A c t T e a c h i n g Second Edition DONALD R. CRUICKSHANK The Ohio State University DEBORAH L. BAINER The Ohio State University KIM K. METCALF Indiana University Boston Burr Ridge, IL Dubuque, IA Madison, W1 NewYork San Francisco St. Louis Bangkok Bogot5 Caracas Lisbon London Madrid MexicoCity Milan NewDelhi Seoul Singapore Sydney Taipei Toronto
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A c t T e a c h i n g Second Edition
DONALD R. CRUICKSHANK The Ohio State University
DEBORAH L. BAINER The Ohio State University
KIM K. METCALF Indiana University
Boston Burr Ridge, IL Dubuque, IA Madison, W1 NewYork San Francisco St. Louis Bangkok Bogot5 Caracas Lisbon London Madrid
MexicoCity Milan NewDelhi Seoul Singapore Sydney Taipei Toronto
xv
xvi
P A R T T H R E E
The Effective Teacher 10 Effective Teachers: Personal Attributes
and Characteristics
1 1 Effective Teachers: Professional Skills and Abilities
12 How the Effective Teacher Manages . the Classroom
13 ProblemsTeachers Face
P A R T F O U R
PRACTICE TEACHING MANUAL U N l T 1 Microteaching: Practicing Critical Teaching Skills
U N l T 2 Reflective Teaching: Practicing Being a Thoughtful Practitioner
U N l T 3 Room 221:A Simulation: Solving Classroom Problems
Glossary Credits ltfdexes
his Text Well
! 6 3.
drop of Teaching
at Influence How We Teach baracteristics ender Influences Our Teaching Fe andExperience Influence Our
ng :rsonalityAffects Our Teaching in Education
ke Way We Were Taught Affects Our
18 he Way We Prefer To Be Taught Our Teaching e Way We Prefer To Teach Influences ,aching ur Knowledge of Subject Matter Our Teaching ur Teaching Preparation Influences ,aching
udent Differences Mect Our Teachmg lass and Classroom Size Affect Our ''g vailability of Material and Equipment 3ur Teaching &able Time Affects Our Teaching be Nature of Lesson Objectives Our Teaching .emlent Views of Good Teaching 3ur Teaching
xv
xvi
Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References
C H A P T E R 2
Teaching Diverse Children in a Diverse Society The Changing American Population
Population Growth and Geographical Distribution Age Distribution Population Diversity Implications for Teachers
The Changing Family Family Trends Family Influence on Schooling Implications for Teachers
The Changing Nature of Childhood and Youth
Growing up in Poverty Children with Inadequate Supervision Abused and Neglected Children "At Risk" Children "Hurried" Children Children Who Are Disengaged Children Today and Yesterday Implications for Teachers
Thoughts nmary 'roblems for Discussion Action Activities
01s of Thought about ~d Teaching ve School of Thought ltion processing $ul Learning gnitive Approaches to Learning
istic School of Thought ,f the Humanistic School stic Approaches to teach in^ ~ral School of Thought
'9 Conditioning Conditioning
earning ral Approaches to Teaching ngle ~ ~ s t Approach to Student
rhoughts unary roblems for Discussion
Action Activities
:now Your Students rice of Getting to Know Students
ig Records ive Records Vew formation about Students
[g Students ring Students ~estionuaires ciometly itobiography
Using Parents and Guardians as Sources Using Cases
Evaluating and Using Information Evaluating Information Using Information Properly
Some Final Thoughts Chapter Summaly Issues and Problems for Discussion Theory into Action Activities References Appendix: Cumulative Record Cards for Five Diverse Students
P A R T TWO
The Act of Teaching
C H A P T E R 5
Planning Instruction Some Benefits of Instructional Planning
Planning Benefits Teachers Planning Benefits Students
Instructional Planning May Be Mandated Different Approaches to Planning
The Process Approach The Product Approach Which Approach to Use When
Deciding What to Teach Factors That Influence What We Teach
The Formal and the Taught Curricula The Formal Curriculum The Taught Curriculum
Writing Instructional Objectives Kinds and Classifications of Learning Outcomes Another Way of Classifying Learning Outcomes General (Broad) versus Specific (Narrow) Objectives
'Writing Specific Objectives When Are Objectives Good?
