{"product_id":"because-teaching-matters-isbn-9780470439784","title":"Because Teaching Matters","description":"\u003ci\u003eBecause Teaching Matters\u003c\/i\u003e provides teachers with a realistic depiction of today?s classrooms while highlighting the enormous impact they have on everyday lives. The second edition presents material around a framework of five professional commitments that allows them to make sense of what it means to be a teacher. A new critical-thinking framework helps them manage the content better and retain more of what they learn. Increased coverage of diversity and technology is integrated throughout the chapters. A new chapter has also been added on the history and philosophy of education. This book will help teachers make decisions and take responsibility for the consequences of those choices. \u003cp\u003e\u003cb\u003eCHAPTER 1 Teaching: A Career That Makes a Difference 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFive Professional Commitments to Guide the Choices You Make 2\u003c\/p\u003e \u003cp\u003eCommitment #1: Learning from Multiple Sources of Knowledge Throughout Your Career 3\u003c\/p\u003e \u003cp\u003eCommitment #2: Using the Curriculum Responsibly 5\u003c\/p\u003e \u003cp\u003eCommitment #3: Crossing Your Own Familiar Borders to Embrace Diversity 6\u003c\/p\u003e \u003cp\u003eCommitment #4: Meeting the Needs of Individual Students in the Context of the Classroom and the School 7\u003c\/p\u003e \u003cp\u003eCommitment #5: Contributing Actively to the Profession 7\u003c\/p\u003e \u003cp\u003eThe Role of Reflection and Action in the Choices You Make 8\u003c\/p\u003e \u003cp\u003eThe Rewards and Demands of Making a Commitment to Teaching 8\u003c\/p\u003e \u003cp\u003eThe Rewards of Teaching 9\u003c\/p\u003e \u003cp\u003eA Case In Point: Influencing the Lives of Students—A Teacher’s Gift 10\u003c\/p\u003e \u003cp\u003eThe Demands of Teaching 11\u003c\/p\u003e \u003cp\u003eMeeting Standards for Good Beginning Teachers 12\u003c\/p\u003e \u003cp\u003eTeaching: Is It Really for You? 14\u003c\/p\u003e \u003cp\u003eMaking a Choice about the Kind of Teacher You Want to Be 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCOMMITMENT #1 LEARNING FROM MULTIPLE SOURCES OF KNOWLEDGE THROUGHOUT YOUR CAREER 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 Putting What You Already Know about Teaching into Perspective 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFive Kinds of Experience That Create Prior Knowledge about Teaching 20\u003c\/p\u003e \u003cp\u003eKnowledge about Teaching from Your Own Experience of Schooling 20\u003c\/p\u003e \u003cp\u003eAutobiographical Knowledge about Teaching 23\u003c\/p\u003e \u003cp\u003eRewards and Challenges: Getting Started 25\u003c\/p\u003e \u003cp\u003eA Case In Point: Natalie’s Story 26\u003c\/p\u003e \u003cp\u003eKnowledge about Teaching from Working in Schools 27\u003c\/p\u003e \u003cp\u003eA Case In Point: From Paraprofessional to Teacher 29\u003c\/p\u003e \u003cp\u003eKnowledge about Teaching from Images in the Media 30\u003c\/p\u003e \u003cp\u003eHistorical Note: Catharine Beecher’s Image of Teachers 32\u003c\/p\u003e \u003cp\u003eDigging Deeper: Is Teaching a Science or an Art? 35\u003c\/p\u003e \u003cp\u003eKnowledge from Your Own Beliefs about Teaching 36\u003c\/p\u003e \u003cp\u003ePhilosophical Note: The Role of a Philosophy of Teaching 38\u003c\/p\u003e \u003cp\u003eObservation and Interviewing: “Making the Familiar Strange” 39\u003c\/p\u003e \u003cp\u003eMaking the Familiar Strange through Formal Classroom Observation 40\u003c\/p\u003e \u003cp\u003eMaking the Familiar Strange through Interviewing 45\u003c\/p\u003e \u003cp\u003eFinal Pointers on Observation and Interviewing 48\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 48\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 Learning to Teach:What Does It Mean? 