Bireda, Martha R. Eliminating Racial Profiling in School Discipline: Cultures in Conflict; The Scarecrow Press, Inc.; Lanham, MD 2002
Charles, C.M. Essential Elements of Effective Discipline; Allyn and Bacon; Boston, MA 2002
Durkheim, Emile. Moral Education: A Study in the Theory and Application of the Sociology of Education; The Free Press of Glencoe, Inc.; New York 1961
Freiberg, H. Jerome (editor). Beyond Behaviorism: Changing the Classroom Management Paradigm; Allyn and Bacon; Needham Heights, MA 1999
Goldberg, Steven S. Special Education Law: A Guide for Parents, Advocates and Educators; Plenum Press; NY 1982
Guernsey, Thomas F. and Klore, Kathe. Special Education Law; Carolina Academic Press; Durham, NC 1993
Hinkle, Paul D. (consultant). California Special Education Programs: A Composite of Laws (24th edition); California Department of Education; Sacramento, CA 2002
Jaeger, Paul T. and Bowman, Cynthia Ann. Disability Matters: Legal and Pedagogical Issues of Disability in Education; Bergin and Garvey; Westport, CT 2002
Kottler, Ellen, Kottler, Jefferey A. and Kottler, Cary J. Secrets for Secondary School Teachers: How to Succeed in Your First Year; Corwin Press, Inc.; Thousand Oaks, CA 1998
Sarason, Seymour B. Revisiting "The Culture of the School and the Problem of Change"; Teachers College Press; Columbus University; NY 1996
Yell, Mitchell L. Rozalski, Michael E. and Drasgow, Erik. Disciplining Students with Disabilities; Focus on Exceptional Children; May2001, Vol.33 Issue 9; http://proquest.um.com
Tuesday, April 19, 2005
What Study Skills Work Best: Reference Sources
Benjamin, Gail R. Japanese Lessons: A Year in a Japanese School through the Eyes of an American Anthropologist and Her Children; New York University Press; New York 1977
Byo, James. Beyond Hoping They Will; American Music Teacher; Oct/Nov2001
Devine, Thomas G. Teaching Study Skills: A Guide for Teachers (2nd edition): Aelyn and Barn, Inc.; Newton, MA 1987
Gitter, Lena L. The Montessori Way; Special Child Publications, Inc.; Seattle, WA 1970
Hallahan, Daniel P. and Keogh, Barbara (editors). Research and Global Perspectives in Learning Disabilities: Essays in Honor of William Cruickshank; Lawrence Erlboum Associates, Publishers; Mahwah, NJ 2001
Hilgard, Ernest R. and Bower, Gordon H. Theories of Learning; Prentice Hall, Inc.; Englewood Cliffs, NJ; 1975
Houston, John P. Fundamentals of Learning; Academic Press, Inc.; New York 1976
Pearce, Edvina Truman. Self-Directed Practice: A Key to Both Student Success and Motivation; American Music Teacher; Oct/Nov2001
Polloway, Edward A., Patton, James R., Payne, James S. and Payne, Ruth Anne. Strategies for Teaching Learners with Special Needs (4th edition); Merrill Publishing Co; Columbus, OH 1989
Strong, Richard, Thomas, Ed, Perini, Mathew and Silver, Harvey. Creating a Differentiated Mathematics Classroom; Educational Leadership; 51; Number5; Feb2004; Improving Achievement in Math and Science Issue
Troyka, Frank. Teaching for Independence; American Music Teacher; Oct/Nov2001
Tsuneyoshi, Ryoko. The Japanese Model of Schooling: Comparisons with the United States; Routledge Falmer; New York 2001
Byo, James. Beyond Hoping They Will; American Music Teacher; Oct/Nov2001
Devine, Thomas G. Teaching Study Skills: A Guide for Teachers (2nd edition): Aelyn and Barn, Inc.; Newton, MA 1987
Gitter, Lena L. The Montessori Way; Special Child Publications, Inc.; Seattle, WA 1970
Hallahan, Daniel P. and Keogh, Barbara (editors). Research and Global Perspectives in Learning Disabilities: Essays in Honor of William Cruickshank; Lawrence Erlboum Associates, Publishers; Mahwah, NJ 2001
Hilgard, Ernest R. and Bower, Gordon H. Theories of Learning; Prentice Hall, Inc.; Englewood Cliffs, NJ; 1975
Houston, John P. Fundamentals of Learning; Academic Press, Inc.; New York 1976
Pearce, Edvina Truman. Self-Directed Practice: A Key to Both Student Success and Motivation; American Music Teacher; Oct/Nov2001
