For graduate and undergraduate courses in general K-12 methods.   The new edition of this popular text clearly achieves its stated goal: to prepare prospective teachers to meet the challenges of today's changing classrooms by providing effective, practical, research-based practices in an accessible, conversational style. Material is based on a quarter-century of actual, in-classroom research that makes it possible to replace anecdotal suggestions for good teaching with solidly research-grounded strategies empirically related to positive outcomes. The author shows future teachers not only “what” to do to meet today's teaching challenges, but “how” to do it through the experiences of real teachers in real classrooms.

Table of Contents:
CHAPTER 1: The Effective Teacher  What Is an Effective Teacher?              The Role-Model Definition              The Psychological Characteristics Definition              A New Direction  Key Behaviors Contributing to Effective Teaching              Lesson Clarity              Instructional Variety              Teacher Task Orientation              Engagement in the Learning Process              Student Success Rate              Summary of Five Key Behaviors  Some Helping Behaviors Related to Effective Teaching              Using Student Ideas and Contributions              Structuring              The Art of Questioning              Probing              Teacher Affect  Teaching Effectively with Diverse Learners and Content              How Does Effective Teaching Differ with Learners Who Have Different Socioeconomic Levels, Culture, and Ethnicity?              How Does Effective Teaching Differ Across Content Areas?  The Complexity of Teaching  Professional Teaching Standards  Your Transition to the Real World of Teaching  For Further Information  Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activities  Classroom Observation Activities  Chapter Case History and Praxis Test Preparation   CHAPTER 2: Understanding Your Students  Why Pay Attention to Individual Differences?              Adaptive Teaching              Differentiated Instruction The Effects of General Intelligence on Learning              The Environmentalist Position              The Hereditarian Position              General Versus Specific Ability  The Effects of Specific Abilities on Learning              Multiple Intelligences              Sternberg’s Definition of Intelligence  The Effects of Prior Achievement on Learning              The Effects of Culture, SES and Language on Learning              The Effects of Culture on Learning             The Effects of Socioeconomic Status on Learning             The Effects of Language on Learning The Effects of Personality and Learning Style              Erikson’s Crises of the School Years              Learning Style The Effects of the Peer Group on Learning  The Effects of Home Life and Social Context on Learning  The Teacher’s Role in Improving the Academic Success of All Learners Cultural, Linguistic, and SES Biases in the Classroom  Final Word  Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activities  Classroom Observation Activities  Chapter Case History and Praxis Test Preparation    CHAPTER 3: Goals, Standards and Objectives  Goals, Standards and Objectives              Tyler’s Goal Development Approach  The Origin of Educational Standards              The Purpose of Objectives              What Does Behavioral Mean?  Steps in Preparing Behavioral Objectives              Specifying the Learning Outcomes              Identifying the Conditions              Stating Criterion Levels              Keeping Objectives Simple  The Cognitive, Affective, and Psychomotor Domains              The Cognitive Domain              The Affective Domain              The Psychomotor Domain  Some Misunderstandings About Behavioral Objectives              Are Some Behaviors More Desirable Than Others?              What Is an Authentic Behavior?              Are Less Complex Behaviors Easier to Teach?              Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive?  The Cultural Roots of Objectives  Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activities  Classroom Observation Activities  Chapter Case History and Praxis Test Preparation   CHAPTER 4: Unit and Lesson Planning  Teacher as Decision Maker              Knowledge of Instructional Goals and Objectives              Knowledge of the Learner              Knowledge of Subject Matter              Knowledge of Teaching Methods              Summary of Inputs to Planning  Reflective Practice and Tacit Knowledge   Unit and Lesson Plans  Making Planning Decisions              Standards and Objectives              Learners  Content  Outcomes  Disciplinary and Interdisciplinary Unit Planning              Disciplinary (Vertical) Unit Plans              Interdisciplinary (Lateral) Unit Plans  Making Lesson Plans              Determining Where to Start              Providing for Differentiated Instruction with Tutorial and Communication Technologies  Events of Instruction              Getting Started: Some Lesson Planning Questions             1. Gaining Attention (Anticipatory Set)              2. Informing Learners of the Objective (Anticipatory Set, Objectives, and Pur-  