Test Bank Complete_
A Resource Guide for Elementary School Teaching: Planning for Competence 7th Edition
By Patricia L. Roberts, Kay M. Moore & Richard D. Kellough
All Chapters 1-11| Latest Version With Verified Answers| Grade A+
From: [Bestmaxsolutions.stuvia
,PART I ELEMENTARY SCHOOL TEACHING AND LEARNING _____________________________ 3
Chapter 1: What Do I Need To Know About Today’s Elementary Schools? _____________________ 3
Chapter 1: Examination Questions ____________________________________________________________ 9
Chapter 2: The Nature Of The Challenge: What Do I Need To Know About Elementary Learners? _ 20
Chapter 2: Examination Questions ___________________________________________________________ 22
Chapter 3: What Are The Expectations, Responsibilities, And Facilitating Behaviors Of A Classroom
Teacher? ________________________________________________________________________ 31
Chapter 3: Examination Questions ___________________________________________________________ 33
Chapter 4: What Do I Need To Know To Manage An Effective, Safe, And Supportive Learning
Environment? ____________________________________________________________________ 42
Chapter 4: Examination Questions ___________________________________________________________ 45
PART II PLANNING FOR INSTRUCTION ____________________________________________ 54
Chapter 5: How Do I Plan And Select Content? __________________________________________ 55
Chapter 5: Examination Questions ___________________________________________________________ 58
Chapter 6: How Do I Assess, Use, And Report Student Achievement? _______________________ 67
Chapter 6: Examination Questions ___________________________________________________________ 71
Chapter 7: How Do I Prepare Activities, Lessons, And Units? ______________________________ 79
Chapter 7: Examination Questions ___________________________________________________________ 86
PART III EFFECTIVE INSTRUCTION, TEACHER ASSESSMENT, AND PROFESSIONAL
DEVELOPMENT ______________________________________________________________ 94
Chapter 8: What Do I Need To Know To Use Teacher Talk And Questioning As Effective Instructional
Tools? __________________________________________________________________________ 95
Chapter 8: Examination Questions ___________________________________________________________ 97
Chapter 9: What Guidelines Assist My Use Of Demonstrations, Thinking, Inquiry Learning, And
Games? ________________________________________________________________________ 106
Chapter 9: Examination Questions __________________________________________________________ 108
Chapter 10: What Guidelines Assist My Use Of Groupings And Assignments To Promote Positive
Interaction And Quality Learning?___________________________________________________ 117
Chapter 10: Examination Questions _________________________________________________________ 121
Chapter 11: How Can I Assess My Teaching Effectiveness And Continue My Professional
Development? __________________________________________________________________ 129
Chapter 11: Examination Questions _________________________________________________________ 133
,Patricia L. Roberts: A Resource Guide for Elementary School Teaching: Planning for Competence
PART I ELEMENTARY SCHOOL TEACHING AND LEARNING
The Four Chapters Of Part I Provide The Reader With An Orientation To Elementary
School Teaching, Especially About:
• Essential Characteristics Of Exemplary Elementary School Education
• Current Trends, Problems, And Issues In American Public Elementary School
Education
• Partnerships Among The Home, School, And Community Which Support The
Education Of Children
• Characteristics Of Elementary School Children, How The Children Learn, Think,
And Develop Intellectually
• The Expectations, Responsibilities, And Facilitating Behaviors Of A Competent
Elementary School Classroom Teacher
• Preparing For And Beginning The School Year
• Responsive Practices For Helping All Children Succeed In School
• Styles Of Learning And Teaching
• Developing An Effective Classroom Management System
• The Decision-Making And Thought-Processing Phases Of Instruction
• Establishing And Maintaining A Safe And Supportive Classroom Learning
Environment
CHAPTER ONE OUTLINE WITH NOTES
Chapter 1: What Do I Need To Know About Today’s Elementary Schools?
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
Http://Www.Newspiritschool.Com), Open Education School, Year-Round School,
School That Focuses On Individualized Learning, Charter School, Full-Service School,
Basic School (See Http://Www.Soe.Vt.Edu/Basicschool/About.Html), And So Forth. The
T. J. Pappas Schools (Phoenix And Tempe, AZ) Are Two K-5 And One Middle Schools
That Are Comprised Entirely Of Homeless Children. For Further Information 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
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
Note 1-3: From Critics Believing That There Is Not Enough Academic Rigor And
Questioning Whether Separating Students Ages 12-14 From Younger Children Is More
Academically Appropriate, The Middle School Concept Has Been Under Scrutiny. See
The Themed Issue Of Middle School Journal
(November 2003). One Article From This Issue Is J.H. Lounsbury And G.F. Vars. “The
Future Of Middle Level Education: Optimistic And Pessimistic Views.” In September,
,2005, Middle School Journal Did A Themed Issue, K-8 Settings Or Separate Schools: Is
There A Best Way To Educate Young Adolescents? An Informative Article Was H.
