connect-learn-succeed-richard-arends-learning-to-teach-mcgraw-hill-2012

Name Index 579

Ringstaff, C., 148 Slavin, R. E., 58, 83, 154, 361, 363, 365, 368, 386, Valentine, J., 310
Risley, T., 81 397, 464, 480, 482 Van den Bossche, P., 403
Rist, R., 82 van Gogh, V., 61
Ritchhart, R., 66, 233, 325, 346, 347, 354 Sleeter, C., 89 VanSledright, B. A., 404
Rivers, J. C., 219, 221 Slocum, T., 320 Vedder, P., 365, 373
Robelen, E. W., 10 Smith, A., 496, 504 Veendrick, A. M., 365, 373
Robinson, A., 89, 367 Smith, D., 365 Viadero, D., 126, 148
Robinson, J., 310, 311 Smith, E. L., 334 Villegas, A., 58, 65
Robustelli, S., 157 Smith, H., 406 Vincent, M. M., 157, 158, 166
Roehrig, A., 269 Smith, J. B., 505 Volman, M., 409
Roeser, R., 149 Smith, M., 444 Vygotsky, L. S., 141, 147, 401, 433
Rogers, C., 180, 184 Snow, R., 345
Romano, M., 126, 127, 199, 200, 211, 380, 381 Snyder, T. E., 272, 405 Wager, W. W., 95
Romney, D. M., 77 Sorensen, A. B., 83 Walberg, H., 434
Rosen, L., 8, 10, 148, 171, 445, 446, 516 Sousa, D., 52 Walberg, H. J., 272
Rosenshine, B., 98, 126, 190, 264, 272, 283, 296, Spaulding, C. L., 142, 164 Walker, J. E., 180
Spiegel, D. L., 461 Waller, W., 501
297, 299, 306, 434 Sprinthall, N. A., 277 Walsh, J., 461
Rosenshine, B., 274 Sprinthall, R. C., 277 Wasik, B., 365, 397
Rosenthal, R., 47 St. Rose, A., 79 Watkins, C., 175
Rothman, R., 419, 421 Stahl, S., 54 Wehmeyer, M., 57, 58, 61
Rousseau, E., 434 Stallings, J., 299 Weick, K. E., 501
Rowe, M. B., 432, 436 Starch, D., 224 Weil, M., 320
Rugg, H., 111 Starkey, D., 330 Weimer, M., 28, 128, 130
Russell, M., 216, 220 , 229, 246, 258 Steele, C., 84 Weinbaum, A., 426
Rutter, M., 496, 504 Steffe, K., 345 Weiner, B., 142, 146
Ryan, R., 145 Stephens, S., 175 Weinfeld, R., 78, 89
Ryle, G., 267 Sternberg, R. J., 18, 50, 61, 65, 160, 324, 475 Weinstein, C., 126, 127, 193, 199, 200, 211, 380, 381
Rynders, J., 366, 367 Stevens, K., 89 Weinstein, R., 49
Stevens, R., 83, 98, 264, 272, 296, 297, 299 Welsh, L. M., 157, 158, 166
Sabers, D., 32 Stiggins, R., 214, 233, 243, 245, 251, 258 Wenglinsky, H., 148
Sadker, D., 77, 78 Stipek, D. J., 143 Wentzel, K. R., 152
Sadker, M., 77, 78 Stoehr, J., 489 Whaley, G., 510
Safford, P., 44, 89 Strauss, V., 310 Whaley, J., 511
Salinas, K., 311 Stronge, J., 95, 365 Wharton-McDonald, R., 269
