Guide for Developing Interdisciplinary Thematic Units / Edition 3

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Overview

Offers a step-by-step approach to using ITUs to help pupils acquire the knowledge and develop the problem-solving skills required for today's changing—and challenging—times. Addresses the content, technology, diversity, and classroom management of ITUs. Material on curriculum standards, scoring guides, and the relationship between the interdisciplinary thematic unit approach and professional education tests. Extensive coverage of the role of pupil input into ITUs. Also includes current web addresses of professional organizations and sites that address curriculum standards. For future educators.
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Product Details

  • ISBN-13: 9780130986054
  • Publisher: Prentice Hall
  • Publication date: 4/18/2003
  • Edition description: Older Edition
  • Edition number: 3
  • Pages: 352
  • Product dimensions: 8.76 (w) x 10.42 (h) x 0.51 (d)

Meet the Author

Patricia L. Roberts, Emeritus Professor of Education, received her Ed.D. at the University of the Pacific and joined the faculty of the School of Education at California State University, Sacramento, where she taught courses in children's literature, reading, and language arts, and served as coordinator of a Teacher Education Center in Elementary Education and Chair of the Department of Teacher Education. In addition, Dr. Roberts is the author of many teacher resource books and texts, writes for journals, and is a member of the National Council of Research on the Teaching of English and other professional groups. Her current research centers on teaching curriculum content with children's literature and family values found in fiction for children. Dr. Roberts, a biographee in Who's Who in America (2003), is the recipient of the Distinguished Alumnus of the Year Award from the University of the Pacific and the California State University's Award for Merit for Teaching. The Award of Merit is given for a superior teaching record and outstanding service to the institution and to the community. Additional recongitions include listings in International Who's Who of Intellectuals, Two Thousand Notable American Women, The World Who's Who of Women, The Directory of Distinguished Americans, International Directory of Distinguished Leadership, and International Who's Who of Contemporary Achievement.


Richard D. Kellough, Emeritus Professor of Education, received his Ed.D at Oregon State University and is currently among the faculty of the School of Education at California State University, Sacramento, where he has given overthirty years of service. Dr. Kellough is the author or co-author of dozens of textbooks, including A Resource Guide for Teaching K-12, Teaching Young Adolescents: A Guide to Methods and Resources, and Secondary School Teaching: A Guide to Methods and Resources (the latter two with N. Kellough), as well as numerous journal articles. A member of several prominent organizations, Dr. Kellough has been elected to the Phi Sigma Society, the Botanical Society of America, and the American Bryological Society, and was the recipient of an Outstanding Biology Teacher Recognition Award from the National Biology Teachers Association, State of California. His many recognitions include being named a National Science Foundation Research Fellow at the University of California, Davis, as well as listings in The International Authors and Writers Who's Who, Leaders in Eco Education, Men of Achievement (Volume 1), Dictionary of International Biography, and Leaders in Education.

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Table of Contents

1.  INTRODUCTION TO AN INTERDISCIPINARY THEMATIC UNIT

Chapter Introduction

Knowledge and Meaningful Learning

Styles of Learning and Implications for Interdisciplinary Thematic Instruction

Integrated Curriculum and Related Terms

Curriculum Integration: Summary of Purposes

Integrated Curriculum: A Spectrum of Design

Role of Theoretical Origins of Instructional Styles and their Relation to

  Constructivism and Integrated Curriculum

Role of the Teacher in an Integrated Curriculum

Role of the Students and Input in an Integrated Curriculum

Role of the School for Optimal Curriculum Integration

Role of Curriculum Standards

Role of Modern Technology and Community Resources in an Integrated

  Curriculum

Beginning an Interdisciplinary Thematic Unit

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About….

Exercises

Chapter Notes

For Further Reading

2.  INITIATING AN INTERDISCIPLINARY THEMATIC UNIT

Chapter Introduction

Selecting a Theme for an Interdisciplinary Thematic Unit

Reviewing Curriculum Standards

Standards and High-Stakes Testing: When All Students Are Expected to Do Well

  on a Mandated Assessment, Then All Should Be Given Equal Opportunity to

  Prepare for it

Selecting a Theme: A Beginning Process

Giving the ITU a Name

Developing a Scope and Sequence for Content and Instruction

Using the Community as a Rich Resource

Sharing Materials Before and During Unit Implementation

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About….