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Research Is In: Good Teaching Matters 58\u003c\/p\u003e \u003cp\u003eWho Governs Teacher Education and Certification? 60\u003c\/p\u003e \u003cp\u003eWhat Do Prospective Teachers Study? 62\u003c\/p\u003e \u003cp\u003eSubject Matter Content 62\u003c\/p\u003e \u003cp\u003eFoundations of Education 63\u003c\/p\u003e \u003cp\u003ePedagogy 64\u003c\/p\u003e \u003cp\u003eField Experience in PK–12 Classrooms 65\u003c\/p\u003e \u003cp\u003eConnecting the Elements of Teacher Education 66\u003c\/p\u003e \u003cp\u003eReforming the Preparation of Teachers: A National Commitment 67\u003c\/p\u003e \u003cp\u003eHistorical Note: Normal Schools and the Early History of Teacher Education 67\u003c\/p\u003e \u003cp\u003eFrom Coursework to Standards: Increasing Rigor in Teacher Education 70\u003c\/p\u003e \u003cp\u003eThe Purpose of Standards in Teacher Education 71\u003c\/p\u003e \u003cp\u003eThe Role of Portfolios in Standards-Based Teacher Education 71\u003c\/p\u003e \u003cp\u003eA Case In Point: How Portfolios Demonstrate What Teachers Know and Can Do 73\u003c\/p\u003e \u003cp\u003eGood Teacher Education: A Shared Responsibility between Schools and Universities 74\u003c\/p\u003e \u003cp\u003eA Case In Point: Working in a Professional Development School 76\u003c\/p\u003e \u003cp\u003eThe New Role of Testing in Preparing Beginning Teachers—Help or Hindrance? 76\u003c\/p\u003e \u003cp\u003ePhilosophical Note: An Essentialist View of Teaching and Teacher Education 78\u003c\/p\u003e \u003cp\u003eAccreditation of Teacher Education Programs 79\u003c\/p\u003e \u003cp\u003eNational Accreditation 79\u003c\/p\u003e \u003cp\u003eAccreditation and Standards: The Road to Greater Professionalization? 80\u003c\/p\u003e \u003cp\u003eDigging Deeper: Do Standards and Accreditation Really Ensure Good Beginning Teachers? 80\u003c\/p\u003e \u003cp\u003ePreparing Enough Teachers: Responding to Teacher Shortages 82\u003c\/p\u003e \u003cp\u003eShortages—A Cyclical Event in Teaching 82\u003c\/p\u003e \u003cp\u003eAlternate Routes: A Solution to the Shortage? 82\u003c\/p\u003e \u003cp\u003eRewards and Challenges: From Teacher Education to the Classroom 85\u003c\/p\u003e \u003cp\u003eAfter Formal Teacher Education: What Comes Next? 85\u003c\/p\u003e \u003cp\u003eInduction—The First Stage of Your Career 86\u003c\/p\u003e \u003cp\u003eA Case In Point: Mentoring a First-Year Teacher in an Urban School 87\u003c\/p\u003e \u003cp\u003eRenewing Your Teaching License 89\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 Learning from the History and Philosophy of Education 97\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHistorical Origins of American Education 98\u003c\/p\u003e \u003cp\u003eEarly Educational Efforts in the Colonies 99\u003c\/p\u003e \u003cp\u003eExpanding Education, Literacy, and Civil Society 100\u003c\/p\u003e \u003cp\u003eThe Jeffersonian Ideal of Education 101\u003c\/p\u003e \u003cp\u003eThe Contested Problem of the Control of Public Education 