Becoming A Teacher
, by Parkay, Forrest W.
- ISBN: 9780133868418 | 0133868419
- Cover: Loose-leaf
- Copyright: 1/20/2015
Note: This is the loose-leaf version of Becoming a Teacher and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0134016092.
Experts and novices shape a journey through foundational content toward professionalism.
With a bright and engaging writing style that enlists the voices from experts as well as novices, Becoming a Teacher explores what it means to be a professional teacher in today’s climate of accountability, high-stakes testing, and changing legislation.
Fully revised, the Tenth Edition explores the changing field of education, outlining ways to be an agent of change in the profession, pinpointing meaningful uses of technology in education, clarifying realities of school and classroom diversity, and clearly outlining past, present, and future thoughts on curriculum, instruction, management, philosophy, and issues in education. This 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?” Along the way, the author provides practical perspectives for meeting the challenges of teaching. Organized into four parts, the book addresses both functional and foundational topics to give readers a well-rounded view of the teaching profession. The Enhanced Pearson eText features embedded video, assessments, and audio clips.
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Forrest W. Parkay is Professor of Educational Leadership and Higher Education at Washington State University. He was Professor of Educational Leadership at the University of Florida for eight years and at Texas State University for five years. Forrest received his B.A. and M.A. degrees in English education from the University of Illinois-Urbana. He earned his Ph.D. in education at the University of Chicago, and he is a graduate of Harvard University’s Management Development Program (MDP). For eight years, Forrest taught at DuSable High School on Chicago’s South Side, and he served as Chairman of DuSable’s English Department for four years.
Forrest is the author or co-author of more than 60 refereed journal articles and several books, including Curriculum Leadership: Readings for Developing Quality Educational Programs (Allyn & Bacon, 2010). His research has appeared in the field’s leading peer-reviewed journals, including Phi Delta Kappan, American Journal of Education, and Educational Administration Quarterly.
A former Fulbright Scholar at Kasetsart University’s Center for Research on Teaching and Teacher Education, in Thailand, Forrest has facilitated educational reform programs and conducted cross-national research in China, Thailand, Korea, Japan, Pakistan, India, and Singapore. He has been a Visiting Professor at Beijing Normal University and at Assumption University in Thailand.
His hobbies include classic cars, camping, kayaking, and photography. Forrest is the proud father of four daughters: Anna, Catherine, Rebecca and Anchitta.
Brief Table of Contents
PART 1 The Teaching Profession
CHAPTER ONE Teaching: Your Chosen Profession
CHAPTER TWO Today’s Teachers
CHAPTER THREE Today’s Schools
PART 2 FOUNDATIONS OF TEACHING
CHAPTER FOUR Philosophical Foundations of U.S. Education
CHAPTER FIVE Historical Foundations of U.S. Education
CHAPTER SIX Governance and Finance of U.S. Schools
CHAPTER SEVEN Ethical and Legal Issues in U.S. Education
PART 3 THE ART OF TEACHING
CHAPTER EIGHT Today’s Students
CHAPTER NINE Addressing Learners’ Individual Needs
CHAPTER TEN Creating a Community of Learners
CHAPTER ELEVEN School Curricula and Standards
CHAPTER TWELVE Assessing Student Learning
CHAPTER THIRTEEN Integrating Technology into Teaching
Detailed Table of Contents
PART 1 The Teaching Profession
CHAPTER ONE Teaching: Your Chosen Profession
Why Do I Want to Teach?
Desire to Make a Difference in Students’ Lives
A Passion for Teaching
Influence of Teachers
Desire to Serve
What Are the Benefits of Teaching?
Salaries and Benefits
What Are the Challenges of Teaching?
Long Working Hours
High-Stakes Testing and Increased Accountability
Today’s Tech-Savvy Students
What Will Society Expect of Me as a Teacher?
The Public Trust
Teacher Competency and Effectiveness
Teacher Accountability
What Is the Job Outlook for Teachers?
Teaching and the National Economy
Demand for Teachers by Geographic Region and Specialty Area
What Can You Learn from Observing in Classrooms?
Technology and Classroom Observations
Focused Observations
Observation Instruments
Why Is Your Induction into Teaching Important?
Problems and Concerns of Beginning Teachers
Induction into the Profession
How Can You Gain Practical Experience for Becoming a Teacher?