Preparing Instructional Plans of Varying Duration
The "Long and Short" of Planning Resources Useful When Planning
Plans of Varying Duration
Hems for Discussion
ernatives Defined eaching as Telling and,Showing
on Presentation arning through Informative
es and Characteristics of Discussion QiFcussion Leaders
nt Study: Teaching as Giving and at-Work and Homework Assignments
es and Limitations of Independent
Independent Study Should Be Used aq' on Independent Study Instructional Alternatives
Twenty-Nine Instructional
Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References
C H A P T E R 7
Four More Instructional Alternatives: Cooperative Learning, Discovery Learning, Direct Instruction, and Individualized Instruction 204
Cooperative Learning: Teaching Learners to Like and Care for One Another 205
What Is Cooperative Learning? 205 Purpose and Characteristics of Cooperative Learning 206 Variations on the Theme of Cooperative Learning 207 Good Leaders of Cooperative Learning 208 Good Cooperative Learning 209 Advantages and Limitations of Cooperative Learning 212 When Cooperative Learning Should Be Used 213 Summary on Cooperative Learning 214
Discovery Learning: Figuring Things Out for Yourself 215
What Is Discovely Learning? 216 Purposes and Characteristics of Discovely Learning 216
Good Facilitators of Discovely Learning 217 Good Discovery Learning 218 Facilitating Discovery Learning Online 219 Advantages and Limitations of Discovery Learning 220 When Discovery Learning Should Be Used 222 Snmmaly on Discovery Learning 222
Direct Instruction: Teaching in the Most Efficient Way 223
What Is Research-Based Direct Instrnction? 224 Purpose and Characteristics of Research-Based
' Direct Instruction 224 Variations of Research-Based Direct Instruction 225 Good Direct Instructors 227 Good Research-Based Direct Instruction 227 Advantages and Limitations of Research-Based Direct Instruction 229
CONTENTS IN DETAIL xi
search-Based Instruction Should
,earning Theory-Based Direct ~ n ? md Characteristics of Learning ased Direct Instruction 5 of Learning Theory-Based Direct n lrning Theory-Based Direct -S
rning Theory-Based Direct n 3s and Limitations of Learning sed Direct Instruction uning Theory-Based Instruction : Used on Direct Instruction
I Instruction: Tailoring Teaching ldividualized Instruction? nd Characteristics of Individualized n
ldividualized Instruction Program rs of Individualized Instruction ividualized Education Programs :S and Limitations of Individualized n
ividualized Instruction Should
on Individualized Instruction ~oughts
lary blems for Discussion :tion Activities
udents' Learning room Assessment, Measurement, l
Icing Assessment Qualiy Information SInformation - - -. ssessment: Formative Versus
'esting and Standard Scores ardized Testing Process ~g Standardized Test Results
Types of Standard Scores Summary of Standardized Testing
Teacher-Made Tests Pencil-and-Paper Tests Observational and Performance Assessment
Grading and Assigning Grades What Should you Consider When Assigning a Grade? What Standard Should You Use? How Will Assessment Information Be Synthesized?
Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References
C H A P T E R 9
Reflecting on Teaching A Tale of Two Student Teachers Characteristics of Reflective Practitioners Benefits of Reflecting on Teaching Developing Reflective Abilities
Dialogue Journals Discussions Action Research On-Campus Laboratory Experiences
Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References
P A R T T H R E E
The Effective Teacher 305
C H A P T E R 1 0
Effective Teachers: Personal Attributes and Characteristics Research on Teaching
Effective Teachers: Personal Attributes and Characteristics Motivating Personality
Enthusiasm Warmth and Humor Credibility
Orientation toward Success High Expectations for Success Encouraging and Supportive
Professional Demeanor Businesslike Adaptable/Flexible Knowledgeable
Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References
C H A P T E R 1 1
Effective Teachers: Professional Skills and Abilities Focusing and Engaging Students' Attention
Establishing Set Using Variety
Using Insuuctional Time Efficiently Optimizing Time
Conducting Interactive Instrnction Using Questions Providing Clear Instructions Monitoring Students' Progress Providing Feedback and Reinforcement
Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References
C H A P T E R 1 2
How the Effective Teacher Manages the Classroom What Is Classroom Management? Preventing Management Problems
Establishing the Physical and Psychological Environments Establishing Classroom Rules and Routines Starting the School Year
Monitoring Students' Behavior Holding Students Accountable Rewarding and Reinforcing Students
Reacting to Misbehavior Why Students Misbehave Deciding How to React to Misbehavior Types of Intervention Using Punishment in the Classroom
Reestablishing the Learning Environment Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References
C H A P T E R 1 3 -
Problems Teachers Face What Is a Problem? Sources of Problems What Are the Professional, orJobRelated, Problems Teachers Face?
Affiliation Control Parent Relationships and Home Conditions Student Success Time
How Are the Problems of Teachers Related to Their Personalities? Preventing and Resolving Classroom Problems
Preventing Classroom Problems Resolving Classroom Problems Developing a Problem-Solving Attitude
Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References
CONTENTS IN DETAIL xiii
Roles during Reflective Teaching Reflective Teaching Lessons
\CHING MANUAL 417 Learner Satisfaction Form
UNIT 3
Practicing Critical Room 221: A Simulation: Solving 418 Classroom Problems
oteaching 418 Meet the Principal $son One: Conveying Positive Fourteen Classroom Incidents es 419
:son Two: Establishing Set 420 Glossary :son Three: Using Questions 421 Credits :son Four: Providing Clear
422 Indexes ce 423
hing: Practicing Being actitioner : Teaching? reaching
e I n d e x
308 i., 364 330 ., 363 W,, 81, 83, 94, 95, 138 l82 M. K., 28 P. A., 378,379,384 ooks, J., 184,188 9 :ouncil on Education, 18 30 ,89,218,259,260,261 >., 184, 188, 342
