This chapter discusses career opportunities and schooling. It notes that while teaching has become more difficult in recent decades, it remains a major employer with over 2.2 million public school teachers. The chapter examines the characteristics of good teachers and the current state of the teaching profession, including salaries, benefits, and shortcomings like burnout. It concludes by mentioning other career paths in public education like counseling, social work, and administration.
Features and Historical Aspects of the Philippines Educational systemRushan Ziatdinov
Sajid Musa, Rushan Ziatdinov. (2012). Features and historical aspects of the Philippines educational system, European Journal of Contemporary Education 2(2), 155-176.
This article deals with the features of the Philippine educational system. Additionally, brief and concise information will be given on how the educational system came into existence, the organization and the structure of the system itself. This paper also tackles the obstacles and problems observed in the past and up to the present, and gives possible solutions to these. We also made sure to give some useful recommendations and suggestions on how the education system can be improved, which were enlightened by the steps taken by some wealthy neighboring countries in the region. Based on the study, further understanding of the shortcomings of the country, not only in education but also in the essential aspect of nationalism, were found. The originality of this work can be seen in the brief explanation of the Philippine educational system, as well as its historical aspects, and the detailed comparison of different eras of the educational system.
Learner Rights and Teacher Responsibilities 8-5-2019_update2justcorey2015
In this Presentation, we will discuss the following:
1. Introduction of special education
2. Three relevant laws and policies at the state and federal level
3. Expectations of the profession
4. Codes of ethics
5. Professional standards of practice, including:
6. Practices for advocating to meet the needs of all learners
7. Practices to promote learners meeting their full potential
8. Practices to demonstrate respect for learners as individuals with differing personal and family backgrounds and various skills, abilities, and interests
9. Practices to demonstrate collaboration with learners, families, and colleagues
Ericsson for smart living on slideshareMaria Boura
The Ericsson vision of the Networked Society and how Information and Communication Technologies (ICT) is transforming people, business and society for the better, in an unprecendented pace. We are in the middle of a revolution that is going to be far more impactful than the industrialization era.
Features and Historical Aspects of the Philippines Educational systemRushan Ziatdinov
Sajid Musa, Rushan Ziatdinov. (2012). Features and historical aspects of the Philippines educational system, European Journal of Contemporary Education 2(2), 155-176.
This article deals with the features of the Philippine educational system. Additionally, brief and concise information will be given on how the educational system came into existence, the organization and the structure of the system itself. This paper also tackles the obstacles and problems observed in the past and up to the present, and gives possible solutions to these. We also made sure to give some useful recommendations and suggestions on how the education system can be improved, which were enlightened by the steps taken by some wealthy neighboring countries in the region. Based on the study, further understanding of the shortcomings of the country, not only in education but also in the essential aspect of nationalism, were found. The originality of this work can be seen in the brief explanation of the Philippine educational system, as well as its historical aspects, and the detailed comparison of different eras of the educational system.
Learner Rights and Teacher Responsibilities 8-5-2019_update2justcorey2015
In this Presentation, we will discuss the following:
1. Introduction of special education
2. Three relevant laws and policies at the state and federal level
3. Expectations of the profession
4. Codes of ethics
5. Professional standards of practice, including:
6. Practices for advocating to meet the needs of all learners
7. Practices to promote learners meeting their full potential
8. Practices to demonstrate respect for learners as individuals with differing personal and family backgrounds and various skills, abilities, and interests
9. Practices to demonstrate collaboration with learners, families, and colleagues
Ericsson for smart living on slideshareMaria Boura
The Ericsson vision of the Networked Society and how Information and Communication Technologies (ICT) is transforming people, business and society for the better, in an unprecendented pace. We are in the middle of a revolution that is going to be far more impactful than the industrialization era.
www.nationalforum.com - Dr. David E. Herrington, Professor and Coordinator of...William Kritsonis
www.nationalforum.com - Dr. David E. Herrington, Professor and Coordinator of Leadership Prohgrams, Texas A&M University-San Antonio, TX - NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief
Founder of National FORUM Journals – Over 4,000 Professors Published
Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these refereed, peer-reviewed periodicals. In 1983, he founded the National FORUM of Educational Administration and Supervision – now acclaimed by many as the United States’ leading recognized scholarly academic refereed journal in educational administration, leadership, and supervision.