Samsonov, P., 293 Suchman, R., 341, 342, 400, 439 White, R., 156
Sanders, M., 84 Sue, D., 66 Wigfield, A., 145
Sanders, W. L., 219, 221 Sullo, B., 175 Wiggins, G. P., 108, 134, 223, 243, 245, 249, 258,
Sandholtz, J. H., 148 Sweller, J., 345
Santrock, J. W., 123, 156, 277, 479 420, 421, 456
Sarason, S., 500 Tabor, D., 145 Wiliam, D., 221, 232, 234
Sattes, B., 461 Tan, S., 32 William, D., 221, 232, 233
Saunders, M., 46 Tannen, D., 448 Williams, R., 354, 392
Savin-Baden, M., 426 Tapscott, D., 7, 8, 9 Williams, V., 255
Sax, L., 78 Terman, L., 17 Williams, W., 324
Schafer, W., 214 Terrell, S., 148 Williams, W. M., 274
Schallert, D. L., 450 Terwel, J., 409 Willis, J., 38, 52, 293, 364
Schalock, D., 14 Tharp, R., 330 Willower, D. J., 502, 503
Scharmann, L., 336 Thelen, H. A., 141, 362, 369 Winant, H., 64
Schmidt, B., 366, 367 Thomas-Covell, E., 255 Winger, T., 251
Schmoker, M., 500 Thompson, M., 78, 232 Winner, E., 60
Schmuck, P., 151, 167, 169, 175, 180 Tieso, C. L., 482 Wittrock, M. C., 27, 113, 115, 116, 117, 134, 267
Schmuck, R. A., 151, 167, 169, 175, 180 Tileston, D., 134 Wolfe, P., 53
Schön, D. A., 29 Timpson, W. M., 286 Wolk, S., 157
Schuck, R. F., 271 Tishman, S., 325 Wonder, S., 61
Schulman, L. S., 524, 525 Tobias, S., 28, 38 Woolfolk, A., 50, 478
Schunk, D. H., 142, 146, 157 Tobin, D. N., 286 Wormeli, R., 258
Schwab, J., 341 Tollefson, N., 143
Segers, M., 403 Tomlinson, C. A., 4, 62, 68, 476, 477, 480–482, Yanez, E., 160
Segro, G., 482 Yazzie-Mintz, E., 170
Serbin, L., 78 485, 489 Ybarra, S., 320
Sergiovanni, T., 496, 498, 499 Travers, R. M., 27 Yekovick, C. W., 267, 269, 270, 281
Shaklee, B., 477 Triandis, H. C., 141 Yekovick, F. R., 267, 269, 270, 281
Sharan, S., 364 Trotter, A., 11, 377, 515, 516 Yinger, R. J., 94, 103
Sharan, Y., 364 Truman, H., 530 York, D. E., 71, 72, 449
Shea, T. M., 180 Tuckman, W. B., 220
Shepard, L., 221 Turnbull, A., 57, 58, 61 Zambo, R., 78
Shin, A., 390 Turnbull, H., 57, 58, 61 Zehm, S., 38
Shore, B., 89 Tyack, D., 11 Zenub, K., 398
Shotels, J., 172 Tyler, R. W., 95, 105, 265 Zoller, K., 293
Shulman, L. S., 27 Tyre, P., 78 Zull, J. E., 52, 267, 293
Silberman, R., 220 Zumwalt, K., 97
Simon, B., 311 Udelhofen, S., 128 Zusho, A., 147
Skinner, B. F., 143, 297 Utecht, K. M., 221