Best, K. M., 28 Bettencourt, E., 310 Beyerbach, B., 338,342 Biddle, B. J., 7, 308,364, 377,381 Biddle, R, 24 Biehler, R. F., 35,36, 37, 39,64, 74, 141 Biemiller, A., 213 Blair, T , 184 Blanchard, L. J., 39 Blaney, N., 207 Blank, M. A., 338,368,381,382,385,
387,388 Block, J. H., 71 Bloom, B., 135 Bloom, R, 350 Boersman, F., 260 Bolin, F. S., 299 Borich, G. D., 264,267,280,335,340, 366 Borko, H., 81 Boud, D., 295,296 Bourbon, L., 350 Bower, E. M., 32, 183 Bown, 0. H., 5 Boyd, E. M., 297 Bracey, G., 21 Bradley, A., 21,279 Brandt, R, 41 Bremer, N., 340 Bridges, D., 175 Briggs, L., 137, 149 Brodie, T. A., Jr., 366 Brooks, J. G., 62 Brooks, M. G., 62 Brophy, J,, 36, 38, 39, 94, 213, 236, 258,
Brophy, J. E , 184, 361, 362, 376, 378, 381, 385,387,388
Broudy, H. S,, 163 Brown, B. F., 21,29 Brown, G. A., 165 Brown, L., 346 Brown, S., 190 Brubaker, N., 184,188 Bmner, J. S., 61,216,222 Bush, A., 345 Buter-Par, N., 39 Butler, R., 350
Cahen, L. S., 181,184, 187 Callahan, J., 351 Calllhm~ R C l 0 21R 211
Callahan, S., 149 Campbell, J., 308 Cane, V. A., 388 Cangelosi, J. S., 381 Canter, L., 369,371,383 Cantrell, D., 301 Cao, H. T., 180 Caplan, N., 21 Carter, D. B., 35 Carter, K., 81 Camsso, V., 310,311 Cazden, C., 338,344 Center for the Study of Social Policy, 19, 25 Center for Vocational Education, 149 Checkley, K., 41,42 Chen, C., 31 Children's Defense Fund, 24 Cho, J., 57 Choate, J., 274 Choy, M. H., 21 Clark, L., 351 Clegg, A., 338 Clementr, B. S., 184, 187,374 Clode, D., 18 Cohen, D., 27,308 Cohen, E. G., 207 Cohen, L., 338 Coladarci, T., 342, 344 Cole, A., 9 Coleman, J., 308 Combs, A. W., 67 Comer, J. P,, 404 Compton, N. H., 84,89,90 Connell, W. F., 163 Cooper, H., 314 Cooper, P , 153 Corno, L,, 240, 332,350 Couch, R., 331 Coulter, F., 4, 5 Cox, P,, 40 Crawford,J., 314 Crawhrd, L., 278 Crooks, T , 264,282 Cmickshank, D. R., 5, 10, 34, 64,65,92,
Csikszentmihalyi, M., 311 CuMiin, R L., 383 Cushing, K., 81 h s h n e r . K.. 34
Dahmke, B., 27 Danielson, C., 63,343 Daridson, A. L., 180 Deci, E., 66 Della-Dora, D., 39 Delucchi, E, 179 Delucci, K., 215 Dembo, M. H., 39,73,188 Denight, J., 310 Deparhnent of the Air Force, 149 Desberg, P., 312 Dewey, J., 216,222,295,297 Diagnostic and Statistical Manual of
Mental Disorder, 1980,43 Dillon, J. T., 175,340 Dimmiom, 24 Dishaw,M.M., 181,184,187,338 Dollard, N., 361 Dornbusch, S., 29 Dowd, F. S., 25 Doyle. A. G., 215 Doyle, W., 81,332, 333, 334, 336, 362, 372,
376,381,382,383 Drahman, R. S., 388 Dreikers, R, 382, 383 Driscoll, D. C., 170 Druva, C., 321 D@, G., 184,188 Duke, D. L., 362 Dulaney, C., 175 Dunkin, M. J., 4,7, 181,377,381 Dunn, K., 41 Dunn, R, 41 Dusek, J. B., 35,93 Dykman, B., 364
Ehmeier, H., 224,227 Ehy, J. W., 149, 278, 330 EXucafion Wak, 18 Educational Testing Service, 35 Edwards, R., 362,371,372 Eggen, P. D., 175,207,218,363 Eisner, J., 300 Elawar, M., 350 Elias, M., 42 Elkind, D., 28, 29 Ellena, W., 308 Elliot, S., 277 Ellson, D., 71,242 Emery, W. G., 296,300 Emmer, E. T., 81, 184, 187, 371, 374, 375,
