Instructor’s Manual and Test Bank for Roberts, Kellough, and Moore A Resource Guide for Elementary School Teaching Planning for Competence Seventh Edition (Answers At The End Of Each Chapter)

Instructor’s Manual and Test Bank for Roberts, Kellough, and Moore A Resource Guide for Elementary School Teaching Planning for Competence Seventh Edition (Answers At The End Of Each Chapter)-Note 1-1: Provide students with an orientation to the format of the textbook. Mention especially the objectives and visual chapter organizer listed at the beginning of each chapter. These can be used as purposes for the reading and study of each chapter. Also, call attention to the end-of-chapter materials and suggested readings. Students should also be made aware of the exercises, photographs, vignettes, and other study aids within each chapter. The Looking at Teachers section at the start and end of each chapter in the resource guide are useful to facilitate discussion about the content of each chapter. Although not included in the text, a useful exercise to assign to students at completion of each chapter would be the following: Select one of the topics listed on the Visual Chapter Organizer from the chapter. Research it beyond what is discussed in the text and write a one page essay explaining why this is important information to know as a beginning elementary school teacher. Share your essay with members of your class for their thoughts. Note 1-2: Students should become familiar with the various types of specialized schools. On page 4 of this chapter is a presentation about the various types that exist today, such as the magnet school, Core Knowledge school (see ), open education school, year-round school, school that focuses on individualized learning, charter school, full-service school, Basic School (see Tempe, AZ) are two K-5 and one middle schools that are comprised entirely of homeless children. For furtherinformation about full-service schools, see: L. R. Bronstein & T. B. Kelly, “A Multidimensional Approach to Evaluating School-Linked Services: A School of Social Work and County Public School Partnership,” Social Work in Education 20(3):152-164 (July 1998). C. Calfee, F. Wittwer, & M. Meredith. Building a Full-Service School: A Step-by-Step Guide. San Francisco, CA: Jossey-Bass, 1998. J.G. Dryfoos. (2003).“A Community School in Action.” Reclaiming Children and Youth 11(4), 203- 05. J. G. Dryfoos & S. Maguire. (2002). INSIDE Full-Service Community Schools. Thousand Oaks, CA: Corwin Press. R.F. Kronick. (2002). Full Service Schools: A Place for Our Children and Families to Learn and Be Healthy. Springfield, IL: Charles C. Thomas Publisher. C. L. Warger. (2002). Full Service Schools' Potential for Special Education. ERIC/OSEP Special Project, Council for Exceptional Children. Arlington, VA: Council for Exceptional Children. VISUAL CHAPTER ORGANIZER AND OVERVIEW 2 LOOKING AT TEACHERS I: Integrated Technology, Computer Sources CHAPTER OBJECTIVES Upon completion of this chapter, your students should be able to: 1. Describe essential characteristics of exemplary elementary school education. 2. Describe current trends, problems, and issues in American public elementary school education. 3. Describe the significance of home, school, and community connections to a child’s education, and of efforts being made by elementary school educators to enhance the connections among the home, school, and local and global communities. 4. Reflect on their own elementary school experiences. 5. Identify reasons why they have selected to pursue teaching as a career and personal/professional characteristics of an effective teacher. THE ELEMENTARY SCHOOL: GETTING TO KNOW IT Primary and Elemiddle Schools