Exercises

Chapter Notes

For Further Reading

3.  DEVELOPING OBJECTIVES

Chapter Introduction

Clarifying Aims, Goals, and Objectives

Relating Instructional Objectives to Aligned Curriculum and Authentic

  Assessment

Clarifying Goal Indicators and Standards-Based Education

Considering Overt and Covert Performance Outcomes

Considering Performance Outcomes- Assessment Compatibility

Considering Balance of Behaviorism and Constructivism

Teaching Toward Multiple Objectives, Understandings, and Appreciations: The

  Reality of Classroom Instruction

Preparing Instructional Objectives

Reviewing Domains of Learning and the Developmental Needs of Students

Considering the Domains and Character Education

Using the Taxonomies of the Domains

Observing for Connected Learning: Journals, Logs, and Portfolios

Refining Goals and Objectives: Another Sharing of Materials

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About….

Exercises

Chapter Notes

For Further Reading

4.  ASSESSING STUDENT LEARNING

Chapter Introduction

Reviewing Purposes of Assessment

Guiding Principles of an Assessment Program

Clarifying Terms Used in Assessment

Assessing Student Achievement: A Three-Step Process

Assessing Student Learning: Some Approaches

Assessing for Affective and Psychomotor Domain Learning

Assessing Student Involvement

Maintaining Records of Student Achievement

Grading and Marking Student Achievement

Testing for Achievement

Preparing Assessment Items: General Guidelines

Attaining Content Validity

Performance Testing: Expensive and Time Intensive

Preparing and Using More Assessment Items: Descriptions, Examples, and

  Guidelines

Assessing Your ITU by Field Testing

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About….

Exercises

Chapter Notes

For Further Reading

5.  COMPLETING YOUR ITU: FINALIZING ACTIVITIES, LESSONS, AND UNITS

Chapter Introduction

Planning and Learning Activities

Planning Lessons for Interdisciplinary Thematic Instruction

Preparing Elements of a Lesson Plan

Sample Interdisciplinary Thematic Units

Sample ITU 1

Sample ITU 2

Sample ITU 3

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About….

Exercises

Chapter Notes

For Further Reading

 

 

APPENDIX PLANNING MASTERS

      Planning Master 1.1 Self-Check Exercise: Overview of Teacher Interactions

      Planning Master 1.2 Self-Check Exercise: Overview of Student Interactions

      Planning Master 1.3 Interactive Exercise: Student Input in an ITU

GLOSSARY

CHILDREN’S BOOK INDEX

NAME INDEX

SUBJECT INDEX

 

 

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Preface

In the future, perhaps no single task will be more important than that of the challenge of improving our approaches as educators to facilitate student learning. Focusing on one element of this task, we are becoming increasingly aware of the role of an interdisciplinary thematic unit for quality learning. In keeping with this awareness, the purpose of this guide is to provide a practical approach for (1) university and college students who are preparing to become competent school teachers and (2) credentialed teachers who are interested in developing interdisciplinary thematic units. The focus is on one concise approach; therefore, this guide should serve as a supplement to what you learn (or have learned) in a general methods course.

In addition, this guide is suitable for administrators as well as those who work with students in school libraries, youth groups, or home schooling situations. For any interested educator, the content and interactive exercises are intended to provide guidance for developing interdisciplinary thematic units.

OUR BELIEFS

We believe the interdisciplinary thematic unit (ITU) is an instructional strategy that will help define a new expression of our professionalism. Certainly, developing and presenting an ITU in the classroom can be challenging to the teacher—this approach often tests one's dedication and ingenuity. The ITU as an expression of our professionalism reflects the view that such a unit can provide the most meaningful way to prepare students for the everyday requirements of the 21st century. This includes living life on a worldwide information superhighway and moving in a fast cyber-lane.

In theseinitial years of the 21st century, we believe that

  • Life on the information superhighway will encompass students' interpretation of their own learning through both assigned studies and self-selected independent inquiries.
  • Integrated instructional experiences will equalize educational opportunities for all students.
  • Emphasis will be increased on students determining meaning from the interrelationships found in the content areas of various fields of study
  • Education will consist mainly of inquiry-oriented processes that require students to ask questions and to develop their thinking skills through various approaches to research and the use of diverse resources.
  • Action-oriented students will focus on pertinent questions and issues (concepts, generalizations, principles, theories) with not only local, regional, and state significance but also global importance.