In 1987, Dr. Kritsonis founded the National FORUM of Applied Educational Research Journal whose aim is to conjoin the efforts of applied educational researchers world-wide with those of practitioners in education. He founded the National FORUM of Teacher Education Journal, National FORUM of Special Education Journal, National FORUM of Multicultural Issues Journal, International Journal of Scholarly Academic Intellectual Diversity, International Journal of Management, Business, and Administration, and the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. In 1997, he established the Online Journal Division of National FORUM Journals that publishes academic scholarly refereed articles daily on the website: www.nationalforum.com. Over 500 professors have published online. In January 2007, Dr. Kritsonis established Focus: On Colleges, Universities, and Schools.
Voor een ondernemersvereniging uit Waalwijk, aangesloten bij FEOS heeft StepFree een introductie gegeven over het inzetten van nieuwe media voor ondernemers.
MAKING-SCHOOLS-INCLUSIVE
What is making school inclusive?
Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded children – often the poorest, children with disabilities, children without family care, girls, or children from minority groups.
It is about truly giving equal access opportunities and removing all barriers. It is about building an inclusive culture that supports and encourages learners to be themselves and contribute to their fullest potential, which means we can help to unlock the benefit of a diverse classroom for everyone.
Curriculum DevelopmentAssignment ThreeSubmit both assignments OllieShoresna
Curriculum Development
Assignment Three
Submit both assignments on the same document
Part One:
Hidden Curriculum-
Describe the hidden curriculum of your institution, either in regards to students or yourself. How is it evident? How does it affect the students? How does it affect you? The paper should be around TWO pages. Refer to the Hidden Curriculum Article.
The Hidden Curriculum Article
In schools, there are numerous factors that impact instruction. From poor nutrition to teacher expectations, the factors pour in. While all these factors influence instruction, the students must still learn and the educator still needs to teach students the state standards. During the last few decades the way we educate children has evolved, so the definition of curriculum has evolved as well. In the early 1900's "specialists in the field began to differentiate among various kinds of curricula: planned and unplanned (the hidden curriculum) and technical and practical learnings" (Wiles, 2002, p. 23). This hidden curriculum is what many educators are now focusing upon. Once educators understand how to teach curriculum, then they need to learn about the unplanned curriculum that can keep their students from learning in school.
Hidden Curriculum is not the information that is in a textbook, but the information students learn through the world. Seaton explains that, "We know that many of the most potent messages students receive are not communicated through the explicit curriculum and it's content. Rather, the messages are part of the hidden curriculum"(2002, p.1). Students learn from watching television, surfing the Internet, listening to adults, and from the actions of society. We do not always give messages intentionally, but we express them through our emotions, attitudes, and actions. This information sometimes hampers students from learning the curriculum that their educators are trying to teach to them. That is why it is imperative that educators learn about hidden curriculum and how they can try to combat any of the factors they can.
Teacher attitude plays an integral part on how well students learn. If a teacher is excited when teaching a concept, then the students will sense it and become excited about the concept as well. Gourneau describes her study of educators' attitudes, where there were five attitudes that the best educators shared. These five attitudes were, " a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students' diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for stimulating the students' creativity"(2005, p. 3). Unfortunately, not all teachers possess all of these attitudes; therefore, the students are exposed to other attitudes that may be negative. Students feel more secure when their teacher has these attitudes and therefore they are able to learn comfortably. When students are provided ...
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Educational standards can vary from one region or country to another, but they are generally designed to reflect the evolving needs of society and the skills and knowledge students require to succeed in the modern world. They are periodically revised and updated to stay current with changes in technology, culture, and educational research.
DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
Education Please respond to the following· Based on the Webte.docxjack60216
"Education" Please respond to the following:
· Based on the Webtext materials and article below, address the following
· Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?DUE 5-9-15Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels ...
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. SCHOOLING (2002)
PAGE 24
CHAPTER 11–CAREER OPPORTUNITIES AND SCHOOLING
A. OVERVIEW
Chapter 11 presents information on teaching as a career. The idea of whether
or not teaching is considered a career or simply a job is discussed, as well as
some recent trends in education that have made teaching difficult. Also dis-
cussed are characteristics of good teachers. The current status of teaching, in-
cluding supply and demand and salaries is examined. Finally, shortcomings of
the teaching field are presented.
B. KEY TERMS–DEFINITIONS
AMERICAN FEDERATION OF TEACHERS (AFT) - a national teachers’
organization second only to the NEA in membership. More than 825,000 mem-
bers.
BURNOUT - losing the edge, losing the desire to be the best, losing the ability
to reap rewards, greater stress.
CERTIFICATION - teacher licensing.
EFFECTIVE TEACHING - demonstrated competency.
LEVELS OF JOB - basically three levels of jobs in the U.S. labor market: pro-
fessions, semi-professions, and nonprofessions.
NATIONAL EDUCATION ASSOCIATION (NEA) - largest teachers’ organi-
zation in the U.S. More than 2.2 million members.
PITFALLS - some pitfalls are burnout, low job status, low salaries, and some
of the results of the current reform movement.
PROFESSION - many people still argue that teaching is more of a craft than a
profession.
REFORMS - two of the reforms viewed negatively by teachers are:
a. Merit pay: in education, the term has come to mean extra pay for out-
standing or meritorious performance in teaching, paying teachers not
merely on years of experience and levels of training. The problem for
many is not the concept, but how it is implemented.
b. Teacher testing: testing teachers and weeding out the incompetent
teachers: will a pencil and paper test tell you whether the teacher is ef-
fective?
STRESS – pressure or strain on individuals.
3. CHAPTER 11–CAREER OPPORTUNITIES AND SCHOOLING
PAGE 25
SUPPLY AND DEMAND - comparison between the number of teachers
trained and the number needed for the open positions.
TEACHERS BENEFITS - in addition to salaries, teachers usually receive a
package of other benefits from the school board including:
a. participation in a teacher retirement plan–health and dental insurance;
b. disability insurance and sick leave;
c. professional liability insurance and personal days;
d. professional development;
e. professional association membership;
f. time away from teaching, extended vacations as compared to other
workers.
C. SOME PRECEDING THOUGHTS
1. What was the nature of teaching in Colonial America?
Teaching during the early years of this country was not a profession at all;
rather, it was a job held by individuals with various backgrounds and with
various purposes–some were individuals who taught while receiving train-
ing for more respected professions, while others were women who taught
because they needed extra money. Most of the teachers in early America
had no training in teaching and limited basic academic training and abilities.
2. How many teachers are currently employed in public schools?
Approximately 2.2 million, with an additional 400,000 in private schools.
3. What benefits do teacher organizations provide?
a. a sense of belonging to a professional group;
b. group insurance benefits;
c. group liability insurance;
d. cut-rate tours and excursions;
e. the enhancement of the profession.
4. What are some characteristics of good teachers?
a. love children;
b. set proper examples for children;
c. provide knowledge to children;
4. SCHOOLING (2002)
PAGE 26
d. have community acceptable morals;
e. motivate children to learn;
f. know they are not in it for financial rewards;
g. work well with parents;
h. keep children under control;
i. flexible–works within the changing school structure and environment;
j. teach individuals rather than classes;
k. allows for individual differences.
5. What is the supply and demand for teachers?
In the 1960s and 1970s, the number of teaching positions declined as pub-
lic school enrollments dropped. As the number of job opportunities de-
clined, fewer students chose to enter teacher education programs. This re-
sulted in a sharp reduction of the number of graduates with teaching cre-
dentials, which in turn created teacher shortages in many different fields.
