Introduction to Education: Teaching in a Diverse SocietyIntroduction to Education, Second Edition is written for students beginning their study in education. As the school population increasingly reflects the diversity of America's population, many prospective teachers, typically from the middle classes, will be unprepared for the diverse classrooms they will inevitably encounter. This text helps students prepare to be teachers in a pluralistic society whose classrooms represent an increasingly varied set of cultural histories and values. Introduction to Education, Second Edition identifies and examines key educational topics and issues: A history of Education that goes beyond the standard Puritan background and begins instead with indigenous Americans and the influence of the Spanish., Surveys of a broad spectrum of children's backgrounds, including experiences with drugs, poverty, and lack of access to vital cultural currency like the Internet., And provides numerous pedagogical aides:, Reflective in-text questions that challenge students to think beyond their own cultural backgrounds and to develop an appreciation for a variety of different cultures, Student Web materials including supplemental readings involving issues in contemporary American education, in-text case studies, An issues-based guide to websites on hot topics like vouchers and the No Child Left Behind Act, Instructor's Manual with Test Bank (still under construction) |
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... elementary school to advanced doctoral students . Our professional experiences include teaching criminal justice courses to correctional personnel and law enforcement officials . One of us was a principal of a Japanese juku , or cram ...
... elementary school to advanced doctoral students . Our professional experiences include teaching criminal justice courses to correctional personnel and law enforcement officials . One of us was a principal of a Japanese juku , or cram ...
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Contents
BECOMING A TEACHER | 3 |
THE FIRST DAY OF TEACHING | 4 |
WHO BECOMES A TEACHER? | 5 |
THE NEED FOR TEACHERS | 9 |
TEACHER PREPARATION PROGRAMS | 15 |
WHO IS AN EFFECTIVE TEACHER? | 19 |
TEACHING AS A PROFESSION | 29 |
I AM A TEACHER | 30 |
THE FEDERAL ROLE IN EDUCATION | 193 |
THE STATES ROLE IN EDUCATION | 197 |
THE ROLE OF LOCAL SCHOOL DISTRICTS IN EDUCATION | 202 |
NONPUBLIC SCHOOLS | 211 |
EDUCATION AND GLOBALIZATION | 213 |
TEACHERS AND STUDENTS AS CITIZENS RIGHTS AND RESPONSIBILITIES | 217 |
A PRAYER | 218 |
THE CONSTITUTION AND THE COURT SYSTEM | 219 |
DEFINING A PROFESSION | 31 |
THE PROFESSIONALISM OF TEACHERS | 32 |
PROFESSIONAL TEACHER ORGANIZATIONS | 34 |
PROBLEMS FACING TEACHING ORGANIZATIONS | 41 |
THE ROAD TO PROFESSIONALISM | 43 |
GIVING HOPE | 44 |
SCHOOLS IN AMERICA AND OTHER SOCIETIES | 49 |
The Framework Of Our Multicultural Nation | 51 |
WHOSE HISTORY? | 52 |
HISTORICAL ROOTS OF EDUCATION | 53 |
FIRST COLONIAL SCHOOLS | 55 |
THE REVOLUTIONARY PERIOD | 62 |
IMMIGRATION CITIZENSHIP AND THE ROLE OF EDUCATION | 65 |
18501900 | 71 |
COMING OF AGE EDUCATION IN TWENTIETH CENTURY | 81 |
WE ARE ALL AMERICANS | 82 |
INTO THE TWENTIETH CENTURY | 83 |
EDUCATION REFORM MOVEMENTS | 90 |
THE CIVIL RIGHTS MOVEMENT | 96 |
OUR CHANGING NATION | 100 |
SCHOOLS IN THE GLOBAL COMMUNITY | 109 |
OTHER NATIONS SCHOOLS | 110 |
ENGLISH SCHOOLS | 112 |