We are confident that the interdisciplinary thematic approach can be useful in classrooms, although only if questioning is given the same priority that Albert Einstein gave it when he reflected in writing on has own learning (see Chapter 4).

If we are to improve our educational approaches significantly in the years ahead, then all of us must join in making that effort. Strong action will be necessary at all educational levels. Presenting interdisciplinary thematic units in the classroom can be part of that action. Further, private citizens and volunteer groups must join in partnerships to support the effort, including businesses and industries; labor and farm organizations; and scientific, health, and educational institutions. Quantitatively, every part of our society has a responsibility. Qualitatively, it is important that the improvement of our educational approaches be seen as a national and international concern.

HOW THIS GUIDE IS ORGANIZED

This step-by-step guide, with many examples, strives to be user-friendly and educationally helpful. It is one of the few books available to successfully integrate interdisciplinary content, technology, diversity, and classroom management. It is intended for a teacher interested in offering, assessing, and evaluating an integrated curriculum through the inclusion of interdisciplinary thematic units of instruction. Its focus is designed for pre-credentialed teacher preparation at the college and university level, for inservice seminars and workshops at the district level, and for independent use by credentialed teachers. In the organization of the guide's five chapters, you will find helpful guidelines for initiating an ITU, interactive exercises for developing objectives and learning activities, highly informative materials on assessment, and sample units and planning masters useful for making transparencies for the overhead projector to aid in discussions, introduction of material, and reviews.

As a pre- or post-credentialed teacher, the following features will be of interest to you. This guide

  • Discusses curriculum standards in strong integrated coverage through the chapters. Standards with websites are introduced in Chapter 1, the discussion on standards is continued in Chapter 2, and the topic of preparing instructional objectives in Chapter 3 includes links to curriculum standards. There is more discussion of standards within the context of assessment in Chapter 4, and standards, along with goals and objectives, are also included in the three sample ITUs in Chapter 5.
  • Has perforated pages to provide you with easy removal of self-check exercises and other material.Has key terms in bold in text to reflect glossary entries.
  • Presents advantages and limitations on ITUs and has examples of objectives.
  • Provides examples of various ways an ITU can be created and evaluated, because teaching and learning styles vary.
  • Provides examples of performance assessment, including scoring guides.
  • Has flexible lesson plan concepts and step-by-step easy-to-follow instructions for developing an ITU.
  • Has a format for sample lesson plans and for evaluating lesson plans that helps assess how well a thematic unit is written.
  • Integrates interdisciplinary content, technology, diversity, and class management in ITU planning and features unique margin notes that emphasize this integration with a code of D (diversity), T (technology), and M (management).
  • Has an evaluation tool at the end of the book.
  • Has planning masters in the Appendix for making transparencies for the overhead projector. For example, a teacher-student interaction planning master allows teachers to identify which areas of student behavior they need to be more aware of as the lesson/unit progresses.
  • Has a glossary and indexes of children's literature, names, and subject headings to give further reference material/ sources.

Each chapter also has

  • Meaningful, interactive exercises.
  • An end-of-chapter feature titled Facts on Praxis and Other Teacher Tests that contains information about ways this guide may be helpful when studying for professional educational tests.
  • A feature titled If a Colleague, Community Member, or Parent Asks You About . . . at the end of each chapter that offers questions for discussion to increase your understanding of selected subject matter.
  • Features titled Chapter Notes and For Further Reading at the end of each chapter.
  • Useful checklists, scoring guides, and self-check exercises.
  • Motivational statements through Albert Einstein's words that provide insight into this inquiring scientist's thoughts. The brief statements are found at the beginning of each chapter and are recorded in his personal documents in The Importance of Albert Einstein (Lucent Books, 1994) by Clarice Swisher.

Chapter 1 gives you an explanation of the integrated curriculum and its potential advantages and limitations. It explains the concept of the interdisciplinary thematic unit and the foundation theories that support its development and implementation. Yott will get an overview of the development of themes, recommendations related to curriculum standards, and the scope and sequence of an ITU in Chapter 2. In Chapter 3 you are provided with guidelines and interactive exercises to help you in developing objectives. The assessment component of student learning is addressed in Chapter 4. After instruction in Chapter 5 on the development of your lessons and types of learning activities for the ITU, you are asked to complete the development of your own ITU. In addition, Chapter 5 has three complete (or nearly complete—due to limited space in this book) sample ITUs for your review.