102\u003c\/p\u003e \u003cp\u003eCommon Schools 103\u003c\/p\u003e \u003cp\u003eThe Late 19th Century: Building a System of Education 105\u003c\/p\u003e \u003cp\u003eDigging Deeper: A Colonial Conflict in a Modern Setting: What High School Curriculum is Best? 105\u003c\/p\u003e \u003cp\u003eThe Limited Reach of Universal Education 108\u003c\/p\u003e \u003cp\u003eA Case In Point: What Can a History of Educational Inequity Mean for Today’s Students 110\u003c\/p\u003e \u003cp\u003eInto the 20th Century 112\u003c\/p\u003e \u003cp\u003eThe Historical Record and the Current Era: Enduring Dilemmas and Persistent Controversies 113\u003c\/p\u003e \u003cp\u003ePhilosophical Views of Education 114\u003c\/p\u003e \u003cp\u003eRewards and Challenges: A New Teacher’s Philosophy 115\u003c\/p\u003e \u003cp\u003eThe Map of Western Philosophical Concepts and Schools of Thought 115\u003c\/p\u003e \u003cp\u003eMajor Philosophies of Education 117\u003c\/p\u003e \u003cp\u003ePhilosophy and Purpose Revisited 120\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 121\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCOMMITMENT #2 USING THE CURRICULUM RESPONSIBLY 127\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 Deciding What to Teach 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCurriculum: A Multidimensional Concept 131\u003c\/p\u003e \u003cp\u003eThe Explicit Curriculum—What It Is and Is Not 131\u003c\/p\u003e \u003cp\u003eCurriculum as What Is Taught 132\u003c\/p\u003e \u003cp\u003eCurriculum as What Is Learned 133\u003c\/p\u003e \u003cp\u003eWhat Isn’t Taught—The Null Curriculum 135\u003c\/p\u003e \u003cp\u003eCurriculum Dilemmas 136\u003c\/p\u003e \u003cp\u003eDeveloping the Curriculum: How Does It Work? 136\u003c\/p\u003e \u003cp\u003eHow Are Academic Content Standards Created? 137\u003c\/p\u003e \u003cp\u003eWhat Do Academic Content Standards Look Like? 137\u003c\/p\u003e \u003cp\u003eWhat Do Curriculum Guides Look Like? 138\u003c\/p\u003e \u003cp\u003eA Case In Point: Developing a Teaching Unit 141\u003c\/p\u003e \u003cp\u003eNational Influences on Curriculum Development 143\u003c\/p\u003e \u003cp\u003eHistorical Note: The Influence of National Committees on Schooling and the Curriculum 144\u003c\/p\u003e \u003cp\u003eCurriculum—Teaching with a Purpose 145\u003c\/p\u003e \u003cp\u003ePhilosophical Note: John Dewey and the Progressive View of Education 146\u003c\/p\u003e \u003cp\u003eBeyond a Technical Approach—Special Curriculum Identities for Individual Schools 147\u003c\/p\u003e \u003cp\u003eDigging Deeper: The Role of Basic Skills in the Curriculum 150\u003c\/p\u003e \u003cp\u003eMaking Sense of Standards, Accountability, and the Purposes of Curriculum 152\u003c\/p\u003e \u003cp\u003eRewards and Challenges: Making the Curriculum Meaningful 153\u003c\/p\u003e \u003cp\u003eThe Role of Textbooks in the Curriculum 155\u003c\/p\u003e \u003cp\u003eHow Teachers Use Textbooks 155\u003c\/p\u003e \u003cp\u003eTextbooks, Standards, and the Curriculum 158\u003c\/p\u003e \u003cp\u003eThe Textbook Industry in the United States 158\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 161\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 More Than “What Is Taught”: School as a Social Institution 167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Power of the Hidden Curriculum 169\u003c\/p\u003e \u003cp\u003eThe Hidden Curriculum and the School as a Culture 170\u003c\/p\u003e \u003cp\u003eBenefits