381,385,388 Engels, I. L., 97 Englander, M. E., 361,387 English, C. S., 184 Enright, B., 274 Erickson, F., 383 Erikson, E., 36
Evertson, C. M., 187,236,321,332,342, 361, 362, 371, 374, 375,376, 378, 382,385,387,388,389
Ewing, J. A., 190 Exter, T., 17
Fales,A. W,, 297 Farrell, B. R., 41 Fay, D. E., 297, 301 Feasley, C. E., 239 Fedeu, P,, 329,330,338,346 Fien, J., 296 Filby, N., 181, 184, 187, 338 Finn, J. D., 11 Fisher, C. W., 181, 184, 187,338 Fisher, D. L., 87 Fisher, R, 313 Flanders, N. A., l71 Fletcher, C,, 35 Fowler, W., 21,308 Foyle, H. C,, 369 Fraser, B. J., 87 Frederick, B. P,, 362, 371, 372 Frederickson, N., 64 Freeman, D., 4 Freiherg, H. J., 370 French, L., 43 Freshley, D., 312 Frieherg, H., 170 Fritz, R. L., 40
Fly, K, 42 Fry, R, 296 Fuchs, L,, 274 Fuchs, R F., 23 Fuller, F. F., 5 Furst,N., 310,318,321,331,345,351,352
Gabbras, R., 318,319 Gage, J., 309 Gage, N. L., 165,171,329,342,344 GagnC, E., 349 GagnC, R, 137,149 Call, J., 172,174, 175 Gall, M. D., 172,174,175,178,179,310,340 Gardner, H,, 41,42 Gardner, J., 188 Garmezy, N., 28 Garner, B., 379 Gartland, D., 187 Gelardo, M. S., 25 General Accounting Office, 321 . Gersten, R., 230, 233 Ghadala, E., 387 Ghatala, E., 167 Gibbons, M., 240 Gibson, H., 218,231 Gill, W. M., 364
Gillett, M., 310 Gilstrap, R. L., 165, 184, 218 Gintis, H., 308 Glass, G. V., 11 Glasser, W., 382 Glatthorn, A., 134,145 Gliessman, D., 346 Goetz, E., 378,379,384 Gold Rush, 193 Goldstein, A. P,, 384 Goleman, D., 42 Good, T. L., 36, 38, 39, 48, 94, 184, 187,
Goodenough, D., 40 Goodlad,J. L, 163 Goodman, J., 295 Goodwin, W., 263 Gordon, E. W., 28 Gordon, T,, 67 Gowan, J., 39 Greenberg, M , 42 Gregory, T., 218 Griffey, D., 5 Grouws, D., 205, 224,227,346 Grouws, L., 187 Gruher, K. D., 212,213 Gtuner, C., 312 Grunwald, B., 382,383 Gump, P.V., 187,336, 383,384,385
Hacker, A., 19 Haertel, E., 264 Haertel, G. D., 310, 316, 329, 341, 363,
366,368 Hake, D. J., 384 Hamburg, D. A., 19 Hamilton, R., 167, 387 Hamilton-Lee, M., 404 Hammond, K. M,, 372,375 Han, E. P., 293, 296, 297 Hansen, L. R., 212, 213 Harder, R. J., 218,231 Hargreaves, A., 335 Harmin, M,, 218 Harnischfeger, A., 333 Harris, A. H., 371,378,388 Hatch, T., 41 Hawley, W. D., 321,362 Haynes, N. M,, 42,404 Headden, S., 34 Heck, S., 240 Henderson, A. T., 404 Henjum. J., 6 Henschal, D., 312 Henson, K, 331 Heyns, B., 308 Hidi, S., 149
Name Index 470
Keough, A. J., 218,231 Keough, R., 295,296 Kenchenbaurn, H., 67 Kessler, R, 42 Kidder, T., 82 Kindsvatter, R, 165 King, L. H., 209 Kinuch, W., 331 Klausmeier, H., 263 Knapp, M. S., 34 Knowles, J., 9 Kohlberg, L., 37,38 Kohn, A., 36 Kolb, D. A, 41,296 Konicek, R, 63 Koser, L., 378 Kounin, J. S., 184, 185, 187, 336, 349,
376,383,384,385 Kozol, J., 33 Krapp, A., 149