NEW TO THIS EDITION

Chapters 1 through 5 were rewritten for this edition. The main reason for the changes was the request by nearly every reviewer for more content about curriculum standards, scoring guides, and the ITU approach and its relationship to professional educational tests—in a text that could not increase in the number of pages.

This third edition differs from the previous one in the following ways:

  • Focus on standards. As mentioned previously, standards with websites are introduced in Chapter 1, a review of the history of standards and further discussion of standards is continued in Chapter 2, and standards are connected to preparing instructional objectives in Chapter 3. Additionally, selected standards are discussed in the context of assessment in Chapter 4 and linked to the ITUs with selected examples in Chapter 5.
  • New features. One new feature titled If a Colleague, Community Member, or Parent Asks You About... contains questions and/or activities for group discussions, oral responses, and individual inquiries; it appears at the end of each chapter. New sidebars contain updated content related to tests for teacher licensing; the sidebars are titled Facts on Praxis and Other Teacher Tests and are found at the ends of the chapters.
  • Websites. Recent addresses of Internet websites for curriculum standards and professional organizations are included.
  • Updates. Updates of further reading selections are found at the end of every chapter. Updated assessment material in Chapter 4 includes more on scoring guides, portfolios, and assessment items.
  • Expansion. Information about and examples of the role of student input in ITUs are expanded, along with ITUs, as vignettes in highlighted boxes at the beginning of each chapter.
  • Reflection and selection. Further, revised interactive exercises were designed to help an educator assess and reflect continually on his or her progress in understanding this approach to developing an interdisciplinary thematic unit. Because it is unlikely that all exercises would be appropriate for a particular teaching situation, class members, peers, and the instructor can select the exercises to be done.

In summary, A Guide for Developing Interdisciplinary Thematic Units, Third Edition, is intended as a beginning point for caring educators who find themselves challenged by students who face a world with many complex concerns. These students are in need of problem-solving skills that may best be developed through the most meaningful kinds of learning—such as can be offered through the use of ITUs in an integrated curriculum. Although even the most dedicated and responsible educators cannot determine the future of the students in their charge, they can become positive role models as professionals who offer and support interdisciplinary teaching and learning. Furthermore, teachers can enhance their curricula by accepting the students' input and placing carefully planned activities into units that will guide the students toward developing the problem-solving skills and knowledge needed not only in today's changing times but also in the years ahead.

ANCILLARIES

The following related ancillaries are available to the instructors who adopt this text. To request information about any of the following, contact your Prentice Hall representative or visit the Merrill/Prentice Hall website at .

When we checked the web addresses mentioned in this text, they were correct. However, in recent months, some websites may have found their top level domains suddenly connected to advertisements for unsavory sites that are unrelated to education, if any owners failed to renew claims to the names. We have found this particularly disconcerting in the past and in this text have included mainly the sites of professional organizations in the hope that the addresses will remain educational ones and furnish you with information related to your teaching.

Read More Show Less

Introduction

In the future, perhaps no single task will be more important than that of the challenge of improving our approaches as educators to facilitate student learning. Focusing on one element of this task, we are becoming increasingly aware of the role of an interdisciplinary thematic unit for quality learning. In keeping with this awareness, the purpose of this guide is to provide a practical approach for (1) university and college students who are preparing to become competent school teachers and (2) credentialed teachers who are interested in developing interdisciplinary thematic units. The focus is on one concise approach; therefore, this guide should serve as a supplement to what you learn (or have learned) in a general methods course.

In addition, this guide is suitable for administrators as well as those who work with students in school libraries, youth groups, or home schooling situations. For any interested educator, the content and interactive exercises are intended to provide guidance for developing interdisciplinary thematic units.

OUR BELIEFS

We believe the interdisciplinary thematic unit (ITU) is an instructional strategy that will help define a new expression of our professionalism. Certainly, developing and presenting an ITU in the classroom can be challenging to the teacher--this approach often tests one's dedication and ingenuity. The ITU as an expression of our professionalism reflects the view that such a unit can provide the most meaningful way to prepare students for the everyday requirements of the 21st century. This includes living life on a worldwide information superhighway and moving in a fast cyber-lane.