of the Hidden Curriculum 172\u003c\/p\u003e \u003cp\u003eLiabilities of the Hidden Curriculum 173\u003c\/p\u003e \u003cp\u003eA Case In Point: Current Events as the Hidden Curriculum 175\u003c\/p\u003e \u003cp\u003eThe Hidden Curriculum as a Commentary on the Social Purposes of Schooling 176\u003c\/p\u003e \u003cp\u003eThe Current Societal Context 176\u003c\/p\u003e \u003cp\u003eHistorical Note: The Emergence of the Common School 177\u003c\/p\u003e \u003cp\u003ePopulation and the Schools 179\u003c\/p\u003e \u003cp\u003eChanging Family Structures 179\u003c\/p\u003e \u003cp\u003eChild Abuse and Neglect 185\u003c\/p\u003e \u003cp\u003eViolence and the Schools 187\u003c\/p\u003e \u003cp\u003eDigging Deeper: Will Smaller High Schools Meet Students’ Needs? 189\u003c\/p\u003e \u003cp\u003eTeen Pregnancy 191\u003c\/p\u003e \u003cp\u003eDrug and Alcohol Abuse 192\u003c\/p\u003e \u003cp\u003eAddressing Social Dynamics by Changing the Regularities of Schooling 193\u003c\/p\u003e \u003cp\u003eRedefining the Environment 193\u003c\/p\u003e \u003cp\u003eRewards and Challenges: Making School Work for Every Student 195\u003c\/p\u003e \u003cp\u003eA Case In Point: The Salomé Ureña de Henriquez Campus, New York City 197\u003c\/p\u003e \u003cp\u003eThe Teacher’s Role in Promoting Competence 198\u003c\/p\u003e \u003cp\u003ePhilosophical Note: Meeting Individual Needs through a Humanistic Philosophy of Education 198\u003c\/p\u003e \u003cp\u003eA Brief Word about the Extracurriculum 199\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 200\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCOMMITMENT #3 CROSSING YOUR OWN FAMILIAR BORDERS TO EMBRACE DIVERSITY 207\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 Teaching Students Whose Race, Class, Culture, or Language Differs from Your Own 209\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Changing Demographics in the United States Mean for Teachers 211\u003c\/p\u003e \u003cp\u003eUnderstanding Diversity as an Asset, Not a Deficit 213\u003c\/p\u003e \u003cp\u003eA Case In Point: Deficit or Asset? 214\u003c\/p\u003e \u003cp\u003eHow Knowing about Your Students’ Lives Helps You Teach 216\u003c\/p\u003e \u003cp\u003eUsing Funds of Knowledge as a Resource for Student Learning 218\u003c\/p\u003e \u003cp\u003eDevaluing Students in School: How Does It Happen? 219\u003c\/p\u003e \u003cp\u003eWhat Teachers Communicate through Their Expectations 219\u003c\/p\u003e \u003cp\u003eHistorical Note: The Brown v. Board of Education Supreme Court Decision 221\u003c\/p\u003e \u003cp\u003eWhat Schools Communicate through Academic Tracking 222\u003c\/p\u003e \u003cp\u003eA Case In Point: A Rude Awakening about Tracking 225\u003c\/p\u003e \u003cp\u003eAddressing Diversity of Language in the Classroom 226\u003c\/p\u003e \u003cp\u003eDigging Deeper: What about Bilingual Education? 229\u003c\/p\u003e \u003cp\u003eRethinking Teaching as a Culturally Responsive Profession 231\u003c\/p\u003e \u003cp\u003eCulturally Responsive Teaching 231\u003c\/p\u003e \u003cp\u003eWhy “Celebrating Difference” Is not Enough 233\u003c\/p\u003e \u003cp\u003eRewards and Challenges: Honoring Students’ Cultural Differences 234\u003c\/p\u003e \u003cp\u003eBeyond Cultural Knowledge—Multiple Perspectives and Social Transformation 235\u003c\/p\u003e \u003cp\u003ePhilosophical Note: Transforming Society through Social Reconstructionism 236\u003c\/p\u003e \u003cp\u003eRecognizing Privilege and Power 