Languis, M., 39 Lasley, J. O., 385 Lasley, T. J., 385 Latham, A., 342 Lawry, J. R, 237,238,239 Lee, S., 31 Leinhardt, G., 59,372,375 Lepper, M., 351,379 Lewin, K, 363 Lewis, J. L., 87 Lickona, T, , 67 Linn, M,, 35 Linn, R., 259 Lippitt, R, 363 Liston, D. P , 296 Livingston, C., 81 Lortie, D., 279 Louv, R, 25 Luiten, J., 330 Lyman, L., 369
Maccoby, E., 35 MacDonald, R. E., 7,253 Madden, N. A., 223,242 Madsen, C. H., Jr., 378 Mager, G., 170, 178, 197,405,406 Maker, C., 39 Marliave, R. S., 181, 184, 187, 338 Marshall, C., 312 Marso, R., 6 Martin, D., 297 Martin, J. R., 184,384 Martin, W. R., 165, 184, 218 Maruyama, G., 215 Maslow, A. H., 66,363,366,368,370 Masten, A. S., 28
McCaslin, M., 380 McClelland, A., 34 McCormack, J., 311 McGinnis, J. C., 362,371,372 McGreal, T., 224,225 Mdntyre, D., 5,153 McLeish, J., 171 Medley, D., 318 Medway, F. J., 194 Meichenbaum, D., 40 Meister, C., 224, 225 Mencke, D., 340 Mender, A. N., 383 Menuin, W. C., 223 MetcalE, R, 168,329,346 Metropolitan Life, 22
362, Meyer, L. A., 233 Michaels, J. W., 215 Michelson, S., 308 Middlestadt, S., 314 Mignano, A. J., Jr., 366,405 Miller, L., 274 Mintz, N. L., 366 Mohatt, G., 383 Moore, C., 40 Moore, J. E., 181, 184, 187 Moore, R, 264,338 Morgan, M,, 380 MorineDenhimer, G., 338,342 Morris, M,, 364 Morrison, A., 5 Mostert, M. P,, 5 M u l ~ n , C. M., 205 Murphy, J., 224,225 Murray, H. A., 5,168,169,189,229,310 Musgrave, G. R, 366 Myers, B., 170, 178, 197, 345, 402, 409
Napell, S., 331 National Center for Children in Poverty, 24 National Center for Education Statistics, 21 National Governors' Association, 138 Needels, M,, 309 Neill, A. S., 66 Nelson, D., 215 Ng, Y. Y., 364 Nisan, M,, 350 Nixon-John, G. D., 239 Novak, C., 170,178, 197,403 Nuthall, G., 60,221,223
O'Leaq, R D., 351,388 O'Leary, S., 351 Olsen, J., 366 Olson, L., 239 Omdal, S., 29 O'Neill, J., 41, 62
Rogers, C. R., 66,370 Rohrkemper, M. M., 332,388 Rosenholtz, S. J., 362 Rosenshine, B., 163,165,184,187,191,
Rosenthal, R., 314,315 Rosnow, R., 313 Ross, D. D., 294,296 Roamiller, R A., 238 Rothman, R., 277 Rothman, S., 83 Rousseau, E., 338,340 Rowe, M., 341 Runkel, P. J., 215 Rnpley, W., 184 Ryan, R, 66 Ryans, D., 310,318,319
Saben, D., 81 Sadker, D., 341,343 Sadker, M,, 341,343 SafEord, P,, 34 Sanders, T., 39
Statistics Branch, 24 Sanford, E. E., 25 Sanford, J. P,, 184,187,374 Sanuock, J. W., 366 Savage, T. V., 363,382,387 Schaps, E., 207 Schmnck, R A., 215 Schoenfeld, k H., 65 Schdn, D. A., 297,300 Schuck, R., 330 SchwabStone, M,, 42 Scollon, R, 370 Smtt, R. M., 187 Scriven, M,, 257 Seifert, E. H., 188 Select Committee on Children, Youth and
Families, 33 Shade, B. J., 379 Sharon, S., 205,207,214 Sharon,Y., 205,207 Shavelson, R., 127,152 Shields, P. M., 34 Shriver, T., 42 Shuell, T. J., 190 Shulman, L. S., 81,293 Sigel, I., 338, 340 Sikes, J., 207 Simon, H., 74 Simon, S. B., 67 Simpson, E., 136 Slavin, R. E., 35, 36, 39, 67, 141, 184,206,
