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Book History
Introduction
1.1 What do great teachers do differently?
1.2 Teaching Philosophy
1.3 Teachers’ Purposes and Beliefs
1.4 Teacher Knowledge
1.5 Communication
1.6 Lifelong learning and professional development
1.7 The reflective practitioner
References
2.1 Bloom's Taxonomy
2.2 Instructional Strategies
2.3 Creating Objectives
2.4 The students you will be teaching
3.1 The process of becoming a teacher in New York State
3.2 Create a New York State TEACH Account
3.3 Building a Resume
3.4 Professional Organizations (Joining a Larger Community)
4.1 What is Curriculum?
4.2 Four Curricula
4.3 Perspectives on Curricula
4.4 The Cognitive and Affective Domains of Curricula
4.5 Stakeholders & Curricular Decision Making
5.1 Foundations of Educational Philosophy
5.2 Ontological Frameworks of Philosophy
5.3 Philosophical Perspectives of Education
5.4 Educational Psychology
6.1 Assessment and Evaluation
6.2 Assessment, Accountability, and Historical Factors
6.3 Formative and Summative Assessment
7.1 Effective Classroom Management
7.2 Models of Classroom Management
7.3 Characteristics of Effective Classroom Management
7.4 Awareness of High-Needs Students
8.1 History of American Education
8.2 The Competing Goals of Public Education: A Historical Perspective
8.3 A Nation at Risk, Standards, and Testing
9.1 Student Diversity
9.2 Emergent Bilinguals
9.3 Students with Disabilities
9.4 Differences in Learning and Motivation
9.5 Childhood Trauma, Hierarchy of Needs, Social Emotional Learning
9.6 Building Relationships
9.7 Summary
10.1 Governance of New York State Education
10.2 Financing Public Education
10.3 Other School Options (Charter, Magnet)
11.1 Ethics
11.2 Integrity
Appendix A: APA Style
Appendix B: A Nation at Risk
About this Book
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