History, Philosophy, and Principles of Eduction



	WEEK 1

	1. Why Teach?
	Examining Your Motives for Teaching Comparing Your Motives to Others' *Assignment 1A - Read the Article Top Seven Reasons to Become a Teacher* (below) and respond using this Chat Room. Top Seven Reasons to Become a Teacher** Readers Response

	The Rewards of Teaching Extrinsic Rewards - Intrinsic Rewards Assignment 1B - Read the following articles and watch the video. Discuss what you think are the important points found within the articles. (Response 250 words) Rewards (Article) Dweck 2007- The Secret to Raising Smart Kids (Article) Carol Dweck: The Effect of Praise on Mindsets (Video 3:26 min)

	Collaboration with Colleagues Assignment 1C - Watch the Videos below and discuss the importance of collaboration among colleagues. (Response 300 words) Video- Teamwork Video- Teachers Support Differentiated Learning Through Professional Development and Collaboration How Teachers Collaborate Online and in School

	Sources of Useful Experience Real Encounters p. 10 Vicarious Experiences p. 11 Guidance p. 12 Reflection p. 1






	Walk-Thru PDF Form Voices from the Classroom: Are You Born with It? p. 9 Helen Keller Video (Anne Sullivan) Epiphany Sources of Useful Experience Real Encounters p. 10 Vicarious Experiences p. 11 Guidance p. 12 Reflection p. 12 Case Studies in the Motivation to Teach From Preservice to Practice: The Desire to Teach a Particular Subject p. 13 Comment p. 16 From Preservice to Practice: The Desire to Aid in the Renewal of Society p 18 Comment p. 20 Opinions About Teachers and Teaching What does the Public Say About Teachers and Teaching? p. 21 What Do New Teachers Think About Teaching? p. 23 Why Teachers Teach A Special Intrinsic Reward p.25 Our Final Word p.26

	2. What Is a School And What Is It For? p. 29

	Education and Schooling p. 31 Education p. 31 Schooling p. 31 Schools as Cultures Socialization p. 33 Schools as Transmitters or Re-creators of Culture Transmitting Culture p. 35 Reconstructing Society p. 36 The Four Basic Purposes of School Intellectual Purposes p. 38 Political and Civic Purposes p. 39 Economic Purposes p. 40 Social Purposes p. 41 What Do Studies Reveal About the Nature of Schools? Life in Elementary Schools p. 42 Life in Middle and Junior High Schools p. 44 Life in High Schools p. 47 What is A Good School? Characteristics of and Effective School p. 51 Voices from the Classroom: What Is a Good School? p. 52 Video Case: Parental Involvement in School Culture p. 53 The Unfinished Work of the Schools p. 54 Our Final Word p. 55

	3. Who Are Today's Students in a Diverse Society? p. 57
	Sources of Student Diversity p. 58 Racial, Ethnic, and Culturally Responsive Teaching p. 59 Cultural Pluralism: Not There Yet p. 61 Multicultural Education p.63 Video Case: Culturally Responsive Teaching p.63 English Language Learners p. 66 The Government Response p. 67 Bilingual Education Models p. 67 Bilingual Education Controversies p. 68 No Child Left Behind and English Language Learners p. 69 Diverse Abilities Multiple Intelligences p. 69 Differing Learning Styles p. 72 Students with Disabilities p. 73 Voice from the Classroom: Reflections on Teacher Collaboration p. 77 Video Case: Inclusion: Classroom Implications for the General and Special Educator p. 80 Gifted and Talented Students p. 81 Diverse Needs Glasser's Choice Theory p. 84 Video Case: Motivating Adolescent Learners: Curriculum Based on Real Life p. 85 Adolescent Subcultures p. 86 Gender Video Case: Gender Equity in the Classroom: Girls and Science p. 87 Classroom Interaction and School Achievement p. 88 The Teacher's Response to Diversity Teacher-Student Disparity p. 91 Diversity: A Complex Phenomenon p. 92 Implications for Teachers p.92 Our Final Work
	WEEK 2
	4. What Social Problems Affect Today's Students? p. 96
	Recognizing Risk Factors p. 97 New American Family Patterns p. 99 Family Composition p. 99 Family Relationships p. 100 Voices from the Classroom: Families and School p. 100 School and Teacher Responses p. 101 Poverty Who are the Poor? p. 103 Homelessness p. 104 School and Teacher Responses p. 106 Teenage Parenting Sex Education p. 108 Abused and Neglected Children Alcohol and Drug Abuse Video Case: Social and Emotional Development: The Influence of Peer Groups p. 112 Adolescent Suicide School Violence and Vandalism Gangs p. 116 Bullying p. 117 Steps to Reduce School Violence p. 118 Video Case: Social and Emotional Development: Understanding Adolescents p. 118 Student Cheating p. 119 High School Graduation and Dropout Rates p. 120 Our Final Word p. 121