In these initial years ofthe 21st century, we believe that

  • Life on the information superhighway will encompass students' interpretation of their own learning through both assigned studies and self-selected independent inquiries.
  • Integrated instructional experiences will equalize educational opportunities for all students.
  • Emphasis will be increased on students determining meaning from the interrelationships found in the content areas of various fields of study
  • Education will consist mainly of inquiry-oriented processes that require students to ask questions and to develop their thinking skills through various approaches to research and the use of diverse resources.
  • Action-oriented students will focus on pertinent questions and issues (concepts, generalizations, principles, theories) with not only local, regional, and state significance but also global importance.

We are confident that the interdisciplinary thematic approach can be useful in classrooms, although only if questioning is given the same priority that Albert Einstein gave it when he reflected in writing on has own learning (see Chapter 4).

If we are to improve our educational approaches significantly in the years ahead, then all of us must join in making that effort. Strong action will be necessary at all educational levels. Presenting interdisciplinary thematic units in the classroom can be part of that action. Further, private citizens and volunteer groups must join in partnerships to support the effort, including businesses and industries; labor and farm organizations; and scientific, health, and educational institutions. Quantitatively, every part of our society has a responsibility. Qualitatively, it is important that the improvement of our educational approaches be seen as a national and international concern.

HOW THIS GUIDE IS ORGANIZED

This step-by-step guide, with many examples, strives to be user-friendly and educationally helpful. It is one of the few books available to successfully integrate interdisciplinary content, technology, diversity, and classroom management. It is intended for a teacher interested in offering, assessing, and evaluating an integrated curriculum through the inclusion of interdisciplinary thematic units of instruction. Its focus is designed for pre-credentialed teacher preparation at the college and university level, for inservice seminars and workshops at the district level, and for independent use by credentialed teachers. In the organization of the guide's five chapters, you will find helpful guidelines for initiating an ITU, interactive exercises for developing objectives and learning activities, highly informative materials on assessment, and sample units and planning masters useful for making transparencies for the overhead projector to aid in discussions, introduction of material, and reviews.

As a pre- or post-credentialed teacher, the following features will be of interest to you. This guide

  • Discusses curriculum standards in strong integrated coverage through the chapters. Standards with websites are introduced in Chapter 1, the discussion on standards is continued in Chapter 2, and the topic of preparing instructional objectives in Chapter 3 includes links to curriculum standards. There is more discussion of standards within the context of assessment in Chapter 4, and standards, along with goals and objectives, are also included in the three sample ITUs in Chapter 5.
  • Has perforated pages to provide you with easy removal of self-check exercises and other material.Has key terms in bold in text to reflect glossary entries.
  • Presents advantages and limitations on ITUs and has examples of objectives.
  • Provides examples of various ways an ITU can be created and evaluated, because teaching and learning styles vary.
  • Provides examples of performance assessment, including scoring guides.
  • Has flexible lesson plan concepts and step-by-step easy-to-follow instructions for developing an ITU.
  • Has a format for sample lesson plans and for evaluating lesson plans that helps assess how well a thematic unit is written.
  • Integrates interdisciplinary content, technology, diversity, and class management in ITU planning and features unique margin notes that emphasize this integration with a code of D (diversity), T (technology), and M (management).
  • Has an evaluation tool at the end of the book.
  • Has planning masters in the Appendix for making transparencies for the overhead projector. For example, a teacher-student interaction planning master allows teachers to identify which areas of student behavior they need to be more aware of as the lesson/unit progresses.
  • Has a glossary and indexes of children's literature, names, and subject headings to give further reference material/ sources.

Each chapter also has

  • Meaningful, interactive exercises.
  • An end-of-chapter feature titled Facts on Praxis and Other Teacher Tests that contains information about ways this guide may be helpful when studying for professional educational tests.
  • A feature titled If a Colleague, Community Member, or Parent Asks You About . . . at the end of each chapter that offers questions for discussion to increase your understanding of selected subject matter.
  • Features titled Chapter Notes and For Further Reading at the end of each chapter.
  • Useful checklists, scoring guides, and self-check exercises.
  • Motivational statements through Albert Einstein's words that provide insight into this inquiring scientist's thoughts. The brief statements are found at the beginning of each chapter and are recorded in his personal documents in The Importance of Albert Einstein (Lucent Books, 1994) by Clarice Swisher.