237\u003c\/p\u003e \u003cp\u003e“Not Seeing Color” as a Problematic Response to Diversity 238\u003c\/p\u003e \u003cp\u003eA Special Responsibility—Teaching in a Monocultural School 239\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 241\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 Teaching Students with Disabilities 249\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Broad Commitment to Equity for Students with Disabilities 251\u003c\/p\u003e \u003cp\u003eHistorical Note: Burton Blatt’s Campaign to Expose Institutions for Mentally Retarded Persons 252\u003c\/p\u003e \u003cp\u003eFederal Mandates for Equity 254\u003c\/p\u003e \u003cp\u003eA Case In Point: Daniel Greenwood 256\u003c\/p\u003e \u003cp\u003eFrom Birth to Work: Extending the Age Range of Students in School 257\u003c\/p\u003e \u003cp\u003ePhilosophical Note: The Inclusion Movement 258\u003c\/p\u003e \u003cp\u003eDoes Labeling Students with Disabilities Help or Hinder a Teacher’s Work? 261\u003c\/p\u003e \u003cp\u003eWhat Disability Categories Do and Do Not Provide for Teachers 264\u003c\/p\u003e \u003cp\u003eHow Disability Labels Can Lead to Inequities 264\u003c\/p\u003e \u003cp\u003eSimplifying the Categories 267\u003c\/p\u003e \u003cp\u003eThe Teacher’s Role 267\u003c\/p\u003e \u003cp\u003eRewards and Challenges: Meeting Students’ Diverse Instructional Needs 268\u003c\/p\u003e \u003cp\u003eBuilding Classroom Communities Where Students with Disabilities Belong 268\u003c\/p\u003e \u003cp\u003eBeing Flexible and Accommodating for Students with Disabilities 269\u003c\/p\u003e \u003cp\u003eCollaboration Among Teachers: The Key to Success 270\u003c\/p\u003e \u003cp\u003eThe Goal: A Classroom Environment that Diminishes Differences 272\u003c\/p\u003e \u003cp\u003eDigging Deeper: What Kind of Curriculum is Best for Students with Disabilities? 273\u003c\/p\u003e \u003cp\u003eHow Technology Can Help You Teach Students with Disabilities 275\u003c\/p\u003e \u003cp\u003eIntegrating Assistive Technology into the Classroom 275\u003c\/p\u003e \u003cp\u003eUniversal Design as a Strategy for Inclusion 276\u003c\/p\u003e \u003cp\u003eA Final Point about Assistive Technology and Disabilities 277\u003c\/p\u003e \u003cp\u003eDisability: The Same as or Different from Other Diversities? 277\u003c\/p\u003e \u003cp\u003eWhat about Educating Gifted and Talented Students? 279\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 280\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCOMMITMENT #4 MEETING THE NEEDS OF INDIVIDUAL STUDENTS IN THE CONTEXT OF THE CLASSROOM AND THE SCHOOL 287\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 Organizing Good Schools and Good Classrooms 289\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Makes a Good School? What Makes a Good Classroom? 291\u003c\/p\u003e \u003cp\u003eIn Good Schools, Students Are Motivated, Challenged, and Engaged 291\u003c\/p\u003e \u003cp\u003eGood Schools and Classrooms Are Communities of Learners 293\u003c\/p\u003e \u003cp\u003eGood Schools Know How Well They, and Their Students, Are Doing 295\u003c\/p\u003e \u003cp\u003eRethinking School Organization to Meet Students’ Needs 296\u003c\/p\u003e \u003cp\u003eThe Traditional Approach: Age-Graded Classrooms and Curriculum 297\u003c\/p\u003e \u003cp\u003eMulti-Age Classrooms 298\u003c\/p\u003e \u003cp\u003eLooping 299\u003c\/p\u003e \u003cp\u003eHistorical Note: One-Room Schools 300\u003c\/p\u003e \u003cp\u003eClass Size