Smyth, J., 298,300 Smyth, W. J., 11 Snapp, M , 207 Snook, I., 221, 223 Snow, R. E., 240 Snowman,J., 35,36, 37, 39,64, 74, 141 Snyderman, M., 83 Soar, R, 310,312 Solomon, D., 179,207,215 Solomon, J., 207 Sommer, R., 366 Stallmgs, J. A., 214,215,230,232,233 Stanley, J., 265 Steele, B. F., 372,381,387 Steinberg, L., 29 Stephan, C., 207 Stevens, R., 165,225,228,232,343 Stevenson, H. W., 31 Stipek, D. J., 214,215,232,233,387 Suatton, L., 238 Strike, K A., 216 Snchman, R. J., 216 Sulzer-Azaroff, B., 72 Summer, H., 278 Super, D. E., 402 Snransky, V., 19 Swang, J., 237 Swick, K J., 383 Sylwester, R., 57,382 Szent-Gyorgyi, A., 222 Szpiczka, N, A., 5
Taba, H., 216 Tamir, P,, 221, 222 Tankersley, M., 5 Tannen, D., 36 Taylor, R N., 33 TenBrink, T. D., 86 Thomas, D. R., 378 Tippins, D. J., 150 Tipps, S., 39 Tohin, K, 341 Toll, D., 193 Tom, D., 314 Touliatos, J., 84,89,90 Tracey, R, 170,178,197,402 Troyer, M. B., 301 Tumbull, B. J., 34 Tyler, R., 131, 137
U.S. Bureau of the Census, 24 U.S. Department of Education, 242 U.S. Department of Health, Education and
Welfare, 21
Valencia, S., 278 Valverde, L., 297
Waxman, H., 330 Webb, N. W., 215 Weil, M. L., 216,218,222,224, 225 Weinfeld, F., 308 Weinstein, C. S., 364, 365, 366,405 Weinstein, R., 314 Weisman, J., 25 Weissberg, R., 42 Weldman, C., 372,375 Wellington, B., 295,298 Wenglinsky, H., 11 Werner, E. E., 21,27,28 Wheldall, K, 364 White, K A., 366 White, M. A., 385 White, R, 363 Whiunore. J. K, 21, 39 Wiggins, G., 259 W~lcox, R. T., 62 Wilen, W., 165,338 Wdey, D., 333 Willianls, C. R, 240 WiUiams, E. J., 297,301,346 Williams, R, 331
Willis, S., 35, 132,258 Witson, S. M,, 293 Winfield, L. F., 28 Wingert, P,, 25 Witkin, H. A., 40 Wittebols, J. H., 11 Wittrock, M. C., 55,223,350,351 Wolfgang, C. H., 361,372,383,384,387 Wood, A., 308 Woolfolk, A. E., 40,380,381 Worsham, M. E., 374 Wynn, R., 35
Yinger, R. J., 153,372,373 York, R, 308
Zahorik, J. A., 8, 349 Zeichner, K M,, 296 Zheng, J., 81 Zimiles, H., 29 Zins, J., 42 Zlomick, M,, 321
Internet resources, 214 preparation, 209-210 pros/cons of, 212-"213 plupose of, 206 research findings on, 215 skills needed by team members, 210 student teams, achievement divisions
(STAD), 207 teacher role in, 208-209,211 team-accelerated instruction (TAI), 208 team-assisted individualization, 208 teams, games, tournaments (TGT),
207-208 time for use, 213-214
Created response test items, 264-267 Credibility, of effective teachers, 313 Criterion-referenced grading, 282 Criterion-referenced scores, 260-261 Cue, and lesson planning, 152 Culture, and school achievement, 21 Cumulative records, 82-84
achievement tests, 83 anecdotal comments, 83-84 aptitude tesw, 83 examples for diverse students, 100-124 standardized test scores, 82-83
characteristics of, 183 closure, 186 context of, 183 criteria for good leaders/good study, 186 definition of, 181 delivery, 185 effective, criteria for, 187 preparation, 185 pros/cons of, 187-188 purposes of, 181-182 role of teacher, 183 teacher abilities related to, 184 time for imp. 188-189
Indirect teaching, meaning of, 7 Individual Education Program (IEP),
(IPI), 238 Individuals with Disabilities Education
Act (Public Law 101476), 128, 234,242
