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1. Characteristics to represent a professional:(page 14-19)*autonomy*decision making and reflection*specialized body of knowledge*code of ethics2. Extrinsic, Intrinsic, and Intellectual rewards of teaching:(page 5-8)Intrinsic:Come from within and are personally satisfying for emotional or intellectual reasonsExtrinsic:Rewards that come from outsideInclude job security, vacations, convenient schedules, and occupational statusCan both attract people to teaching and induce them to leaveIntellectual: Intellectual rewards are related to thinking about and teaching academic content.3. Components of culturally responsive teaching:(page 108)-accepting and valuing cultural differences-accommodating different cultural interaction patterns-building on student’s cultural backgrounds4. Inclusion for child with exceptionalities:(page 145)A comprehensive approach to educating students with exceptionalities that incorporates a total, systematic, and coordinated web of services. Includes students with special needs in a regular school campus Places students with special needs in age- and grade- appropriate classrooms Provides special education support within the regular classroom5. Various Language programs:(page 110-112)Bilingual Education*Bilingual Maintenance language programs: -use and sustain the first language*Transition Programs:-maintain first language while students learn English*Immersion programs:-emphasize rapid transition to English*ESL (English as a Second Language programs;-focus on English in academic subjects6. How boys and girls differ in schools:(page 116-117)*Innate differences between boys and girls are very small7. Difference between mainstreaming and inclusion:(page 145) Broader, more comprehensive than mainstreamingInclusions three components: Includes students with special needs in a regular school campus Places students with special needs in age- and grade- appropriate classrooms Provides special education support within the regular classroom8. What is the exceptionality that is most common in American public schools today? (page 148)*Learning disabilities9. SES and the factors included in the definition of SES(page 20, 73-79)-income-education-occupation-housing10. Zero-tolerance and the potential consequences of implementing Zero tolerance in schools(page 87, 89) Students automatically suspended for offenses involving weapons, threats, or drugs Mandated by Congress and enforced by 75% of all schools Supported by teachers (70%) and parents (68%) Advocates claim they work, making schools safer. Critics question their effectiveness and find flaws in implementation, especially for minority students.11. Effective approaches for students placed at risk(page 90-95) Schools are safe and orderly with an emphasis on community and student responsibility. Teachers are personal and caring, emphasize student responsibility,and have high expectations for students. Effective instruction is interactive with increased structure, support, and feedback.12. Educational legislation(chapter 6)First amendment:  Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.Tenth amendment: Established a major educational role for statesOld deluder Satan act: Provided a legal foundation for the public support of education13. Four major educational philosophies:(page 199-204)*Perennialism: suggests that nature, including human nature, is constant and that schools should teach classic knowledge*Essentialism: emphasizes a critical core of knowledge and skills that all students should learn*Progresivism: focuses on real world problems solving and individual development*Social Reconstructionism: contents that schools, teachers, and students should play role in addressing the social inequities in our society14. Why developing a philosophy of education is essential Perennialism suggests that nature, including human nature, is constant and that schools should teach classic knowledge. Essentialism emphasizes a critical core of knowledge and skills that all students should learn. Progressivism focuses on real-world problem solving and individual development. Social Reconstructionism contends that schools, teachers, and students should play role in addressing the social inequities in our society. Philosophy can guide practice and help you explain and defend youreducational goals. The process of developing a philosophy begins with identifying and follows by examining your own beliefs about teaching, learning, and students. An analysis of educational philosophies can assist teachers in forming their own personal, and probably eclectic, personal philosophy.15. Functions of all branches of educational government (chapter 9 powerpoint page 254-261)16. Vouchers and why they started(page 275-276) Vouchers are checks parents use to purchase educational services. Use for private education, especially religious schools, is controversial. State tuition tax credits, a variation on vouchers, provide tax cuts for parents of children attending private schools.17. Limitations of laws that regulate the and responsibilities of teachers (chapter 10 powerpoint 295-296) Laws are purposely general and vague so they can apply to a varietyof specific situations. Laws were created in response to problems that arose or existed in the past. Laws specify teachers’ rights and responsibilities; they don’t addresswhat teachers should do. Professional ethics provide a set of moral standards for the teacher.18. Relationship between teachers’ legal responsibilities and their ethical responsibiltes (chapter 10 powerpoint) What we CAN do – Rights What we MUST do – Responsibilities What we SHOULD do – Ethics Ethics – the discipline that examines values and offers principles thatcan be used to decide whether acts are right or wrong.19. Teacher (page 292 and 299) Designed to protect teachers from political or personal abuses and ensure the stability of the teaching force Controversial because critics say it protects incompetent teachers Administrators and teachers differ on the need for tenure20. Legal Responsibilities21. Reduction of force (riffing) (page 293)Reduction in force Is due to declining enrollment


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FSU EDF 1005 - Notes

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