	5. What Is Taught? p. 124
	What is Curriculum? Standards-Based Reform Movement p. 126 What is Present Curriculum? Language Arts and English p. 130 Video Case: Elementary Reading Instruction: A Balanced Literacy Program p. 131 Science p. 133 Social Studies p. 133 Foreign Languages p. 134 The Arts p. 135 Physical Education and Health p. 136 Elective Courses p. 137 Career and Technical Education p. 137 Assessing Student Academic Performance National Assessment of Educational Progress p. 139 International Comparisons p. 140 Additional Influences on the Curriculum Textbooks p. 143 Innovative Instructional Approaches p. 144 Video Case: Reading in the Content Areas: An Interdisciplinary Unit in the 1920s p. 144 Video Case: Cooperative Learning at the Elementary Level: Jigsaw Model p. 146 Video Case: Cooperative Learning: High School History Lesson p. 148 Voices from the Classroom: Triumphs and Setbacks p. 150 Video Case: Acade,oc Diversity: Differentiated Instruction p. 151 Current Curriculum Controversies Core Versus Multicultural Curriculum p. 155 Tracking p. 156 Is the Existing Curriculum Relevant to Today's Society? Our Final Word p. 159

	6. What Makes a Teacher Effective? p. 163
	Framework for Professional Practice p. 165 From Preservice to Practice: Carol Landis: A Case of Classroom Decision Making. p. 167 The Teacher as a Reflective Decision Maker p. 169 Planning Decisions p. 169 Implementing Decisions p. 169 Evaluating Decisions p. 169 Aspects of Reflective Decision Making p. 170 What Attitudes Does the Effective Teacher Possess? p. 171 The Teacher's Attitude Toward Self: Self-Understanding p. 173 The Teacher's Attitude Toward Peers and Parents p. 177 The Teacher's Attitude Toward the Subject Matter p. 178 Video Case: Elementary Writing Instruction: Process Writing p. 178 What Subject Matter Knowledge Does the Effective Teacher Need? p. 179 What Theoretical Knowledge Does the Effective Teacher Need? p. 181 Theories-In-Use p. 181 Why Study Educational Theory? p. 182 How Can Theoretical Knowledge Be Used? p. 182 Personal Practical Knowledge p. 184 Which Teaching Skills are Required of an Effective Teacher? Classroom Management Skills p. 186 Questioning Skills p. 192 Planning Skills p. 193 Our Final Word p. 194
	WEEK 3
	7. What Should Teachers Know About Technology and Its Impact on Schools? p. 197
	From Preservice to Practice: Patricia Gonzalez: Using Technology to Innovate in her Classroom p.198 A Brief Look at Education's Technological Past p. 200 How are Schools Being Pressured to Change? p. 201 Video Case: An Expanded Definition of Literacy: Meaningful Ways to Integrate Technology p. 202 How Are Technologies Affecting Student Learning? p. 203 English/Language Arts Education p. 206 Video Case: Multimedia Literacy: Integrating Technology nto the Middle School Curriculum p. 207 Science Education p. 209 Video Case: Integrating Technology to Improve Student Learning: A High School Science Simulation p. 211 Social Studies Education p. 212 Mathematics Education p. 215 Foreign Language and ESL Education p. 216 Distance Education p. 217 Technology for Students with Special Needs p. 218 How are Computer Technologies Organized for Student Use? p. 224 Computer Labs p . 224 Single-Computer Classrooms p. 225 Classroom Clusters p. 226 Laptops and Handheld Computing Devices p. 226 What are the Key Issues in Educational Technology? p. 227 Voices from the Classroom Technology p. 227 Infrastructure and Budgeting p. 228 Education of Teachers p. 229 Parents p. 230 Equity p. 231 Integration into the Curriculum p. 232 Our Final Word p. 233

