Foundations of American Education Plus NEW MyEducationLab with Video-Enhanced Pearson eText -- Access Card / Edition 16

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The new Sixteenth Edition of this classic text presents a broad introduction to the foundations of education through discussion of theory and practice in such areas as advocacy; legislation; and the current social, political, and economic climate. In it, teachers gain a realistic perspective and approach to their work. Current, thoughtful, and completely up-to-date, Foundations of American Education presents a comprehensive look at the fast-paced world of information and the underlying constructs influencing today’s schools. The book includes comprehensive coverage of recent trends and issues in schools, the emergence of Common Core State Standards, RTI, and the continuing emphasis on assessment.

MyEducationLab

MyEducationLab with Video-Enhanced Pearson eText. *
Included in this package is access to MyEducationLab with the new Video-Enhanced eText for Foundations of American Education , exclusively from Pearson.

MyEducationLab delivers customizable content and highly personalized study paths, responsive learning tools, and real-time evaluation and diagnostics to help prepare students for the classroom.

MyEducationLab provides instructors and students access to the video-enhanced Pearson eText, which includes:

  • Full-color online chapters with dynamic videos that show what course concepts look like in real classrooms, model good teaching practice, and expand upon chapter concepts. Over 29 video links, chosen by our authors and other subject-matter experts, are embedded right in context of the content you are reading.
  • Instant online access from your computer or download the Pearson eText App to read on or offline on your iPad and Android tablets.** Other features such as note taking and sharing, highlighting, search and more.

*To access, your Instructor must set up a course, provide you with a Course ID.

**The Pearson eText App is available for free on Google Play and in the App Store.* Requires Android OS 3.1 — 4, a 7” or 10” tablet or iPad iOS 5.0 or newer

0133389111 / 9780133389111 Foundations of American Education: Becoming Effective Teachers in Challenging Times Plus NEW MyEducationLab with Video-Enhanced Pearson eText -- Access Card

Package consists of:

0132836726 / 9780132836722 Foundations of American Education: Becoming Effective Teachers in Challenging Times

0132943522 / 9780132943529 NEW MyEducationLab with Video-Enhanced Pearson eText -- Standalone Access Card -- for Foundations of American Education: Becoming Effective Teachers in Challenging Times

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Product Details

  • ISBN-13: 9780133389111
  • Publisher: Pearson
  • Publication date: 3/28/2013
  • Edition description: New Edition
  • Edition number: 16
  • Pages: 444
  • Product dimensions: 8.50 (w) x 10.70 (h) x 0.70 (d)

Meet the Author

James A. Johnson, professor of education at Northern Illinois University, has been an educator for more than 35 years, serving as a public school teacher, teacher educator, university administrator, researcher, national/international consultant and speaker, and strong education advocate. He is a life member of, and active participant in, many professional associations, and has been the lead author of all editions of the widely popular Foundations of Education textbook, as well as the author or co-author of a dozen other college textbooks and scores of professional articles in various professional journals.

Diann Musial is a professor emerita in the Foundations of Education and Northern Illinois University Distinguished Teaching professor. Currently, she is field coordinator for educational internships with Great Basin College and a member of Research and Doctoral Processes with Capella University. Diann has taught middle school science and mathematics in Chicago Illinois, served as principal of an Individually Guided Education elementary school and worked in industry as director of training. She has directed more than 20 state and federally funded staff development grants, developed countless performance assessments and test item banks, coauthored Integrating Science with Mathematics and Literacy: New Visions for Learning and Assessment and Foundations for Meaningful Educational Assessment.

Gene E. Hall began his academic career as a faculty team member at the national R&D Center for Teacher Education, The University of Texas at Austin. The faculty team was charged with developing an experimental teacher education program, called the Personalized Teacher Education Program. Following more than a decade at UTA he became a faculty member at the University of Florida, then the University of Northern Colorado, and currently University of Nevada, Las Vegas. He has twice served as the Dean of a College of Education. His research has always centered on studies of the change process in schools and business settings. He is the lead architect of the Concerns Based Adoption Model (CBAM), which is one of the major perspectives for understanding, facilitating and evaluating change initiatives. He also has a continuing role nationally in regard to national accreditation of teacher education. He is co-author of several books on introduction to teaching and on implementing change.