Reduction at the Elementary Level 301\u003c\/p\u003e \u003cp\u003eBlock Scheduling at the High School Level 302\u003c\/p\u003e \u003cp\u003eDigging Deeper: Introducing Innovations into Schools 303\u003c\/p\u003e \u003cp\u003eThe Small High Schools Movement 304\u003c\/p\u003e \u003cp\u003eRethinking the School Day to Increase Time to Learn 307\u003c\/p\u003e \u003cp\u003ePhilosophical Note: Organizing Schools and Classrooms for Democracy 309\u003c\/p\u003e \u003cp\u003eRewards and Challenges: Preparing the Next Generation of Recyclers 311\u003c\/p\u003e \u003cp\u003eA Recap: Different Organizational Patterns, Different Social Settings 311\u003c\/p\u003e \u003cp\u003eRethinking What Happens at the Classroom Level to Meet Student Needs 312\u003c\/p\u003e \u003cp\u003eDifferentiating Instruction to Meet Students’ Needs: The Need for Flexibility 312\u003c\/p\u003e \u003cp\u003eHow Technology Helps Meet Student Needs 313\u003c\/p\u003e \u003cp\u003eA Case In Point: Transforming a Sixth Grade Classroom with Technology 318\u003c\/p\u003e \u003cp\u003eMeeting Student Needs through Peer Tutoring 320\u003c\/p\u003e \u003cp\u003eMeeting Student Needs through Cooperative Learning 321\u003c\/p\u003e \u003cp\u003eHow Paraprofessionals Help Meet Student Needs 322\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 324\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 How Governing and Financing Schools Influence Teachers’Work 331\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePutting Governance into Perspective 332\u003c\/p\u003e \u003cp\u003eThe Influence of Local Control of Schools on a Teacher’s Work 333\u003c\/p\u003e \u003cp\u003eThe Role of the Superintendent of Schools 334\u003c\/p\u003e \u003cp\u003eThe Relationship between the School Board and the Superintendent 335\u003c\/p\u003e \u003cp\u003eLocal School Board Policymaking 335\u003c\/p\u003e \u003cp\u003eDecision Making at the Building Level 338\u003c\/p\u003e \u003cp\u003eThe Role of the Principal 338\u003c\/p\u003e \u003cp\u003eLocal School Governance through Shared Decision Making 339\u003c\/p\u003e \u003cp\u003eTeachers’ Leadership Roles in Schools 339\u003c\/p\u003e \u003cp\u003eNegotiated Decisions: The Role of Teachers’ Unions 340\u003c\/p\u003e \u003cp\u003eHistorical Note: Governing the Nation’s Earliest Schools 342\u003c\/p\u003e \u003cp\u003eHow State Governance Influences a Teacher’s Work 343\u003c\/p\u003e \u003cp\u003eThe Influence of the Federal Government in Education 344\u003c\/p\u003e \u003cp\u003eRewards and Challenges: Sharing Power in the Classroom 345\u003c\/p\u003e \u003cp\u003eDirect Federal Involvement in Education Programs through Legislation 346\u003c\/p\u003e \u003cp\u003eA Case In Point: Title IX in Action? 350\u003c\/p\u003e \u003cp\u003eCourt Decisions and Education 351\u003c\/p\u003e \u003cp\u003ePhilosophical Note: The Separation of Church and State and Public Education 352\u003c\/p\u003e \u003cp\u003eThe Influence of Other External Groups on Education Decisions 354\u003c\/p\u003e \u003cp\u003eFinancing Education: How Dollars Make their Way to Schools, Teachers, and Students 355\u003c\/p\u003e \u003cp\u003eInequities in School Funding 357\u003c\/p\u003e \u003cp\u003eFrom the Federal Government, the State, and the Community to the School 358\u003c\/p\u003e \u003cp\u003eChanging Views of the Governance and Control of Schools 359\u003c\/p\u003e \u003cp\u003eDigging Deeper: Strengthening or Weakening Public Schools through Choice? 