Classroom Experiences
Student Teaching
Substitute Teaching
How Will I Become a Highly Qualified Teacher?
Professional Standards
Certification and Licensure
The Praxis Series
State Licensure Certification Requirements
Alternative Certification
How Can You Benefit from Having a Mentor?
Summary
Professional Reflections and Activities
CHAPTER TWO Today’s Teachers
Who Are Today’s Teachers?
Schools and Grade-Level Designations
Teachers in Nontraditional School Settings
Teachers in Specialized Areas
What Do Teachers Do in the Classroom?
Teacher as a Role Model for Students
Teacher as a Spontaneous Problem Solver
Teacher as a Reflective Thinker
What Knowledge and Skills Do Today’s Teachers Need?
Self-Knowledge
Knowledge of Students
Knowledge of Subject
Knowledge of How to Use Educational Theory and Research
Knowledge of How to Integrate Technology into Teaching
Reflection and Problem Solving
To What Extent Is Teaching A Full Profession?
Institutional Monopoly of Services
Teacher Autonomy
Years of Education and Training
Provision of Essential Service
Degree of Self-Governance
Professional Knowledge and Skills
Trust in the Teaching Profession
Prestige, Benefits, and Pay
Professional Associations
To What Professional Organizations Do Teachers Belong?
The National Education Association
The American Federation of Teachers
The NEAFT Partnership
Other Professional Organizations
How Are Teacher Leaders Transforming the Profession of Teaching?
Critical Components for Transforming Teaching
Summary
Professional Reflections and Activities
CHAPTER THREE Today’s Schools
What Is the Role of Schools in Today’s Society?
Schools and Prosocial Values
Schools and Socialization of the Young
Schools and Social Change
How Can Schools Be Described?
Metaphors for Schools
What Are Schools Like as Social Institutions?
The School as a Reflection of Society
The Culture of the School
The Culture of the Classroom
What Are the Characteristics of Successful Schools?
Measures of Success
Research on School Effectiveness and School Improvement
What Social Problems Affect Schools and Place Students at Risk?
Identifying Students at Risk
Children and Poverty
Family Stress
Substance Abuse
Violence and Crime
Teen Pregnancy
Suicide Among Children and Youth
How Are Schools Addressing Societal Problems?
Peer Counseling/Mentoring
Full-Service Community Schools
School-Based Case Management
Compensatory Education
Alternative Schools and Curricula
Expanded Learning Time (ELT) Schools
How Can Community-Based Partnerships Help Students Learn?
The Community as a Resource for Schools
Schools as Resources for Communities
Summary
Professional Reflections and Activities
PART 2 FOUNDATIONS OF TEACHING
CHAPTER FOUR Philosophical Foundations of U.S. Education
Why Is Philosophy Important to Teachers?
What Is the Nature of Philosophy?
What Determines Your Educational Philosophy?
Beliefs About Teaching and Learning
Beliefs About Students
Beliefs About Knowledge
Beliefs About What Is Worth Knowing
What Are the Branches of Philosophy?
Metaphysics
Epistemology
Axiology
What Are Five Modern Philosophical Orientations to Teaching?
Perennialism
Essentialism
Progressivism
Existentialism
Social Reconstructionism
What Psychological Orientations Have Influenced Teaching Philosophies?
Humanistic Psychology
Behaviorism
Constructivism
How Can You Develop Your Educational Philosophy?
Summary
Professional Reflections and Activities
CHAPTER FIVE Historical Foundations of U.S. Education
Why Is Educational History Important?
What Were the European Antecedents of American Education?
Education in Ancient Greece
Education in Ancient Rome
From the Middle Ages to the Age of Enlightenment
Educational Thought in 18th-Century Europe
What Were Teaching and Schools Like in the American Colonies (1620–1750)?
The Status of Teachers
Colonial Schools
The Origins of Mandated Education
What Were the Goals of Education During the Revolutionary Period (1750–1820)?
Benjamin Franklin’s Academy
Sarah Pierce’s Female Academy
Thomas Jefferson’s Philosophy
Noah Webster’s Speller
Education for African Americans and Native Americans
How was the Struggle Won for State-Supported Common Schools (1820–1865)?
Horace Mann’s Contributions
Reverend W. H. McGuffey’s Readers
Justin Morrill’s Land-Grant Schools
Segregation of Schools
How Did Compulsory Education Change Schools and the Teaching Profession (1865–1920)?