Donna M. Gollnick is an education consultant to the Council for the Accreditation of Educator Preparation. She previously served as Consultant and Senior Vice President for the National Council for Accreditation in Teacher Education (NCATE). She has been writing about multicultural education for the past 35 years. She is the co-author with Philip Chinn of the textbook, Multicultural Education in a Pluralistic Society (Allyn & Bacon, 9th edition, 2013). She is a co-author of Joy of Teaching, an introductory textbook for students preparing to teach that was first published in 2007. She contributed to the 1995 Handbook on Research in Multicultural Education, which was co-edited by James A. Banks and Cherry C. A. Banks. She has contributed chapters and articles on cultural diversity and teacher education to numerous publications. Donna is a past president of the National Association for Multicultural Education (NAME) and has received Distinguished Alumni Awards from Purdue University and the University of Southern California. She was also honored by the American Association of Colleges for Teacher Education (AACTE) as an “Advocate for Justice.”

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Table of Contents

Johnson TABLE OF CONTENTS

Chapter 1 Teaching in a Challenging World

Today’s Teachers

The Importance of Teachers to Society

The Public View of Teachers and Schools

Who Teaches in These Challenging Times?

Teacher Supply and Demand

Teaching as a Profession

Professional Responsibilities

Professional Knowledge

Professional Skills

Quality Assurance

Accreditation

Licensure

Advanced Certification

Standards

No Child Left Behind

Improving by Reflecting

Systematic Observation

Informal Note-Taking

Analysis of Practice and Reflection

Reflective Journaling

Folio/Portfolio Development

Beginning and Developing Your Career

Becoming Licensed

Searching for a Teaching Position

Salaries in a Changing World

Retirement Benefits

Working Conditions

Improving Through Experience

Developing as a Teacher

The Challenges of Becoming a Great Educator

Chapter 2 The Early History of Education in a Changing World

The Evolution of Schooling (To 476 ce)

Non-Western Education

Western Education

Education in the Middle Ages (476–1300)

The Dark Ages (400–1000)

The Revival of Learning

Education in Transition (1300–1700)

The Renaissance

The Reformation

Educational Awakening (1700)

The Age of Reason

Morality and Education

The Emergence of Common Man

Evolving Perspectives of Education in Our Rapidly

Developing Nation

Colonial Education

The Need for Secondary Schools

The Evolution of Teaching Materials

Using Technology to Help Understand History

Meager Early Education for Diverse Populations

Education of African Americans

Education of Asian Americans

Education of Hispanic Americans

Education of Women

Private Education in America

The Right of Private Schools to Exist

Parochial Schools

Learning from Educational History

Keeping Up on Historical and Current Research

Chapter 3 Historical Perspectives of Education

More Students and Bigger Schools

Enrollment Growth

Need for More Schools

Need for More Teachers

School District Consolidation

Growth of Busing

Bigger School Budgets

Rapid Curricular Growth and Changes

Growth of Special Education Programs

More Changes, Challenges, and Perspectives

Increasing Federal Involvement

The Professionalization of Teaching

Continued Importance of Private Schools

Home Schooling

Continuing/Adult Education

Evolution of Educational Testing

Changing Aims of Education

Committee of Ten

Seven Cardinal Principles

The Eight-Year Study

“Purposes of Education in American Democracy”

“Education for All American Youth”

“Imperative Needs of Youth”

Preparation of Teachers

European Beginnings of Teacher Training

Colonial Teachers

Teachers as Indentured Servants

Teaching Apprenticeships

Teacher Training in Academies

Normal Schools

State Teachers’ Colleges

Changes in Mid-Twentieth-Century Teacher Education

Recent Trends in Education

New Emphases in Education

Educational Critics

Major Educational Events of the Past Century

Looking Back to Help Us Look Ahead!