Chapter 1 gives you an explanation of the integrated curriculum and its potential advantages and limitations. It explains the concept of the interdisciplinary thematic unit and the foundation theories that support its development and implementation. Yott will get an overview of the development of themes, recommendations related to curriculum standards, and the scope and sequence of an ITU in Chapter 2. In Chapter 3 you are provided with guidelines and interactive exercises to help you in developing objectives. The assessment component of student learning is addressed in Chapter 4. After instruction in Chapter 5 on the development of your lessons and types of learning activities for the ITU, you are asked to complete the development of your own ITU. In addition, Chapter 5 has three complete (or nearly complete--due to limited space in this book) sample ITUs for your review.

NEW TO THIS EDITION

Chapters 1 through 5 were rewritten for this edition. The main reason for the changes was the request by nearly every reviewer for more content about curriculum standards, scoring guides, and the ITU approach and its relationship to professional educational tests--in a text that could not increase in the number of pages.

This third edition differs from the previous one in the following ways:

  • Focus on standards. As mentioned previously, standards with websites are introduced in Chapter 1, a review of the history of standards and further discussion of standards is continued in Chapter 2, and standards are connected to preparing instructional objectives in Chapter 3. Additionally, selected standards are discussed in the context of assessment in Chapter 4 and linked to the ITUs with selected examples in Chapter 5.
  • New features. One new feature titled If a Colleague, Community Member, or Parent Asks You About... contains questions and/or activities for group discussions, oral responses, and individual inquiries; it appears at the end of each chapter. New sidebars contain updated content related to tests for teacher licensing; the sidebars are titled Facts on Praxis and Other Teacher Tests and are found at the ends of the chapters.
  • Websites. Recent addresses of Internet websites for curriculum standards and professional organizations are included.
  • Updates. Updates of further reading selections are found at the end of every chapter. Updated assessment material in Chapter 4 includes more on scoring guides, portfolios, and assessment items.
  • Expansion. Information about and examples of the role of student input in ITUs are expanded, along with ITUs, as vignettes in highlighted boxes at the beginning of each chapter.
  • Reflection and selection. Further, revised interactive exercises were designed to help an educator assess and reflect continually on his or her progress in understanding this approach to developing an interdisciplinary thematic unit. Because it is unlikely that all exercises would be appropriate for a particular teaching situation, class members, peers, and the instructor can select the exercises to be done.

In summary, A Guide for Developing Interdisciplinary Thematic Units, Third Edition, is intended as a beginning point for caring educators who find themselves challenged by students who face a world with many complex concerns. These students are in need of problem-solving skills that may best be developed through the most meaningful kinds of learning--such as can be offered through the use of ITUs in an integrated curriculum. Although even the most dedicated and responsible educators cannot determine the future of the students in their charge, they can become positive role models as professionals who offer and support interdisciplinary teaching and learning. Furthermore, teachers can enhance their curricula by accepting the students' input and placing carefully planned activities into units that will guide the students toward developing the problem-solving skills and knowledge needed not only in today's changing times but also in the years ahead.

ANCILLARIES

The following related ancillaries are available to the instructors who adopt this text. To request information about any of the following, contact your Prentice Hall representative or visit the Merrill/Prentice Hall website at prenhall.com. If you are unable to contact your local representative, please call faculty services at 1-800-526-0485 for information.

  • A companion website for information about ITUs in Chapter 6 of a related text, A Resource Guide for Elementary School Teaching: Planning for Competence, Fifth Edition by R. D. Kellough and P L. Roberts, is available. Please visit the website at prenhall.com/kellough.

When we checked the web addresses mentioned in this text, they were correct. However, in recent months, some websites may have found their top level domains suddenly connected to advertisements for unsavory sites that are unrelated to education, if any owners failed to renew claims to the names. We have found this particularly disconcerting in the past and in this text have included mainly the sites of professional organizations in the hope that the addresses will remain educational ones and furnish you with information related to your teaching.

Read More Show Less

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