Mizell’s, “Grade Configurations For Educating Young Adolescents Are Still Crazy After
All These Years.” Other Resources Are A. W. Jackson &
G.A. Davis. (2000). Turning Points 2000: Educating Adolescents In The 21st Century.
Williston, VT: Teachers College Press. Other Useful Articles That Set The Stage For The
Discussion Are J. A. Beane, “Middle Schools Under Siege: Points Of Attack,” Middle
School Journal 30(4-9):3-6 (March 1999) And
J. A. Beane, “Middle Schools Under Siege: Responding To The Attack,” Middle School
Journal 30(5):3- 6 (May 1999).
Magnet Schools And Charter Schools Orientation Meetings For Teachers
Note 1-4: An Informative Exercise, Not Included In This Text, Would Be To Have
Students Collect And Compare Mission Statements From Schools In Their Geographic
Area. How Are Statements Of Various Types Of Elementary Schools (E.G., Charter,
Primary, Elemiddle, Magnet, Private, Full-Service Community) Similar And How Do
They Differ? Some Students Might Be Interested In Searching For Similar Statements
From Schools Of Decades Past And Then Comparing The Mission Statements Of
Today’s Elementary Schools With Those Of Past Years.
School Schedules
Note 1-5: Sample Teacher Schedules Are Shown In Figure 1.2 (Page. 7). Not Included In
This Text, But An Informative Exercise Nonetheless Would Be To Have Students Collect
And Compare School Calendars And Schedules From Schools In Their Geographic Area.
Note 1-6: Although Researchers Have Yet To Show A Direct Correlation Between
Learning And Length Of The School Year, As A Matter Of Interest And A Possible Point
For Class Discussion, Your Students May Be Interested In The Following 2010 Data
Showing Comparisons Of The Number Of
Days Of The School Year For Various Countries, Especially Since There Has Been Some
Movement In This Country To Extend The School Year Beyond The Usual 180 Days.
Japan = 243 Israel = 216 Netherlands = 200 France = 185 USA = 180 South
Korea = 220 Thailand = 200 England = 192 New Zealand = 190
Subjects Of The Curriculum Team Teaching
,Looping
Note 1-7: See J. Grant Et Al., “In The Loop,” School Administrator 57(1):30-33 (January
2000) For An Early Perspective And K. Hume. (2007). “Academic Looping: Problem Or
Solution,” Education Canada 47(2) (Available Online At: Http://Www.Cea-
Ace.Ca/Media/En/At_Issue_Spring07.Pdf) For A Current Overview Of This
Organizational Technique.
THE FUNDAMENTAL CHARACTERISTIC OF EXEMPLARY ELEMENTARY
SCHOOL EDUCATION
Teachers And Commitment
Teachers And Reflective Decision Making
Good Teaching Is As Much An Art As It Is A Science The Effective Principal
Commitment To Helping All Children Succeed In School
Application Exercise 1.1 Reflecting On My Own Elementary School Experiences
Application Exercise 1.2 Dialogue With A Teacher Candidate
Responsive Practices For Helping All Children Succeed In School WAYS TO
CONNECT WITH HOME, COMMUNITY, AND SCHOOL
Home And School Connections
Service Learning And Place-Based Education Telecommunications Networks
Professional Resources File
THE EMERGENT OVERALL PICTURE
Key Trends And Practices Today No Child Left Behind Act
Curriculum Standards And High-Stakes Testing Problems And Issues That Trouble The
Nation's Schools
Note 1-8: An Additional National Problem Is With School Leadership, Especially With
The Diminishing Availability Of And Retention Of School Principals And District
Superintendents. Current Research Has Shown That It Takes About Five Years For A
Superintendent In A New School District To Be Fully Successful.
,The Average Stay For A Superintendent In An Urban District Is Around 3 ½ Years.