361\u003c\/p\u003e \u003cp\u003eHome Schooling: Where Does It Fit? 363\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 365\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCOMMITMENT #5 CONTRIBUTING ACTIVELY TO THE PROFESSION 371\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 11 Ethical and Legal Issues in the Work of Teaching 373\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTrust: The Basic Moral Obligation of Teachers 375\u003c\/p\u003e \u003cp\u003eThe Multiple Dimensions of Trust 376\u003c\/p\u003e \u003cp\u003ePhilosophical Note: Nel Noddings and the Ethic of Care 378\u003c\/p\u003e \u003cp\u003eCreating and Maintaining Trusting Relationships 381\u003c\/p\u003e \u003cp\u003eThe Teacher as Advocate 382\u003c\/p\u003e \u003cp\u003eRewards and Challenges: The Day-to-Day Challenges of Teaching Ethically 383\u003c\/p\u003e \u003cp\u003eEthical Considerations at the Teacher-to-Teacher Level 385\u003c\/p\u003e \u003cp\u003eA Case In Point: Unwanted Advice 385\u003c\/p\u003e \u003cp\u003eThe School as an Ethical Community 386\u003c\/p\u003e \u003cp\u003eA Case In Point: In or Out of the Teachers’ Lounge? 386\u003c\/p\u003e \u003cp\u003eEthical Behavior, Codes of Ethics, and Standards of Professional Practice 389\u003c\/p\u003e \u003cp\u003eThe Role of Codes of Ethics for Teachers 389\u003c\/p\u003e \u003cp\u003eThe Ethics of Recommending Candidates for Teaching 389\u003c\/p\u003e \u003cp\u003eHistorical Note: The Moral Context in Colonial Schools 392\u003c\/p\u003e \u003cp\u003eHow Legal Issues Influence Teachers’ Ethical Practice 393\u003c\/p\u003e \u003cp\u003eStudents’ Rights to Free Expression of Opinions 394\u003c\/p\u003e \u003cp\u003ePrivacy and Confidentiality 395\u003c\/p\u003e \u003cp\u003eReporting Child Abuse and Neglect 396\u003c\/p\u003e \u003cp\u003eCorporal Punishment 396\u003c\/p\u003e \u003cp\u003eSearch and Seizure 397\u003c\/p\u003e \u003cp\u003eReligion in the Schools 398\u003c\/p\u003e \u003cp\u003eDigging Deeper: The Persistent Debate over Teaching Evolution 399\u003c\/p\u003e \u003cp\u003eTechnology, The Internet, Fair Use, and Copyright Issues 400\u003c\/p\u003e \u003cp\u003eThe Personal versus the Professional as an Ethical Issue for Teachers 402\u003c\/p\u003e \u003cp\u003ePersonal Beliefs and Inclusivity in Public Schools 403\u003c\/p\u003e \u003cp\u003ePersonal Beliefs and the Curriculum 403\u003c\/p\u003e \u003cp\u003eWhy It Counts in a Diverse World 404\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 12 Becoming a Teacher: New Visions and Next Steps 411\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Profession\/Job Conflict 412\u003c\/p\u003e \u003cp\u003eDefining the Tension 412\u003c\/p\u003e \u003cp\u003eEnduring Myths about Teaching 415\u003c\/p\u003e \u003cp\u003eBeyond the Myths: Teaching as a Profession 416\u003c\/p\u003e \u003cp\u003eTeaching as a Collaborative and More Public Form of Work 417\u003c\/p\u003e \u003cp\u003eOpening the Classroom Doors for Observation and Feedback 418\u003c\/p\u003e \u003cp\u003ePhilosophical Note: Collaboration and Autonomy for Teachers 420\u003c\/p\u003e \u003cp\u003eCollaboration: A Shared Resource for Professional Dialogue 420\u003c\/p\u003e \u003cp\u003eHistorical Note: The Emergence of Teachers’ Organizations in the United States 421\u003c\/p\u003e \u003cp\u003eTeacher Leadership 422\u003c\/p\u003e \u003cp\u003eMentoring as Teacher Leadership 423\u003c\/p\u003e \u003cp\u003eCoaching as Teacher Leadership 424\u003c\/p\u003e \u003cp\u003ePeer Review of Teaching as Teacher Leadership 425\u003c\/p\u003e \u003cp\u003eTeacher Leadership and the New Teacher Unionism 426\u003c\/p\u003e \u003cp\u003eTeachers as Researchers 426\u003c\/p\u003e \u003cp\u003eHow Do Teachers Conduct Their Own Research? 