pose)              3. Stimulating Recall of Prerequisite Learning (Review)              4. Presenting the Content (Input, Modeling)              5. Eliciting the Desired Behavior (Checking for Understanding, Guided Prac-tice)              6. Providing Feedback (Guided Practice, Closure)              7. Assessing the Behavior (Independent Practice)  Example Lesson Plans  Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activities  Classroom Observation Activity  Chapter Case History and Praxis Test Preparation    CHAPTER 5: Classroom Management I: Establishing the Learning Climate  Earning Trust and Becoming a Leader the Old-Fashioned Way              Expert Power              Referent Power              Legitimate Power              Reward Power              Coercive Power              Using Power  Stages of Group Development              Stage 1: Forming              Stage 2: Storming              Stage 3: Norming              Stage 4: Performing  Establishing an Effective Classroom Climate              The Social Environment              The Organizational Environment              Establishing Rules and Procedures  Problem Areas in Classroom Management              Monitoring Students              Making Transitions              Giving Assignments              Bringing Closure  Culturally Responsive Classroom Management I Planning Your First Day              Before the Bell              Introducing Yourself              Administrative Business              Rules and Expectations              Introducing Your Subject              Closure  Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activity  Classroom Observation Activities  Chapter Case History and Praxis Test Preparation    CHAPTER 6: Classroom Management II: Promoting Student Engagement  Systems of Classroom Management  The Humanist Tradition in Classroom Management              Ginott’s Congruent Communication              Glasser’s Cooperative Learning  The Applied Behavior Analysis Tradition in Classroom Management              Behavior Modification  The Classroom Management Tradition  An Integrated Approach to Classroom Management              Low-Profile Classroom Management              Dealing with Persistent Disruptive Behavior              Responses to Misbehavior              Reinforcement Theory Applied in the Classroom              Punishment  The Parent—Teacher Conference              Conducting the Parent Conference              Evaluating the Parent Conference  The Influence of Home and Family on Classroom Behavior Problems  Culturally Responsive Classroom Management II Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activities  Classroom Observation Activities  Chapter Case History and Praxis Test Preparation    CHAPTER 7: Teaching Strategies for Direct Instruction  Categories of Teaching and Learning  Introduction to Direct Instruction Strategies  When Is Direct Instruction Appropriate?  An Example of Direct Instruction  Daily Review and Checking the Previous Day’s Work  Presenting and Structuring              Part—Whole Relationships              Sequential Relationships              Combinations of Relationships              Comparative Relationships              Using the Methods  Guided Student Practice              Prompting              Modeling  Feedback and Correctives              Correct, Quick, and Firm              Correct but Hesitant              Incorrect Because of Carelessness              Incorrect Because of Lack of Knowledge              Strategies for Incorrect Responses  Independent Practice   Weekly and Monthly Reviews  Other Forms of Direct Instruction  Culturally Response Direct Instruction  Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activities  Classroom Observation Activities   Chapter Case History and Praxis Test Preparation    CHAPTER 8: Teaching Strategies for Indirect Instruction  The Cognitive Processes of Learning              Reading              Writing              Mathematics and Science              Social Studies  Comparing Direct and Indirect Instruction  Teaching Strategies for Indirect Instruction  An Example of Indirect Instruction  Content Organization              Concept Learning              Inquiry Learning              Problem-Centered Learning  Conceptual Movement: Induction and Deduction              Applying Induction and Deduction  Using Examples and Nonexamples  The Use of Questions  Learner Experience and Use of Student Ideas              The Changing View              Productively Using Student Ideas  Student Self-Evaluation  Use of Group Discussion  Comparison of Direct and Indirect Instruction  Culturally Responsive Indirect Instruction A Final Word  Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities Digital Portfolio Activities  Classroom Observation Activities  Chapter Case History and Praxis Test Preparation    CHAPTER 9: Questioning Strategies  What Is a Question?              What Consumes 80% of Class Time?              Are We Asking the Right Questions?  What Are the Purposes of Questions?  What Are Convergent and Divergent Questions?  What Does the Research Say About Asking Convergent and Divergent Questions?  Who Are the Targets of Questions?  What Sequences of Questions Are Used?  What Levels of Questions Are Used?              