The Kindergarten
Schooling for African Americans
Higher Education for African Americans
The Professionalization of Teaching
What Were the Aims of Education During the Progressive Era (1920–1945)?
John Dewey’s Laboratory School
Maria Montessori’s Method
The Decline of Progressive Education
World War II and Increasing Federal Involvement in Education
How Did Education Change During the Modern Postwar Era (1945–2000)?
The 1950s: Defense Education and School Desegregation
The 1960s: The War on Poverty and the Great Society
The 1970s: Accountability and Equal Opportunity
The 1980s: A Great Debate
The 1990s: Teacher Leadership
What Are the Educational Priorities of the New Century (2000–the Present)?
Excellence
Accountability
Continuing the Quest for Excellence and Equity
Summary
Professional Reflections and Activities
CHAPTER SIX Governance and Finance of U.S. Schools
Why Do You Need to Understand Educational Politics?
Five Dimensions of Educational Politics
How Does the Local Community Influence Schools?
Local School District
School Board
Superintendent of Schools
The Role of Parents
School Restructuring
School-Based Management
What Powers and Influence Do States Have in Governing Schools?
The Roles of State Government in Education
State Board of Education
State Department of Education
Chief State School Officer
How Do Regional Education Agencies Assist Schools?
How Does the Federal Government Influence Education?
Federal Initiatives
U.S. Department of Education
What Role Do Teacher Leaders Play in School Governance?
Teacher Involvement in Teacher Education, Certification, and Staff Development
Teacher Leaders
Dimensions of Teacher Leadership Beyond the Classroom
How are Schools Financed in the United States?
Education Funding and the Great Recession
The Challenge of Equitable Funding
Sources of Funding
Local Funding
State Funding
Federal Funding
What Are Some Trends in Funding for Equity and Excellence?
Tax Reform and Redistricting
Vertical Equity
School Choice
Voucher Systems
Education–Business Coalitions
How Is the Privatization Movement Affecting Equity and Excellence in Education?
Charter Schools
For-Profit Schools
Summary
Professional Reflections and Activities
CHAPTER SEVEN Ethical and Legal Issues in U.S. Education
Why Do You Need to Know About Education and the Law?
Why Do You Need a Professional Code of Ethics?
Ethical Teaching Attitudes and Practices
Ethical Dilemmas in the Classroom and School
What Are Your Legal Rights as a Teacher?
Certification
Teachers’ Rights to Nondiscrimination
Teaching Contracts
Due Process in Tenure and Dismissal
Academic Freedom
Do Student Teachers Have the Same Rights as Teachers?
What Are Your Legal Responsibilities as a Teacher?
Avoiding Tort Liability
Reporting Child Abuse
Observing Copyright Laws
Teachers and Online Social Networking
What Are the Legal Rights of Students and Parents?
Freedom of Expression
Due Process in Suspension and Expulsion
Reasonable Search and Seizure
Privacy
Students’ Rights to Nondiscrimination
What Are Some Issues in the Legal Rights of School Districts?
Corporal Punishment
Sexual Harassment
Cyberbullying and the Law
Religious Expression
Homeschooling
Summary
Professional Reflections and Activities
PART 3 THE ART OF TEACHING
CHAPTER EIGHT Today’s Students
How Is Diversity Reflected in the Culture of the United States?
The Meaning of Culture
Ethnicity and Race
The Concept of Minorities
Minority Groups and Academic Achievement
Stereotyping and Racism
Class and Socioeconomic Status
Religious Pluralism
What Does Equal Educational Opportunity Mean?
Education and African Americans
Education and Latino and Hispanic Americans
Education and Asian Americans and Pacific Islanders
Education and Native Americans and Alaskan Natives
What Is Meant by Bilingual Education?
Research and Debate on Bilingual Programs
Advice for Monolingual Teachers
What Is Multicultural Education?
Dimensions of Multicultural Education
Multicultural Curricula
Multicultural Instructional Materials and Strategies
How Is Gender a Dimension of Multicultural Education?
Gender Differences
Gender and Education
Lesbian, Gay, Bisexual, and Transgender (LGBT) Students
Gender-Fair Classrooms and Curricula
Summary
Professional Reflections and Activities
CHAPTER NINE Addressing Learners’ Individual Needs
How Do Students’ Needs Change as They Develop?