Many Factors Contribute To This Movement (See “Factors Impacting Superintendent
Turnover: Lessons From The Field” As Found In The NCPEA Education Leadership
Review, Volume 7, Number 2 August 2006 Issue And Authored By J. Byrd, C. Drews,
And J.Johnson.. In 2002, The National School Boards Association Found That For 50 Of
The Largest
Cities In America, The Most Recent Superintendent Stayed On The Job For An Average
Of 4.6 Years. Compare This With Data Found In The Report Titled The Status Of The
American Public School Teacher (National Education Association, 2001) Which States
That The Average Time That A Teacher Has Taught In The Same District Is 12.6 Years.
Discuss How This Can Affect Student Learning.
LOOKING AT TEACHERS II: Integrated Technology, Lesson-Related Sites
Note 1-9: Tips For How To Employ Technology In The Classroom Will Be Presented In
Each Chapter Through Vignettes At The Beginning And End Of The Chapters.
Resources Presented May Include Internet Sites That We Have Surfed And Can
Recommend As Well As Suggestions About How To Integrate Technology Into The
Curriculum Through Software And Hardware.
SUMMARY
EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION
WITH VIDEO WITH PORTFOLIO
WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING
Note 1-10: Additional Readings Of Interest To The Content Of Chapter 1 Include
L.B. Bierlein And R. Gau. “Charter School Authorizing: Policy Implications From A
National Study.” Phi Delta Kappan 86 (5), 352-357 (January 2005).
Business Week Magazine, “For-Profit Schools,” The Cover Story Of February 7, 2000.
Y. Cai, J. Reeve, & D. T. Robinson. “Home Schooling And Teaching Style: Comparing
The Motivating
Styles Of Home School And Public School Teachers.” Journal Of Educational
Psychology, 94(2), 372-380 (Jun 2002).
, J. S. Chall, The Academic Achievement Challenge: What Really Works In The
Classroom? (New York: Guilford Press, 2000).
R. Cuevas, “I Can Help,” Phi Delta Kappan 82(4), 316 (December 2000).
D. A. Domenech, “Success By Eight: A Program For 21st Century Schools,” Principal
78(4): 26-28, 30 (March 1999).
P. S. George, “The Evolution Of Middle Schools,” Educational Leadership 58(4),40-44
(December 2000/January 2001).
B. G. Greene (Ed.), “Reading Instruction In The Nongraded Classroom,” Reading
Psychology 18(1), 69-76 (January/March 1997).
F.M. Hess. “What Is A ‘Public School’? Principles For A New Century,” Phi Delta
Kappan 85 (6), 433-439 (February 2004).
G. R. Hopkins, “How Important Are Intergenerational Programs In Today’s Schools,”
Phi Delta Kappan
82(4), 317-319 (December 2000).
A. Kohn, “Fighting The Tests: A Practical Guide To Rescuing Our Schools,” Phi Delta
Kappan 82(5), 349-357 (January 2001).
G. I. Maeroff. “Classroom Of One: The Promise Of Online Learning.” American School
Board Journal, 190 (2), 26-28 (Feb 2003).G. Miron & C. Nelson. (2002). What's Public
About Charter Schools? Lessons Learned About Choice And Accountability. Thousand
Oaks, CA: Corwin Press.
R. Slavin, “Putting The SCHOOL Back In School Reform,” Educational Leadership
58(4), 22-27 (December 2000/January 2001).
W.A. Sugar And L.L. Warren, “Promoting A Teacher/Leader-Designer Perspective For
Public School Teachers,” Action In Teacher Education XXV (3), 30-37 (Fall 2003).
M.L. Yell And E. Dragow. No Child Left Behind: A Guide For Professionals. (Upper
Saddle River: Pearson Education Inc., 2005).
WITH NOTES
Chapter 1: Examination Questions
I. Multiple Choice
, 1. For The Majority Of Public Elementary Schools In The United States, The Average
Number Of Days In A School Year Is
(A) 120
(B) 180
(C) 210
(D) 245
(E) 365
ANS: B
2. A School That Specializes In Emphasizing A Particular Philosophical Or Academic
Area, Such As Science And Science Or The Performing Arts, Is Called
(A) A Charter School
(B) A Magnet School
(C) An Exemplary School
(D) A Full-Service School
(E) A Fundamental School
ANS: B
3. A Public School That Operates As An Autonomous Educational Entity Under A
Contract That Is Negotiated Between Its Organizers And A Sponsor Who Oversees The