MEXICAN SCHOOLS | 118 |
JAPANESE SCHOOLS | 124 |
PHILOSOPHY AND THE CLASSROOM | 135 |
PUTTING PHILOSOPHY TO WORK IN CULTURALLY DIVERSE CLASSROOMS | 137 |
TO TEST OR NOT TO TEST | 138 |
THE LANGUAGE OF PHILOSOPHY | 139 |
EDUCATIONAL PHILOSOPHY | 143 |
EDUCATIONAL THEORIES IN ACTION | 156 |
YOUR PERSONAL PHILOSOPHY OF EDUCATION | 160 |
LEARNING AND TEACHING IN THE CLASSROOM | 165 |
WHEN IS A MASSACRE CALLED A VICTORY? | 166 |
PURPOSES OF SCHOOLS | 167 |
PURPOSES OF THE CURRICULUM | 169 |
ORGANIZATION OF THE CURRICULUM | 170 |
CLASSROOM FACTORS INFLUENCING CURRICULUM | 174 |
INSTRUCTION | 176 |
EDUCATIONAL GOVERNANCE ORGANIZATION AND FUNDING | 189 |
THE ORGANIZATION OF SCHOOLS AND HOW THEY ARE GOVERNED | 191 |
THE INTERVIEW | 192 |
YOUR RIGHTS AND RESPONSIBILITIES AS A TEACHER | 227 |
STUDENTS RIGHTS AND RESPONSIBILITIES | 235 |
COPYRIGHT LAWS | 243 |
EDUCATING CHILDREN TAKES MONEY FINANCING SCHOOLS | 249 |
GLOBALIZATION COMES TO HOOVERTON | 250 |
EDUCATING CHILDREN | 252 |
LOCAL AND STATE REVENUES | 260 |
FEDERAL REVENUES | 267 |
STATE FINANCIAL PROBLEMS | 272 |
SCHOOL FUNDING AND EQUAL EDUCATIONAL OPPORTUNITY | 273 |
THE WORLDS IN WHICH CHILDREN LIVE | 277 |
THE CHILDS WORLD BEYOND THE CLASSROOM | 279 |
THE CHILDS WORLD BEYOND THE CLASSROOM | 283 |
JUVENILE VIOLENCE AND CRIME | 289 |
A CHILDS FAMILY | 293 |
CONSEQUENCES FOR SCHOOLS | 299 |
THE CHILDS WORLD OF THE CLASSROOM | 303 |
GUNS IN THE CLASSROOM | 304 |
TEACHERS IN A CHILDS WORLD | 305 |
SCHOOLS IN A CHILDS WORLD | 318 |
TWO SCHOOLS IN A CHILDS WORLD | 321 |
EFFECTIVE CLASSROOMS PROFESSIONAL TEACHERS | 327 |
EDUCATIONAL REFORM AND EFFECTIVE CLASSROOMS | 329 |
WHAT IS A FOREIGN LANGUAGE? | 330 |
EDUCATIONAL REFORM | 332 |
EDUCATIONAL REFORM AND EFFECTIVE CLASSROOMS | 345 |
CONTEMPORARY EDUCATIONAL REFORM AND YOU | 349 |
JOINING THE PROFESSION | 355 |
SO YOU WANT TO BE A TEACHER | 356 |
ENTERING THE PROFESSION | 357 |
GOALS OF A FIRSTYEAR TEACHER | 364 |
DEVELOPING YOUR PERSONAL PHILOSOPHY OF EDUCATION | 369 |
A WAY OF LIFE | 370 |
STATE OFFICES OF TEACHER LICENSURE AND CERTIFICATION | 373 |
NATIONAL EDUCATION ASSOCIATION CODE OF ETHICS | 387 |
AMERICAN FEDERATION OF TEACHERSAFLCIO BILL OF RIGHTS AND RESPONSIBILITIES | 389 |
Glossary | 391 |
References | 403 |
409 | |
About the Authors | |
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Common terms and phrases
abuse academic administrators African Americans Alternative Routes Amendment American Indigenous assessment attend Basic School Becoming a Teacher believe Board of Education Chapter citizens classroom teachers culture curriculum dents Department of Education develop diverse economic educa education programs educational reform English entry-level teachers ethnicities Euro-centered European Americans example experiences federal Fourteenth Amendment goals grade groups help students high school Hispanic important influence instructional interview Japanese knowledge legislation live method monies multicultural National Education Association Native Americans nonpublic schools organization parents percent philosophy philosophy of education poverty principal problems professional public schools REFLECTIVE QUESTION responsibility salaries school board school districts second-wave secondary schools social society specific students learn superintendent taught teacher education teaching tests tion U.S. Constitution U.S. Department U.S. Supreme Court understand United values VIGNETTE