Chapter 4 Philosophy: Reflections on the

Essence of Education

Structure and Methodology of Philosophy

The Branches of Philosophy

Thinking as a Philosopher

Technology and Philosophy

The Teacher as Philosopher

Schools of Philosophy and Their Influence on Education

Idealism

Realism

Pragmatism

Existentialism

The Dynamic Relationship of Philosophy and Education

Eastern and Native North American Ways of Knowing

Eastern Ways of Knowing

Native North American Ways of Knowing

Matching Ideas from Eastern and Native North American Ways of Knowing to Your Own

Chapter 5 Building an Educational Philosophy in a Changing World

The Dynamic Relationship Between Philosophy and Education

Developing a Philosophy of Education

Building on the Philosophies of Others

Teacher-Centered Educational Philosophies

Essentialism

Behaviorism

Positivism

Student-Centered Educational Philosophies

Progressivism

Humanism

Constructivism

Developing Your Own Philosophy of Education

What Does an Educational Philosophy Look Like?

Learning Focus and Goals

Classroom Organization

Motivation

Classroom Management and Discipline

Classroom Climate

Personal Teaching and Learning Vision

Your Philosophy of Education beyond the Classroom

Teachers as Change Agents

Teachers as Leaders

Chapter 6 The Place of Schools in Society

Purposes of Schools

Academic Achievement

Workforce Readiness

Citizenship

Social Development

Cultural Transmission

The Role of Culture in Schools

Common Culture

Cultures of Families

Cultural Values

Culture of Schools

School Choices

Public Schools

Private Schools

Home Schooling

Innovative Options

School Levels

Early Childhood Education

Elementary Schools

Middle Level Education

High Schools

The Sense of Place: School Locations

Rural Communities

Suburban Communities

Urban Communities

Chapter 7 Diversity in Society and Schools

Race and Ethnicity

Race

Ethnicity

Immigration

Racial and Ethnic Disparities in Education

Socioeconomic Status

Social Stratification

Class Structure

Poverty

Socioeconomic Status and Academic Achievement

Language

Language Diversity

Dialect Diversity

Education for Language Diversity

Gender

Differences Between Females and Males

Gender Equity in Education

Title IX

Sexual Orientation

Sexual Identity

Supporting LGBTQ Students

Exceptionalities

Inclusion

Disproportionate Placements

Response to Intervention

Religion

Religious Identity

Religion in Schools

Multicultural Education

Incorporating Diversity

Ensuring Equality

Teaching for Social Justice

Chapter 8 Students and Their Families

Today’s Families

Parenting

Economic Stress

Children Left Alone After School

Dangers Children and Youth Face

Child Abuse

Sexual Harassment

Bullying

Suicide

Challenges of the Teen Years

Sexuality and Pregnancy

Substance Abuse

Economic Realities

Prejudice and Discrimination

Prejudice

Discrimination

Racism

Sexism and Other “Isms”

Engagement in School

Leaving School Early

Resiliency

Access to Technology

Parent Involvement

Communicating with Families

Engaging Families

Chapter 9 Organizing and Paying for Education

School Districts: Organization and Finances

School District Organization

School District Expenditures

The Organization of Schools

The School Organization Chart

Innovations in School Organization

Organization of Education at the State Level

State Board of Education

Chief State School Officer

State Department of Education

State Legislature

Governor

Paying for Schools

Key Finance Questions

System of Taxation and Support for Schools

State Sources of Revenue

State Differences in the Funding of Education

Recent Challenges to School Finance Within the States

Entrepreneurial Efforts to Fund Education

State Aid

The Federal Government’s Role in Education

Leadership

The U.S. Department of Education

Educational Programs Operated by the Federal Government

No Child Left Behind (NCLB)