	8. What Are Ethical and Legal Issues Facing Teachers? p. 236
	The Ethics of Teaching p. 238 From Preservice to Practice: The Characteristics of Ethical Teaching p. 238 The Characteristics of Ethical Teaching p. 239 Needed: A Guiding Code of Ethics p. 240 Ethical Dilemmas in Teaching p. 242 From Preservice to Practice: A Big Deal or a Little Fudge? p. 243 From Preservice to Practice: Righting Wrongs p. 243 The Everyday Ethics of Teaching p. 245 Codes of Professional Ethics p. 246 Boston University Educator's Affirmation p. 247 The Teacher and the Law Video Case: Legal and Ethical Dimensions of Teaching: Reflecting from Today's Educators p. 248 The Teacher and Due Process p. 249 Contracts, Tenure, and Dismissal p. 250 Teachers' Liability p. 254 From Preservice to Practice: The Teacher and Liability p. 254 Reporting Child Abuse p. 256 Self-Defense p. 257 Freedom of Expression p. 258 Copyright Laws p. 261 Lifestyle and the Teacher Personal Appearance: Hair, Clothes, and Weight p. 264 Private Sexual Behavior p. 264 Conduct with Students p. 265 Law Religion, and the School p. 265 Prayer and Scripture in the School p. 266 Religious Clubs and Prayer Groups p. 268 Religion and Secular Humanism p. 269 Guidelines for Religious Neutrality p. 271 Students and the Law p. 273 The Student and Due Process p. 273 Suspension and Expulsion p. 274 Voices from the Classroom: Dress Codes p. 276 Corporal Punishment p. 277 Search and Seizure p. 278 Freedom of Speech p. 280 Sexual Harassment p. 282 Records and Students' Right to Privacy p. 285 Our Final Word p. 286
	WEEK 4
	9. What are the Philosophical Foundation of American Education? p. 288
	What is Philosophy? p. 290 Fundamental Questions of Existence p. 290 The Nature of Philosophy p. 290 The Philosopher's Method and Language p. 291 The Terrain of Philosophy p. 291 Metaphysics p. 292 Epistemology p.292 Axiology p. 293 Logic p. 295 Schools of Educational Philosophy p. 297 Subject-Centered Philosophies Video Case: Middle School Reading Instruction: Integration Technology p. 300 Education as Preparation for Life p. 300 From Preservice to Practice: A Perennialist Teacher p. 301 From Preservice to Practice: An Essentialist Teacher p.304 Child-Centered Philosophies p. 305 From Preservice to Practice: A Romantic Teacher p. 307 Video Case: Middle School Science Instruction: Inquiry Learning p. 308 From Preservice to Practice: A Progressive Educator p. 311 The Influence of Psychological Theories Behaviorism: Conditioning Students or Setting Them Free? p. 312 Cognitive Psychology: Students of Makers of Meaning? p. 313 Voices from the Classroom: Constructivist Philosophy p. 314 Your Philosophy of Education p. 315 Eclecticism: Not an Excuse for Sloppy Thinking p. 318 Philosophy and Liberal Education p. 319 Our Final Word p. 319

	10. What Is the History of American Education and the Struggle for Educational Opportunities? p. 322
	Themes in American Edcuation p. 324 Elementary Education p. 326 Colonial Origins p. 326 The Common School p. 329 Other Developments in Elementary Education p. 331 Secondary Education p. 335 Early Forms p. 335 The Academy p. 337 The Public High School p. 338 Growth of Junior High and Middle Schools p. 339 Secondary Education Today p. 341 Private Education p. 342 Education of Minorities p. 343 Education of African Americans p. 344 Voices from the Classroom: Teaching in Segregated Schools p. 347 Education of American Indians p. 253 Education of Hispanic Americans p. 353 Video Case: Bilingual Education: An Elementary Two-Way Immersion Program p. 353 Video Case: Diversity: Teaching in a Multiethnic Classroom p. 354 Education of Asian Americans p. 354 Access and Equality of Educational Opportunity p. 355 Our Final Word p. 359
	WEEK 5
	11. How are Schools Governed, Influenced, and Financed? p. 362
	Who Legally Governs Public Education? p. 363 State Offices and Administrators p. 365 The Local School District p. 366 Voices from the Classroom: Swimming Against the Current p.371 Who Influences American Public Education? p. 372 Professional Education Organizations p. 372 Parents p. 373 Business p. 374 The Federal Government p. 377 How are Schools Financed? p. 378 School Spending p. 378 State and Local Funding p. 381 School Finance Reform and the Courts p. 382 Federal Funding p. 383 Our Final Word p. 387