Piaget’s Model of Cognitive Development
Erikson’s Model of Psychosocial Development
Kohlberg’s Model of Moral Development
Maslow’s Model of a Hierarchy of Needs
Developmental Stresses and Tasks of Childhood
Developmental Stresses and Tasks of Adolescence
How Do Students Vary in Intelligence?
Intelligence Testing
Multiple Intelligences
Learning Styles
How Do Students Vary in Ability and Disability?
Students with Special Needs
What Are Special Education and Inclusion?
Special Education Laws
Meeting the Inclusion Challenge
The Debate over Inclusion
How Can You Teach All Learners in Your Inclusive Classroom?
Collaborative Consultation with Other Professionals
Partnerships with Parents
Assistive Technology for Special Learners
Summary
Professional Reflections and Activities
CHAPTER TEN Creating a Community of Learners
What Determines the Culture of the Classroom?
Classroom Climate
Classroom Dynamics
How Can You Create a Positive Learning Environment?
The Caring Classroom
The Physical Environment of the Classroom
Classroom Organization
What Are the Keys to Successful Classroom Management?
The Democratic Classroom
Preventive Planning
Effective Responses to Student Behavior
What Teaching Methods Do Effective Teachers Use?
Methods Based on Learning New Behaviors
Methods Based on Child Development
Methods Based on the Thinking Process
Methods Based on Peer-Mediated Instruction
How Do Teachers Help to Build Learning Communities?
Relationships with Students
Relationships with Colleagues and Staff
Relationships with Administrators
Relationships with Parents or Guardians
How Do Teachers Participate in Teacher Collaboration?
Peer Coaching
Professional Development
Team Teaching
Co-Teaching
Summary
Professional Reflections and Activities
CHAPTER ELEVEN School Curricula and Standards
What do Students Learn from the Curriculum?
Kinds of Curricula
Curriculum Content and Student Success
How is the School Curriculum Developed?
The Focus of Curriculum Planning
Student-Centered Versus Subject-Centered Curricula
The Integrated Curriculum
What Influences the Curriculum Development Process?
What Role will Standards Play in Your Classroom?
How is Standards-Based Education Shaping School Curricula?
Content and Performance Standards
Standards Developed by Professional Associations
Aligning Curricula and Textbooks with Standards and Curriculum Frameworks
How is the Common Core State Standards Initiative Changing U.S. Education?
The Common Core State Standards Initiative (CCSSI)
Early Reactions to the Common Core
What Controversies Surround the Effort to Raise Standards?
Arguments in Support of Raising Standards
Concerns About Raising Standards
Summary
Professional Reflections and Activities
CHAPTER TWELVE Assessing Student Learning
What is the Role of Assessment in Teaching?
Challenges of Assessing Students’ Learning
How are Standardized Assessments Used in Education?
What are “High-Stakes” Tests and Accountability?
High-Stakes Testing
What Methods will You use to Assess Student Learning?
Formal and Informal Assessments
Quantitative and Qualitative Assessment
Measurement and Evaluation
Formative and Summative Evaluation
What are Emerging Trends in Classroom Assessment?
How can you Develop High-Quality Classroom Assessments?
Scoring Rubrics
Multiple Measures of Student Learning
Summary
Professional Reflections and Activities
CHAPTER THIRTEEN Integrating Technology into Teaching
How is Technology Transforming Teaching And Learning?
Anywhere, Anytime Learning
Realizing the Full Impact of Technology on Learning
Online Schools and Online Learning
What Digital Technologies Can Be Integrated Into Teaching?
Online Social Networking
Digital Resources for Teaching and Learning
Digital Resources for Different Subject Areas
How Available and Frequently Used are the Latest Technologies in the Classroom?
Availability and Use of Technology in the Classroom
Student Use of Technology in the Classroom
What Does Research Say about Technology Integration and Student Learning?
Apple Classrooms of Tomorrow Project (ACOT)
“Wired” Students and Their Ability to Focus
Findings from Other Research Studies
What are the Challenges of Integrating Technology into Teaching?
Funding for Technology and Technical Support
High-Quality, Continuous Training in Technology for Teachers
Summary
Professional Reflections and Activities
Appendix: Preparing for Certification: Your Guide to Licensure
Glossary
References
Name Index
Subject Index
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