It is difficult to predict if teacher shortages will be widespread in the fu-
ture. Shortages will continue to exist in “special needs” areas such as spe-
cial education, computer science, foreign languages, science and mathe-
matics, remedial education, and bilingual education.
6. What are some potential shortcomings of teaching?
Burnout, low job status, and low salaries. Some of this results from reform
movements.
7. What other professional opportunities are there in public education?
Educational Administration, School Counseling, Social Work, School
Health, and other Professional Support Personnel are just a few of the op-
portunities that exist in public education.
D. DISCUSSION QUESTIONS AND EXERCISES
1. What are some reasons for entering the teaching profession?
Teaching is a noble profession; it requires an ability to impart knowledge,
provide leadership, instill values, and help prepare young individuals for
the future. Teachers possess great power; they affect students not only dur-
ing short periods of instruction in the classrooms, but beyond. Many dif-
ferent professional opportunities exist in education, including classroom
instruction, administration, and a host of support positions such as coun-
selors, therapists, social workers, dietitians, and health personnel.
5. CHAPTER 11–CAREER OPPORTUNITIES AND SCHOOLING
PAGE 27
2. What are some characteristics of teachers?
a. good teachers love children;
b. good teachers set proper examples for children;
c. good teachers provide knowledge to children;
d. good teachers have community acceptable morals;
e. good teachers motivate children to learn;
f. good teachers know they are not in it for financial rewards;
g. good teachers work well with parents;
h. good teachers keep children under control.
Teachers represent all types of Americans–male and female; majority and
minority cultures; all ages; new and experienced. A general composite of
today’s teachers in the public schools would be white, female, 35-39 years
old, elementary teacher, with a bachelor’s degree and 11-15 years of expe-
rience.
3. What are some effective classroom practices?
a. making sure that students know what the teacher expects;
b. letting students know how to obtain help;
c. following through with reminders and rewards to enforce the rules;
d. providing a smooth transition between activities;
e. giving students assignments of sufficient variety to maintain interest;
f. monitoring the class for signs of confusion or inattention;
g. being careful to avoid embarrassing students in front of their class-
mates;
h. responding with flexibility to unexpected developments;
i. designing tasks that draw on students’ prior knowledge and experi-
ence;
j. helping students develop self-management skills;
k. ensuring that all students are part of a classroom learning community.
Source: Brophy, J. (1986 February). Classroom management techniques. Education and Urban Soci-
ety, pp. 182-195; Reynolds, A. (Spring 1992). What is competent beginning teaching? A review
of the literature. Review of Educational Research, pp. 1-36; Brophy, J., & Alleman, J. (1998
January). Classroom management. Social Education, pp. 56-58. Adapted with permission.
6. SCHOOLING (2002)
PAGE 28
4. What are some effective teaching steps?
a. begin lesson with a review of relevant previous learning and a preview
and goal statement;
b. present new material in small steps, with clear and detailed explana-
tions and active student practice after each step;
c. guide students in initial practice; ask questions and check for under-
standing;
d. provide systematic feedback and corrections;
e. supervise independent practice; monitor and assist seatwork;
f. provide weekly and monthly review and testing.
Several other prominent advocates of explicit teaching, such as Jere Bro-
phy, Thomas Good, Madeline Hunter, and Jane Stallings, have outlined
similar components of direct instruction.
Source: Brophy, J., & Good, T.I. (1986). Teacher behavior and student achievement. In M.C. Wittrock,
(Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan; Stahl, S.A., &
Hayes, D.A. (Eds.). (1996). Instructional models in reading. Mahweh, NJ: Erlbaum; Cooper,
J.M. (Ed.). (1999). Classroom teaching skills. Boston: Houghton Mifflin. Adapted with per-
mission.