Provisions Of The Contract Is Called
(A) A Charter School
(B) A Magnet School
(C) An Ungraded School
(D) An Elemiddle School
(E) An International Baccalaureate School
ANS: A
4. Which One Of The Following Does Not Have The Same Meaning As The Others?
(A) Looping
(B) Teaching Team
A Resource Guide for Elementary School Teaching: Planning for Competence 7th Edition
By Patricia L. Roberts, Kay M. Moore & Richard D. Kellough
All Chapters 1-11| Latest Version With Verified Answers| Grade A+
From: [Bestmaxsolutions.stuvia
,PART I ELEMENTARY SCHOOL TEACHING AND LEARNING _____________________________ 3
Chapter 1: What Do I Need To Know About Today’s Elementary Schools? _____________________ 3
Chapter 1: Examination Questions ____________________________________________________________ 9
Chapter 2: The Nature Of The Challenge: What Do I Need To Know About Elementary Learners? _ 20
Chapter 2: Examination Questions ___________________________________________________________ 22
Chapter 3: What Are The Expectations, Responsibilities, And Facilitating Behaviors Of A Classroom
Teacher? ________________________________________________________________________ 31
Chapter 3: Examination Questions ___________________________________________________________ 33
Chapter 4: What Do I Need To Know To Manage An Effective, Safe, And Supportive Learning
Environment? ____________________________________________________________________ 42
Chapter 4: Examination Questions ___________________________________________________________ 45
PART II PLANNING FOR INSTRUCTION ____________________________________________ 54
Chapter 5: How Do I Plan And Select Content? __________________________________________ 55
Chapter 5: Examination Questions ___________________________________________________________ 58
Chapter 6: How Do I Assess, Use, And Report Student Achievement? _______________________ 67
Chapter 6: Examination Questions ___________________________________________________________ 71
Chapter 7: How Do I Prepare Activities, Lessons, And Units? ______________________________ 79
Chapter 7: Examination Questions ___________________________________________________________ 86
PART III EFFECTIVE INSTRUCTION, TEACHER ASSESSMENT, AND PROFESSIONAL
DEVELOPMENT ______________________________________________________________ 94
Chapter 8: What Do I Need To Know To Use Teacher Talk And Questioning As Effective Instructional
Tools? __________________________________________________________________________ 95
Chapter 8: Examination Questions ___________________________________________________________ 97
Chapter 9: What Guidelines Assist My Use Of Demonstrations, Thinking, Inquiry Learning, And
Games? ________________________________________________________________________ 106
Chapter 9: Examination Questions __________________________________________________________ 108
Chapter 10: What Guidelines Assist My Use Of Groupings And Assignments To Promote Positive
Interaction And Quality Learning?___________________________________________________ 117
Chapter 10: Examination Questions _________________________________________________________ 121
Chapter 11: How Can I Assess My Teaching Effectiveness And Continue My Professional
Development? __________________________________________________________________ 129
Chapter 11: Examination Questions _________________________________________________________ 133
,Patricia L. Roberts: A Resource Guide for Elementary School Teaching: Planning for Competence
PART I ELEMENTARY SCHOOL TEACHING AND LEARNING
The Four Chapters Of Part I Provide The Reader With An Orientation To Elementary
School Teaching, Especially About:
• Essential Characteristics Of Exemplary Elementary School Education
• Current Trends, Problems, And Issues In American Public Elementary School
Education
• Partnerships Among The Home, School, And Community Which Support The
Education Of Children
• Characteristics Of Elementary School Children, How The Children Learn, Think,
And Develop Intellectually
• The Expectations, Responsibilities, And Facilitating Behaviors Of A Competent
Elementary School Classroom Teacher
• Preparing For And Beginning The School Year
• Responsive Practices For Helping All Children Succeed In School
• Styles Of Learning And Teaching
• Developing An Effective Classroom Management System
• The Decision-Making And Thought-Processing Phases Of Instruction
• Establishing And Maintaining A Safe And Supportive Classroom Learning
Environment
CHAPTER ONE OUTLINE WITH NOTES
Chapter 1: What Do I Need To Know About Today’s Elementary Schools?
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
Http://Www.Newspiritschool.Com), Open Education School, Year-Round School,
School That Focuses On Individualized Learning, Charter School, Full-Service School,
Basic School (See Http://Www.Soe.Vt.Edu/Basicschool/About.Html), And So Forth. The
T. J. Pappas Schools (Phoenix And Tempe, AZ) Are Two K-5 And One Middle Schools
That Are Comprised Entirely Of Homeless Children. For Further Information 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
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
Note 1-3: From Critics Believing That There Is Not Enough Academic Rigor And
Questioning Whether Separating Students Ages 12-14 From Younger Children Is More
Academically Appropriate, The Middle School Concept Has Been Under Scrutiny. See
The Themed Issue Of Middle School Journal
(November 2003). One Article From This Issue Is J.H. Lounsbury And G.F. Vars. “The
Future Of Middle Level Education: Optimistic And Pessimistic Views.” In September,
,2005, Middle School Journal Did A Themed Issue, K-8 Settings Or Separate Schools: Is
There A Best Way To Educate Young Adolescents? An Informative Article Was H.