Influences on teachen class size, 10-11 classroom environment, 11 matenals/equipment, 11 ohjectives, l1 personal characteristics, 3-6 schooling experiences of teacher, 68 teaching theories, 12-13 time limits, 11
Informal interviews, 86 Information about students
case studies, 90-91 cumulative records, 82-84 evaluation of, 91-94 from intemiews with students, 8546 from observation of students, 8485 parenw/guardians as sources, 89-90 questionnaires, 8 6 8 7 sociomeuy, 87-89
Information obsenation, 85 Information processing theoly, 5 6 5 9
example plan, 151 factors affecting planning, 150, 152 formats used by teachers, 150 good plan, criteriafor, 153 Internet resources, 153 parts of, 147-150
Redirecting, questioning students, 344 Reflection of teacher
action research, 300 beneiits of, 296298 characteristics of, 294295 dialogue journals for, 299 discussions in, 299-300 as inquily-oriented teaching, 295 laborat07 experiences, 30C-301 meaning of, 293 Sa also Reflective Teaching program
activity reinforcers, 379 criticism of use, 381 effectiveness of, 351 forms of, 332-333,351 guidelines for use, 378-379 and lesson planning, 152 positive reinforcement, 378 purpose of, 350 reinforcement menu, 380 schedules of reinforcement, 380-381 social reinforcers, 379 tangible reinforcers, 379-380 tips for use, 351
Reliability coefficients, 257 Reliabilitv of test. 256257, 272
,nforstudents, 316 5 questioning students, 345 Is, 385 ased direct insuuction, 224-231 iching, 227 .ctice model, 225 ristics of, 224-225 228-229 n of, 224 228 eaching, 225-226 ion, 228 S of, 229-230 of, 224 fmdings on, 231 ole in, 227,229 rse, 230-231 ildren, 28 nits, 143,145 :, 136,140 nd lesson planning, 152 esponse test items, 265 luestions, 339 c, 193 72-374 utines, 373 planning routines, 374 lay of class, 37G375 nal routines, 373-374 lent routines, 372-373 '-278 isroom, 371-372
60 ~titude Test (SAT), 258-259,262 Fteacher, effects on teaching,
llenges related to, 30-32 263 :ms, 36s366 :formation, 366 65 louse test items, 264, 267-272 meaning of, 36 ;prophesy, and teacher sns, 314 ed grading, 282-283 r stage, 37 ,136,140
simulation games, 193 Single-group studies, 34 Single-parent family, and school
achievement, 21,23 Smoothness, classroom management, 377 Social learning, 69-70 Social reinforcers, 379 Society, and teaching decisions, 131-132 Socioeconomic status, and school
achievement, 20-21,409 Sociomeuy, 8749
sociogram, 87-88 Standard deviation, 261-262 Standardized tests, 258-263
administration of, 258-259 criterion-referenced scores, 260-261 grade equivalent (GE) scores, 263 and normal curve, 261,262 and norming group, 261 norm-referenced scores, 260-261 percentile rank (PR), 262-263 preparing students for, 259-260 score hand, 263 score information, 8243 and standard deviation, 261-262 stanine scores, 263 Tscore, 262 Zscore, 262
high expectations, effects of, 314-316 high vmzlrlow, characteristics of, 317 and self-fulfilling prophesy, 314 study of, 315 sustained expectations, 314