Polloway, Edward A., Patton, James R., Payne, James S. and Payne, Ruth Anne. Strategies for Teaching Learners with Special Needs (4th edition); Merrill Publishing Co; Columbus, OH 1989
Strong, Richard, Thomas, Ed, Perini, Mathew and Silver, Harvey. Creating a Differentiated Mathematics Classroom; Educational Leadership; 51; Number5; Feb2004; Improving Achievement in Math and Science Issue
Troyka, Frank. Teaching for Independence; American Music Teacher; Oct/Nov2001
Tsuneyoshi, Ryoko. The Japanese Model of Schooling: Comparisons with the United States; Routledge Falmer; New York 2001
Friday, February 25, 2005
Teaching Interview Questions
Teaching Interview Questions:
1- What are your three most important reasons for wanting to be a teacher?
I wrote:
1- To help young people learn how to be good citizens.
2- To share the knowledge I have gained and challenge myself to deeper learning
3- To be part of a learning community where I can contribute meaningfully to the growth of our common goals.
2- How much do you want to know about your students in order to be most helpful to them?
I wrote:
As the year progresses, so does my understanding of who my students are and also my awareness of their distinct learning needs. I want to get to know them as individuals, part of a community.
3- What three things do you want to know about your students?
I wrote::
1- language acquisition needs
2- learning styles
3- past experience with subject matter..
it is also nice to know about their extracurricular activities, hobbies, etc.
4- What do you need to know in order to begin your lesson planning for a class?
I wrote:
The objective or standard to be addressed, the specific topic of the lesson, and the ability of the students to achieve the objective.
5- What four components do you believe you must include in your plan?
I wrote:
Appropriate standard, pacing of lesson, into/through/beyond factors, and prior knowledge of students.
6- When you think about your students, in what major ways do you most want to influence their lives?
I wrote:
I hope they will develop a love for learning and develop into kinder, more thoughtful people.
7- What two core teaching strategies do you most use to achieve this result?
I wrote:
Socratic dialogue/discussion and reflective writing exercises.
1- What are your three most important reasons for wanting to be a teacher?
I wrote:
1- To help young people learn how to be good citizens.
2- To share the knowledge I have gained and challenge myself to deeper learning
3- To be part of a learning community where I can contribute meaningfully to the growth of our common goals.
2- How much do you want to know about your students in order to be most helpful to them?
I wrote:
As the year progresses, so does my understanding of who my students are and also my awareness of their distinct learning needs. I want to get to know them as individuals, part of a community.
3- What three things do you want to know about your students?
I wrote::
1- language acquisition needs
2- learning styles
3- past experience with subject matter..
it is also nice to know about their extracurricular activities, hobbies, etc.
4- What do you need to know in order to begin your lesson planning for a class?
I wrote:
The objective or standard to be addressed, the specific topic of the lesson, and the ability of the students to achieve the objective.
5- What four components do you believe you must include in your plan?
I wrote:
Appropriate standard, pacing of lesson, into/through/beyond factors, and prior knowledge of students.
6- When you think about your students, in what major ways do you most want to influence their lives?
I wrote:
I hope they will develop a love for learning and develop into kinder, more thoughtful people.
7- What two core teaching strategies do you most use to achieve this result?
I wrote:
Socratic dialogue/discussion and reflective writing exercises.
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