5. What are some important aspects of the effective school movement for
improving schools?
a. strong emphasis on educational objectives;
b. well defined role of the administrator;
c. strong emphasis on the school as a place for learning;
d. curricular goals are well defined and supported;
e. positive teacher behaviors exhibited to all students;
f. the total staff is actively involved in maintaining an orderly learning
environment;
g. instructional time is protected, emphasized, and deemed important;
h. low level of employee turnover and relatively high employee morale;
i. administrators use their power in a positive manner;
j. administrators establish, support, and reinforce the overall sense of in-
volvement in the school;
k. administrators focus on the quality of instruction;
l. self reinforcing cycle of normative behavior in the school.
7. CHAPTER 11–CAREER OPPORTUNITIES AND SCHOOLING
PAGE 29
E. REVIEW ITEMS
True-False
1. The launching of a Russian satellite named Sputnik in 1957 caused a panic
regarding public education in the U.S.
2. Teaching, along with law and medicine, is almost universally acknowl-
edged to be a profession.
3. Among colonial public schools, the Latin Grammar School had the best
qualified teachers.
4. Public education is the largest single employer in the U.S.
5. Long periods of training are one characteristic of a profession.
6. Teaching is one of the most heavily unorganized occupations in the U.S.
7. Teacher organizations, unlike the professional organizations of doctors and
lawyers, engage in collective bargaining.
8. The mean number of years taught by public teachers rose between 1996
and 2002.
9. The profile of the average teacher includes: bachelor’s degree, white, fe-
male.
10. In general, most Americans are highly dissatisfied with the quality of our
public school teachers.
11. Many teachers view merit pay with great suspicion.
12. The teacher’s primary role is information dissemination.
13. Excellent knowledge of subject matter is an important characteristic of
good teachers.
14. The recent sharp reductions in the number of college graduates with teach-
ing credentials has created teacher shortages in many “special needs” dif-
ferent fields.
15. The number of education majors in science and math have increased sub-
stantially in recent years.
16. The first state to enact a teacher competency test was Arkansas.
Multiple Choice
1. According to the text, the cornerstones of education are _______.
a. administrators b. counselors c. teachers
d. all of the above
8. SCHOOLING (2002)
PAGE 30
2. In colonial America, teachers were sometimes _______.
a. poorly educated b. bond servants c. religious fanatics
d. all of the above
3. The Latin Grammar School’s goal was _______.
a. preparation of students in Greek and Latin
b. preparation of students in Latin and English grammar
c. preparation of students to be teachers
d. all of the above
4. The typical teacher of the 19th century was _______.
a. female b. lazy c. slovenly d. all of the above
5. In conclusion, education is probably _______.
a. an art b. a craft c. a profession d. all of the above
6. The majority of teachers feel their contribution to society _______.
a. is negligible b. is insignificant c. is significant
d. the majority have no opinion
7. Assessment of education and psychological needs of students is generally
performed by school _______.
a. social workers b. health personnel c. counselors
d. none of the above
8. Over the past 40 years, the number of school districts in the United States
_______.
a. has increased significantly b. has decreased significantly
c. has been relatively stable d. has increased slightly
9. In 1983-84 the mean salary for classroom teachers was around _______.
a. $14,000 b. $17,000 c. $22,000 d. $26,000
10. Reasons that make teaching an attractive career are _______.
a. long and frequent vacations b. high salaries
c. light workload d. none of the above
11. Among the reasons teaching is an attractive career is _______.
a. short work days b. good fringe benefits
c. good job security in tenured districts d. all of the above
9. CHAPTER 11–CAREER OPPORTUNITIES AND SCHOOLING
PAGE 31
12. Which is not a method for reducing teacher “burnout.”
a. eliminate unpopular classes
b. reduce class size
c. reduce paperwork to a bare minimum
d. provide rewards other than financial
13. The educational reform movements that were initiated in the late 1970s
and early 1980s were viewed by most teachers _______.
a. with great skepticism b. somewhat positively
c. very positively d. somewhat negatively
14. In 2002, the mean salary for classroom teachers was around _______.
a. $28,000 b. $32,000 c. $36,000 d. $39,000