Mizell’s, “Grade Configurations For Educating Young Adolescents Are Still Crazy After
All These Years.” Other Resources Are A. W. Jackson &
G.A. Davis. (2000). Turning Points 2000: Educating Adolescents In The 21st Century.
Williston, VT: Teachers College Press. Other Useful Articles That Set The Stage For The
Discussion Are J. A. Beane, “Middle Schools Under Siege: Points Of Attack,” Middle
School Journal 30(4-9):3-6 (March 1999) And
J. A. Beane, “Middle Schools Under Siege: Responding To The Attack,” Middle School
Journal 30(5):3- 6 (May 1999).
Magnet Schools And Charter Schools Orientation Meetings For Teachers
Note 1-4: An Informative Exercise, Not Included In This Text, Would Be To Have
Students Collect And Compare Mission Statements From Schools In Their Geographic
Area. How Are Statements Of Various Types Of Elementary Schools (E.G., Charter,
Primary, Elemiddle, Magnet, Private, Full-Service Community) Similar And How Do
They Differ? Some Students Might Be Interested In Searching For Similar Statements
From Schools Of Decades Past And Then Comparing The Mission Statements Of
Today’s Elementary Schools With Those Of Past Years.
School Schedules
Note 1-5: Sample Teacher Schedules Are Shown In Figure 1.2 (Page. 7). Not Included In
This Text, But An Informative Exercise Nonetheless Would Be To Have Students Collect
And Compare School Calendars And Schedules From Schools In Their Geographic Area.
Note 1-6: Although Researchers Have Yet To Show A Direct Correlation Between
Learning And Length Of The School Year, As A Matter Of Interest And A Possible Point
For Class Discussion, Your Students May Be Interested In The Following 2010 Data
Showing Comparisons Of The Number Of
Days Of The School Year For Various Countries, Especially Since There Has Been Some
Movement In This Country To Extend The School Year Beyond The Usual 180 Days.
Japan = 243 Israel = 216 Netherlands = 200 France = 185 USA = 180 South
Korea = 220 Thailand = 200 England = 192 New Zealand = 190
Subjects Of The Curriculum Team Teaching
,Looping
Note 1-7: See J. Grant Et Al., “In The Loop,” School Administrator 57(1):30-33 (January
2000) For An Early Perspective And K. Hume. (2007). “Academic Looping: Problem Or
Solution,” Education Canada 47(2) (Available Online At: Http://Www.Cea-
Ace.Ca/Media/En/At_Issue_Spring07.Pdf) For A Current Overview Of This
Organizational Technique.
THE FUNDAMENTAL CHARACTERISTIC OF EXEMPLARY ELEMENTARY
SCHOOL EDUCATION
Teachers And Commitment
Teachers And Reflective Decision Making
Good Teaching Is As Much An Art As It Is A Science The Effective Principal
Commitment To Helping All Children Succeed In School
Application Exercise 1.1 Reflecting On My Own Elementary School Experiences
Application Exercise 1.2 Dialogue With A Teacher Candidate
Responsive Practices For Helping All Children Succeed In School WAYS TO
CONNECT WITH HOME, COMMUNITY, AND SCHOOL
Home And School Connections
Service Learning And Place-Based Education Telecommunications Networks
Professional Resources File
THE EMERGENT OVERALL PICTURE
Key Trends And Practices Today No Child Left Behind Act
Curriculum Standards And High-Stakes Testing Problems And Issues That Trouble The
Nation's Schools
Note 1-8: An Additional National Problem Is With School Leadership, Especially With
The Diminishing Availability Of And Retention Of School Principals And District
Superintendents. Current Research Has Shown That It Takes About Five Years For A
Superintendent In A New School District To Be Fully Successful.
,The Average Stay For A Superintendent In An Urban District Is Around 3 ½ Years.