427\u003c\/p\u003e \u003cp\u003eA Case In Point: Yolanda’s Research on Teaching Writing in a Middle School Language Arts Class 429\u003c\/p\u003e \u003cp\u003eWhy Is Teacher Research a Sign of Increased Professionalism? 430\u003c\/p\u003e \u003cp\u003eRecognizing Accomplished Teaching through the National Board for Professional Teaching Standards 431\u003c\/p\u003e \u003cp\u003eDigging Deeper: Differentiated Pay for Teachers? 434\u003c\/p\u003e \u003cp\u003eThe Role of Networking in Professional Growth and Development 435\u003c\/p\u003e \u003cp\u003eAccountability and Control in the Profession of Teaching 437\u003c\/p\u003e \u003cp\u003eTime to Grow, Time to Lead 439\u003c\/p\u003e \u003cp\u003eReflecting on Your Views and Beliefs, Assessing Your Progress 440\u003c\/p\u003e \u003cp\u003eReflection: An Enduring Habit 442\u003c\/p\u003e \u003cp\u003eIncorporating New Developments in Teaching and Learning 442\u003c\/p\u003e \u003cp\u003eSchool or Districtwide Professional Development 444\u003c\/p\u003e \u003cp\u003eSetting Short- and Long-Term Goals 444\u003c\/p\u003e \u003cp\u003eRewards and Challenges: Revisiting Why We Teach 445\u003c\/p\u003e \u003cp\u003eBecoming an Informed Professional 445\u003c\/p\u003e \u003cp\u003eChallenges on the Horizon in Education 446\u003c\/p\u003e \u003cp\u003eGlobal Education 447\u003c\/p\u003e \u003cp\u003eWorld Languages Education 448\u003c\/p\u003e \u003cp\u003eResegregation of Schools 450\u003c\/p\u003e \u003cp\u003eThe Future of Public Education 450\u003c\/p\u003e \u003cp\u003eFinding Your First Teaching Position: Smart Preparation Pays Off 451\u003c\/p\u003e \u003cp\u003eTake Your Preparation Seriously 451\u003c\/p\u003e \u003cp\u003eMake Your Portfolio Count 453\u003c\/p\u003e \u003cp\u003eBecome an Informed Job Applicant 453\u003c\/p\u003e \u003cp\u003ePrepare for Your Job Interviews 454\u003c\/p\u003e \u003cp\u003eWhat Counts for You Now as a Teacher in a Diverse World? 456\u003c\/p\u003e \u003cp\u003eGLOSSARY 463\u003c\/p\u003e \u003cp\u003eREFERENCES 469\u003c\/p\u003e \u003cp\u003eNAME INDEX 483\u003c\/p\u003e \u003cp\u003eSUBJECT INDEX 487\u003c\/p\u003e \u003cb\u003eMarleen C. Pugach\u003c\/b\u003e is Professor in the Department of Curriculum and Instruction at the University of Wisconsin-Milwaukee and Director of the Collaborative Teacher Education Program for Urban Communities.She received her Ph.D. in 1983 from the University of Illinois Urbana-Champaign with a joint specialization in special education and teacher education. In February 1998 she received the Margaret Lindsey Award from the American Association of Colleges for Teacher Education for her contributions to research in teacher education. Dr. Pugach teaches advanced courses in qualitative methodology in the Urban Education Doctoral Program at UWM.","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988796326117,"sku":"NP9780470439784","price":88.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470439784.jpg?v=1761781624","url":"https:\/\/k12savings.com\/products\/because-teaching-matters-isbn-9780470439784","provider":"K12savings","version":"1.0","type":"link"}