Knowledge              Comprehension              Application              Analysis              Synthesis              Evaluation              Summary of Question Types  What Is a Probe?  How Should You Use Wait Time?  What is Culturally Responsive Questioning?              Wait Time              Rhythm              Participation Structure              Language  What Are Common Problems in Using Questions?              Do You Use Complex, Ambiguous, or Double Questions?              Do You Accept Only the Answers You Expect?              Why Are You Asking This Question?              Do You Answer the Question Yourself?              Do You Use Questions as Punishment?  Summing Up Key Terms  Review Questions  Field Experience and Practice Activities Digital Portfolio Activities Classroom Observation Activity Chapter Case History and Praxis Test Preparation   CHAPTER 10: Self-Directed Learning  Self-Directed Learning  Metacognition  Teacher Mediation              The Zone of Maximum Response Opportunity              Hitting the Zone of Maximum Response Opportunity  Functional Errors  Reciprocal Teaching  Social Dialogue Versus Class Discussion  The Role of Inner Speech  Sample Dialogues of Self-Directed Learning              Steps in Teaching Self-Directed Inquiry to Individual Learners  Other Cognitive Strategies              Mnemonics              Elaboration/Organization (Note Taking)              Comprehension Monitoring              Problem-Solving Strategies  Project-Based Learning              The Role of Tasks in Project-Based Learning              The Role of the Learner in Project-Based Learning              The Role of the Teacher in Project-Based Learning  Culturally Responsive Self-directed Learning Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activities  Classroom Observation Activities  Chapter Case History and Praxis Test Preparation    CHAPTER 11: Cooperative Learning and the Collaborative Process  Outcomes of Cooperation              Attitudes and Values              Prosocial Behavior              Alternative Perspectives and Viewpoints              Integrated Identity              Higher Thought Processes  Components of a Cooperative Learning Activity              Teacher—Student Interaction              Student—Student Interaction              Task Specialization and Materials              Role Expectations and Responsibilities  Establishing a Cooperative Task Structure in Your Classroom              1. Specifying the Goal              2. Structuring the Task              3. Teaching and Evaluating the Collaborative Process              4. Monitoring Group Performance              5. Debriefing  Team-Oriented Cooperative Learning Activities              Student Teams–Achievement Division              Teams-Games-Tournaments              Jigsaw II              Team-Assisted Individualization              Overview of Team-Oriented Cooperative Learning Activities  Culturally Responsive Cooperative Learning  Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activities  Classroom Observation Activity  Chapter Case History and Praxis Test Preparation    CHAPTER 12: Assessing Learners  Norm-Referenced and Criterion-Referenced Tests  Comparing Norm-Referenced and Criterion-Referenced Tests  The Test Blueprint  Objective Test Items              True-False Items              Matching Items              Multiple-Choice Items              Higher-Level Multiple-Choice Questions              Completion Items              Advantages and Disadvantages of Objective-Item Formats  Essay Test Items              Extended-Response Questions              Restricted-Response Questions              When Should You Use Essay Questions?              Some Criteria for Scoring Essay Items  Validity and Reliability              Types of Validity              Types of Reliability  Marks and Marking Systems              Comparison with Other Students              Comparison with Established Standards              Comparison with Aptitude              Comparison of Achievement with Effort              Comparison of Achievement with Improvement  Standardized Tests              Helping Students Prepare for Standardized Tests  Performance Assessment  The Portfolio              Rationale for the Portfolio              Step 1: Deciding on the Purposes for a Portfolio              Step 2: Identifying Cognitive Skills and Dispositions              Step 3: Deciding Who Will Plan the Portfolio              Step 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product              Step 5: Building the Portfolio Rubrics              Performance and Portfolio Assessment and Report Card Grades              Plan a Portfolio Conference  Assessing the Academic Progress of Special Learners in the Heterogeneous Classroom Summing Up  Key Terms  Review Questions  Field Experience and Practice Activities  Digital Portfolio Activities  Classroom Observation Activities  Chapter Case History and Praxis Test Preparation    Appendix A: Teacher Concerns Checklist  Appendix B: Answers to Chapter Questions  Appendix C: Higher-Order Thinking and Problem-Solving Checklist  Appendix D: Answers to Short-Answer and Discrete Multiple-Choice Questions  Glossary  References  Name Index  Subject Index