Federal Aid

Technology for School Administration

Technology for School District Administration

Politics and Accountability in Education

Politics: Neither Positive nor Negative

Politics Across the Education System

School Politics

Accountability

Teacher Accountability

Chapter 10 Legal Perspectives on Education

Legal Aspects of Education

Legal Provisions for Education: The U.S. Constitution

Church and State

Segregation and Desegregation

Equal Opportunity

Opportunities for Students with Disabilities

Teachers’ Rights and Responsibilities

Conditions of Employment

Right to Bargain Collectively

Academic Freedom

Teacher Responsibilities and Liabilities

Uses of Social Media and the Law

E-mail

Social Networking Risks

Cheating with Technology

Students’ Rights and Responsibilities

Students’ Rights as Citizens

Students’ Rights and Responsibilities in School

Emerging Challenges

Chapter 11 Standards, Assessment, and Accountability

Education Standards

Conceptions of Standards for Student Learning

The Federal Role in Standards: A Historical Review

The Future of Standards-Based Education

Assessing student learning

What Is Assessment?

Purposes of Assessment

Types of Assessment Measures

Performance Measurement

Professional Aspects of Good Assessments

Assessing the Performance of Teachers

Accountability

Sources and Uses of Data for Accountability

Using Technology to Track Student Learning

International Comparisons

Testing Challenges

Equity Within Accountability

Chapter 12 Designing Programs for Learners in Challenging Times: Curriculum and Instruction

What Is Curriculum and How Does It Develop?

The Many Influences on Curriculum

Developing Curriculum

Curriculum Designs

Curriculum Resources

Selection and Management of Curriculum

The State’s Role in Managing Curriculum

The District’s Role in Managing Curriculum

Local Schools’ Role in Managing the Curriculum

Evaluating Curricula

National Curriculum Evaluation Studies

District and State Curriculum Evaluation Practices

Looking at Data from Local Assessments

Instruction: The Teaching Side of Curriculum

Instructional Objectives for Student Learning

Types of Instructional Objectives

Teaching Strategies

Direct Instruction

Indirect Instruction

Self-Regulated Learning Strategies

Organizing Students to Maximize Learning

Use of Technology to Enhance Instruction

Software Tools

Drill-and-Practice Technology

Tutorial Software Technology

Simulation and Virtual Reality Technology

Interactive Whiteboard Technology

Web-Based Collaboration and Social Networking Learning Tools

Assistive Technology for Special Needs Learners

Matching Instruction to Learners’ Needs

Differentiated Instruction

Teaching Strategies for English-Language Learners and Students with Disabilities

Monitoring Progress Through Data-Driven Instruction

Models for School Curriculum Reform

Professional Learning Communities

Success for All (SFA )

School Development Program (SDP)

Increased Emphasis on Science, Technology, Engineering, and Mathematics (STEM)

Chapter 13 Becoming an Effective Teacher in a Challenging World

Different Perspectives for Viewing Education and Teaching

Recent Trends in Attempts to Improve Education

Continuing Pressures to Reform Schools

Each New President Has a New Agenda for Education

Findings from Education Research and Development: Another Pressure for Changes in Teaching and Schools

How to Recognize an Effective School

Data-Driven Decision Making

School Improvement Process

Professional Learning Communities

Parent and Community Involvement

High-Quality Teachers Who Communicate Effectively with Parents

Effective Principals

Checking a School for Indicators of High Quality

Evidence of Student Learning

Evidence of Effective Teaching

High-Quality Teachers Are Reflective and Have a Stated Educational Philosophy About Teaching and Learning

High-Quality Teachers Have Three General Types of Knowledge

High-Quality Teachers Constantly Change and Improve

Teachers Have Different Kinds of Concerns About Change

What Are Your Concerns About Becoming a Teacher?

Effective Teachers Seek Supportive Resources

Induction of New Teachers

The Future of Technology for Teaching and Student Learning

School-Based Administrators Can Be Important Supports for New Teachers

Effective Teachers Actively Participate in the Profession

Teacher Unions

National Education Association

American Federation of Teachers

Professional Associations

Be the Best You Can Be

A Final Word

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