk

309

(1)

Teacher Talk: General Guidelines

309

(1)

Teacher Talk: Specific Guidelines

310

(5)

Demonstration

315

(1)

Reasons for Using Demonstrations

315

(1)

Guidelines for Using Demonstrations

315

(1)

Teaching Thinking for Intelligent Behavior

315

(3)

Characteristics of Intelligent Behavior

316

(2)

Direct Teaching for Thinking and Intelligent Behavior

318

(1)

Inquiry Teaching and Discovery Learning

318

(4)

Problem Solving

318

(1)

Inquiry Versus Discovery

318

(1)

True Inquiry

319

(1)

The Critical Thinking Skills of Discovery and Inquiry

320

(2)

Integrating Strategies for Integrated Learning

322

(5)

Exercise 8.1 A Study of Inquiry and Strategy Integration

327

(2)

Educational Games

329

(4)

Classification of Educational Games

329

(1)

Functions of Educational Games

329

(4)

Exercise 8.2 Developing a Lesson Using Inquiry Level II, Thinking Skill Development, a Demonstration, or an Interactive Lecture---Micro Peer Teaching II

333

(2)

Summary

335

(1)

Questions for Class Discussion

335

(1)

Related Web Sites

335

(1)

Suggestions for Further Reading

335

(2)

Assessing and Reporting Student Achievement

337

(36)

Chapter Objectives

339

(1)

Purposes and Principles of Assessment

339

(1)

Terms Used in Assessment

340

(2)

Assessment and Evaluation

340

(1)

Measurement and Assessment

340

(1)

Validity and Reliability

341

(1)

Authentic Assessment: Advantages and Disadvantages

341

(1)

Diagnostic, Formative, and Summative Assessment

342

(1)

Assessing Student Learning: Three Avenues

342

(2)

Assessing What a Student Says and Does

342

(1)

Assessing What a Student Writes

343

(1)

Assessment for Affective and Psychomotor Domain Learning

344

(1)

Student Involvement in Assessment

344

(2)

Using Student Portfolios

345

(1)

Using Checklists

346

(1)

Maintaining Records of Student Achievement

346

(2)

Recording Teacher Observations and Judgments

346

(2)

Grading and Marking Student Achievement

348

(3)

Criterion-Referenced Versus Norm-Referenced Grading

349

(1)

Determining Grades

349

(2)

Testing for Achievement

351

(3)

Standardized (Formal) Versus Nonstandardized (Informal) Tests

351

(1)

Purposes for Informal Testing

351

(1)

Frequency for Informal Testing

352

(1)

Helping Learners Deal with Their Test Anxiety

352

(1)

Test Construction

352

(1)

Administering Tests

353

(1)

Controlling Cheating

353

(1)

Determining the Time Needed to Take a Test

354

(1)

Preparing Assessment Items

354

(3)

Classification of Assessment Items

355

(1)

Performance Testing

355

(1)

General Guidelines for Preparing for Informal Assessment of Student Learning

355

(1)

Attaining Content Validity

356

(1)

Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types

357

(10)

Arrangement

357

(1)

Completion Drawing

357

(1)

Completion Statement

358

(1)

Correction

358

(1)

Essay

358

(1)

Grouping

359

(1)

Identification

359

(1)

Matching

360

(1)

Multiple-Choice

361

(2)

Performance

363

(1)

Short Explanation

363

(1)

True-False

363

(4)

Exercise 9.1 Preparing Assessment Items

367

(2)

Reporting Student Achievement

369

(1)

The Grade Report

369

(1)

Teacher Parental/Guardian Connections

369

(2)

Contacting Parents/Guardians

369

(1)

Meeting Parents/Guardians

369

(1)

Parent/Guardian Conference

370

(1)

Dealing with an Angry Parent or Guardian

371

(1)

Summary

371

(1)

Questions for Class Discussion

371

(1)

Related Web Sites

372

(1)

Suggestions for Further Reading

372

(1)

Continued Reflection and Professional Development

373

(22)

Chapter Objectives

374

(1)

Professional Development Through Student Teaching or Internship

374

(4)

Whether Student Teaching or Intern Teaching, It Is the Real Thing

374

(1)

Getting Ready for the Beginning Teaching Experience

374

(1)

First Impressions

374

(1)

Continuing to Get Ready

375

(1)

Student Teaching from the Cooperating Teacher's Point of View

375

(1)

Comments from the University Supervisor

376

(1)

What to Do Before an Observation

376

(1)

What to Do During an Observation

376

(1)

What to Do During an Observation Conference

377

(1)

What to Do After the Supervisor Leaves

378

(1)

Finding a Teaching Position

378

(4)

Guidelines for Locating a Teaching Position

378

(1)

The Professional Career Portfolio (or How to Get Hired by Really Trying)

379

(1)

Resources for Locating Teaching Vacancies

379

(1)

The Professional Resume

379

(1)

The In-Person Interview

380

(2)

Professional Development Through Reflection and Self-Assessment

382

(1)

Professional Development Through Mentoring

382

(1)

Professional Development Through Inservice and Graduate Study

382

(1)

Professional Development Through Participation in Professional Organizations

382

(1)

Professional Development Through Communications with Teachers

383

(1)

Professional Development Through Off-Teaching Work Experience

383

(1)

Professional Development Through Micro Peer Teaching

384

(1)

Exercise 10.1 Pulling It All Together: Micro Peer Teaching III

385

(8)

Summary

393

(1)

Questions for Class Discussion

393

(1)

Related Web Sites

393

(1)

Suggestions for Further Reading

393

(2)

Glossary

395

(6)

References

401

Subject Index

(4)

Name Index

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Resource Guide for Teaching K-12, A

Resource Guide for Teaching K-12, A

9780131705432

0131705431

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Resource Guide for Teaching K-12, A

Resource Guide for Teaching K-12, A

9780131705432

0131705431

Summary

Table of Contents

Supplemental Materials

Write a Review

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