Many Factors Contribute To This Movement (See “Factors Impacting Superintendent
Turnover: Lessons From The Field” As Found In The NCPEA Education Leadership
Review, Volume 7, Number 2 August 2006 Issue And Authored By J. Byrd, C. Drews,
And J.Johnson.. In 2002, The National School Boards Association Found That For 50 Of
The Largest
Cities In America, The Most Recent Superintendent Stayed On The Job For An Average
Of 4.6 Years. Compare This With Data Found In The Report Titled The Status Of The
American Public School Teacher (National Education Association, 2001) Which States
That The Average Time That A Teacher Has Taught In The Same District Is 12.6 Years.
Discuss How This Can Affect Student Learning.
LOOKING AT TEACHERS II: Integrated Technology, Lesson-Related Sites
Note 1-9: Tips For How To Employ Technology In The Classroom Will Be Presented In
Each Chapter Through Vignettes At The Beginning And End Of The Chapters.
Resources Presented May Include Internet Sites That We Have Surfed And Can
Recommend As Well As Suggestions About How To Integrate Technology Into The
Curriculum Through Software And Hardware.
SUMMARY
EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION
WITH VIDEO WITH PORTFOLIO
WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING
Note 1-10: Additional Readings Of Interest To The Content Of Chapter 1 Include
L.B. Bierlein And R. Gau. “Charter School Authorizing: Policy Implications From A
National Study.” Phi Delta Kappan 86 (5), 352-357 (January 2005).
Business Week Magazine, “For-Profit Schools,” The Cover Story Of February 7, 2000.
Y. Cai, J. Reeve, & D. T. Robinson. “Home Schooling And Teaching Style: Comparing
The Motivating
Styles Of Home School And Public School Teachers.” Journal Of Educational
Psychology, 94(2), 372-380 (Jun 2002).
, J. S. Chall, The Academic Achievement Challenge: What Really Works In The
Classroom? (New York: Guilford Press, 2000).
R. Cuevas, “I Can Help,” Phi Delta Kappan 82(4), 316 (December 2000).
D. A. Domenech, “Success By Eight: A Program For 21st Century Schools,” Principal
78(4): 26-28, 30 (March 1999).
P. S. George, “The Evolution Of Middle Schools,” Educational Leadership 58(4),40-44
(December 2000/January 2001).
B. G. Greene (Ed.), “Reading Instruction In The Nongraded Classroom,” Reading
Psychology 18(1), 69-76 (January/March 1997).
F.M. Hess. “What Is A ‘Public School’? Principles For A New Century,” Phi Delta
Kappan 85 (6), 433-439 (February 2004).
G. R. Hopkins, “How Important Are Intergenerational Programs In Today’s Schools,”
Phi Delta Kappan
82(4), 317-319 (December 2000).
A. Kohn, “Fighting The Tests: A Practical Guide To Rescuing Our Schools,” Phi Delta
Kappan 82(5), 349-357 (January 2001).
G. I. Maeroff. “Classroom Of One: The Promise Of Online Learning.” American School
Board Journal, 190 (2), 26-28 (Feb 2003).G. Miron & C. Nelson. (2002). What's Public
About Charter Schools? Lessons Learned About Choice And Accountability. Thousand
Oaks, CA: Corwin Press.
R. Slavin, “Putting The SCHOOL Back In School Reform,” Educational Leadership
58(4), 22-27 (December 2000/January 2001).
W.A. Sugar And L.L. Warren, “Promoting A Teacher/Leader-Designer Perspective For
Public School Teachers,” Action In Teacher Education XXV (3), 30-37 (Fall 2003).
M.L. Yell And E. Dragow. No Child Left Behind: A Guide For Professionals. (Upper
Saddle River: Pearson Education Inc., 2005).
WITH NOTES
Chapter 1: Examination Questions
I. Multiple Choice
, 1. For The Majority Of Public Elementary Schools In The United States, The Average
Number Of Days In A School Year Is
(A) 120
(B) 180
(C) 210
(D) 245
(E) 365
ANS: B
2. A School That Specializes In Emphasizing A Particular Philosophical Or Academic
Area, Such As Science And Science Or The Performing Arts, Is Called
(A) A Charter School
(B) A Magnet School
(C) An Exemplary School
(D) A Full-Service School
(E) A Fundamental School
ANS: B
3. A Public School That Operates As An Autonomous Educational Entity Under A
Contract That Is Negotiated Between Its Organizers And A Sponsor Who Oversees The
Provisions Of The Contract Is Called
(A) A Charter School
(B) A Magnet School
(C) An Ungraded School
(D) An Elemiddle School
(E) An International Baccalaureate School
ANS: A
4. Which One Of The Following Does Not Have The Same Meaning As The Others?
(A) Looping
(B) Teaching Team