	12. How Should Education Be Reformed? p. 390
	A Framework for Educational Reform p. 392 What Ought to be the Elements of Educational Reform? p. 393 A Call for Excellence p. 393 High Standards p. 393 Accountability p. 394 High-Stakes Standardized Testing p. 395 Video Case: Assessment in the Elementary Grades: Formal and Informal Literacy Assessment p. 395 Video Case: Performance Assessment: Student Presentations in a High School English Class p. 396 Video Case: Portfolio Assessment: Elementary Classroom p. 397 Active Learning: The Constructivist's Approach p. 397 Video Case: Elementary School Language Arts: Inquiry Learning p. 398 A Sense of Community p. 399 Lifelong Learning p. 400 Reclaiming Character Education p. 401 Voices from the Classroom: Building Character Education into the P.E. Curriculum p. 404 Current Reform Initiatives p. 405 National-Level Reform Efforts p. 405 State Educational Reform p. 411 School Choice p. 415 For-Profit Schools p. 422 Local-Level School Reform p. 423 The Current State of School Reform p. 423 Our Final Work p. 424
	WEEK 6
	13. What Are Your Job Options in Education? p. 427

	Will there be Job Openings in Education? p. 427 Factors Influencing Teacher Supply and Demand p. 429 The Severe Shortage of Minority Teachers p. 433 Employers Besides the Public Schools p. 436 What are Teachers Paid? p. 437 Voices from the Classroom: Teaching in Public Versus Private Schools p. 438 How Do You Obtain a Teaching Position? p. 441 Campaign Actively p. 441 Prepare Materials p. 441 Develop Interview Skills p. 443 Determine Job Availability p. 445 Gain Experience Through Substitute Teaching p. 445 Video Case: The First Year of Teaching: One Colleague's Story p. 445 How do You Become Licensed? p. 446 Traditional Licensure Programs p. 446 Alternative Licensure p. 447 If you Don't Teach, What Then? p. 449 Transferable Skills p. 449 Other Jobs p. 449 Our Final Word p. 451

	14. What Can the New Teacher Expect? p. 454
	Voices from the Classroom: Tips for Your First Year p. 456 The School Milieu: The Shock of the Familiar p. 457 Culture Shock p. 458 From Preservice to Practice: Julia Tucker/Second Grade p. 458 Administrators: Mixed Bag and Many Hats p. 459 The Multiple Roles of the Principal p. 459 From Preservice to Practice: Joan Kinney/High School Mathematics p. 460 From Preservice to Practice: Steve Mellonwood/Junior High Science p. 462 From Preservice to Practice: Victoria Klarfeld/Fourth Grade p. 463 Peers: A Mixed Blessing p. 464 From Preservice to Practice: Catherine Foley/Sixth Grade p. 464 Instruction: So Much to Learn p. 466 From Preservice to Practice: Grace Joyce/Third Grade p. 466 From Preservice to Practice: Nicholas Briggs/ Middle School Social Studies p. 467 Students: Friends or Fiends? p. 469 From Preservice to Practice: Eileen Black/Fifth Grade p. 469 Sources of a Distorted View p. 470 Video Case: Elementary Classroom Management: Basic Strategies p. 471 Classroom Management p. 471 Video Case: Secondary Classroom Management: Basic Strategies p. 472 Social Distance p. 472 From Preservice to Practice: Carole Foster/Fourth Grade p. 472 From Preservice to Practice: Jane Candis/Middle School Math p. 474 Sex p. 475 From Preservice to Practice: Gary Cornog/High School English p. 476 Parents: Natural Allies with Different Agendas p. 477 From Preservice to Practice: Walter Connor/High School History p. 478 From Preservice to Practice: Ruth Billsbury/Sixth Grade p. 479 Reasons for Parent-Teacher Problems p. 480 From Preservice to Practice: Scott D. Niemann/Third and Fourth Grades p. 481 Surviving the First Year of Teaching p. 482 Begin Now p. 483 Keep a Teaching Journal p. 483 Maintain the Proper Frame of Mind p. 484 Find a Mentor p. 485 Make Your Students' Parents Your Allies p. 485 Take Evaluations Seriously p. 486 Take Care of Yourself p. 487 Our Final Word p. 487

	15. What Does it Mean to Be a Professional? p. 491
	The Status of Teaching: A Profession or Not? The Case Against Teaching as a Profession p. 495 The Case For Teaching as a Profession p. 499 A Third Possibility: An Evolving Profession p. 500 Levels of Professionalism p. 501 National Board for Professional Teaching Standards p. 503 What Every New Teacher Should Possess: The Interstate New Teacher Assessment and Support Consortium Standards p. 505 Professional Associations The National Education Association p. 507 The American Federation of Teachers p. 508 Other Professional Associations p. 512 Wanted: New Professionalism p. 513 Your Own Professional Development p. 514 What is Professional Development, Anyway? p. 514 The New Imperative: Your Own Professional Development p. 515 Video Case: Parent-Teacher Conference p. 516 Professional Development Opportunities p. 516 Characteristics of Effective Professional Development Opportunities p. 519 Voices from the Classroom: Professionalism p. 520 Our Final Word p. 520






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