Subject Index

ability grouping, 49, 464, 481 diagnosing prior knowledge, 231–232 available time, 126
academic content areas, 107f differentiated classroom, 484–485 average yearly progress (AYP), 219
academic content standards, 107f direct instruction, 314, 315t
academic goals, 169 era of accountability, 215 beach ball, 451
academic learning, 7 evaluation and grading, 250–254 Beautiful Mind, A, 61
academic learning time (ALT), 127 final thoughts, 254 beginning of class, 190
accommodation, 330 general principles, 235–236 behavior description, 452
accountability, 182, 191 grade-for-work exchange, 216 behavioral objectives, 111–113
accountability for student learning, 18–19 grading on a curve/grading to criterion, behavioral theory, 143–144, 180
accuracy of information (Internet), 409t behaviorism, 260, 261, 297–298
achievement motives, 145 251, 253t Bell Curve: Intelligence and Class Structure, The
ACOT, 148 group effort/individually contracted work,
active listening, 384 (Herrnstein/Murray), 64
active teaching, 296. See also direct instruction 249–250 bell signaling, 192f
Acts of Meaning (Bruner), 64 importance, 215–216 benchmarks, 106, 107f
actual academic time, 126 information quality, 217–218 best practice, 4
additive approach (multicultural making the test, 236–241 bilingual education, 74–75
monitoring learning, 232 biofeedback, 232
education), 68 nonacademic work, 253 biology, 265
adult role modeling, 398 norm-referenced/criterion-referenced tests, blog, 445
advance organizer, 267, 272, 277–278, 282 Bloom revisionists, 113
advance organizer model, 264 227–228 Bloom’s taxonomy, 114–118
affiliative motives, 145 parents, 216 bodily-kinesthetic intelligence, 51t, 479t
affiliative needs, 165 peer assessment, 234 books (references), 555–573
African Americans. See also diversity performance assessment, 243–245 Boys and Girls Learn Differently (Gurian), 75
planning the test, 236 boys’ crisis, 79
communication patterns, 449 presentation teaching, 289 Braille translation software, 59
The Dreamkeepers, 70–71 problem-based learning, 419–422 brevity, 306
learning style, 72t scoring rubrics, 246–248 Broader, Bolder Approach to Education, A, 12, 46
use of questions, 65 selected-response items/constructed- Brown v. Board of Education of Topeka, 11, 363
age-graded classroom, 464 buzz groups, 451
All Handicapped Children Act, 11 response items, 236–241
allocated time, 126 self-assessment, 233–234 California Achievement Test, 227
ALT, 127 sorting function of schools, 215–216 California Dropout Research Project, 15
alternate-form reliability, 217 standardized testing. See standardized caring classroom, 205–206
analogies, 285–286, 336 caring relationships, 185, 186f
analytic rubrics, 246, 248t testing caring teachers, 186f
analytical intelligence, 50 student motivation, 220–224 CAST, 59
analyzing, 115, 117t student portfolio, 249 causal-comparative research, 529
anchored instruction, 396. See also teacher bias, 224 Center for Applied Special Technology
problem-based learning (PBL) technology, 252
Apple Classrooms of Tomorrow (ACOT), 148 test anxiety, 242 (CAST), 59
applying, 115, 117t thinking processes, 349, 350f certificate production software, 123
arm signal, 192f time pressures, 243 chalkboard, 232
art of teaching, 4 value-added assessment, 218–219 challenge arousal, 182
artifact, 397, 414 assessment as learning, 231t, 233–234 chameleon question, 440
assertive discipline, 201–202 assessment for learning, 230–233 charter school, 16
assertive response style, 201 assignment, 193, 194 charts, 192f
assessment and evaluation, 213–258 assimilation, 330 cheating, 200t
assessment as learning, 231t, 233–234 assistive technologies, 59 check back later, 207t
assessment for learning, 230–233 attended time, 126 checker, 379
assessment of learning, 231t, 234–235 attention-getting strategies, 280 checking, 117t
authentic assessment, 245 attitude, 120 checking for understanding, 286–287
choosing the right kind of assessment, 250 attributing, 117t checking impressions, 452
clarity, 242 attribution theory, 146–147 checklist, 419
classroom discussion, 454–456 authentic assessment, 245 child-centered classrooms, 184–185
cooperative learning, 385–387 authentic investigation, 397 “Children Have Outgrown the Schools, The”
corrective feedback, 232 authentic learning, 396. See also problem-based
definitions, 217 learning (PBL) (Coleman), 515
detailed research study, 222–223 authentic problem situation, 405 choice, 164
authentic relationships, 21
authoritarian leadership, 156, 157
autonomy norm, 500

580

Subject Index 581

choral responses, 287 do’s and dont’s, 188t computerized “gait trainers,” 59
circle seating arrangement, 441f, 442 downtime, 187 concept and inquiry-based teaching, 323–354
claim-extend-challenge, 348 Dreikurs’ logical consequences, 202–203
claim-support-question, 348 ecological and group processes perspective, assessing thinking processes and skills,
clarity, 196t, 272, 282, 282t, 301 349, 350f
Class Manager, 252 180–183
classification of books in libraries, 265 effective classroom managers, 184 classroom, required elements, 346–347
classifying, 117t family cooperation, 195 concept teaching. See concept teaching
classroom activities, 153 final thoughts, 206–207 inquiry-based teaching, 341–346
classroom demonstrations, 305–306 future directions, 206–207 learning environments, 348–349
classroom discourse patterns, 433–434 Glasser’s classroom meeting, 203–205 making thinking more visible, 347
classroom discussion, 429–461 instruction, and, 179 need for, 324–325
misbehavior. See descriptive behavior overview, 324
assessment and evaluation, 454–456 opening class, 190 thinking routines, 347–348
broadening participation, 450–451 presentation teaching, 288–289 types of thinking, 325–326
conducting discussions, 442–448 preventive management, 185–194 concept attainment approach, 332, 339–341
debriefing, 448 problem-based learning, 416–419 concept mapping tools, 123
detailed research study, 436–437 rules and procedures, 185–187, 188 concept teaching, 326–341. See also concept and
discourse and thinking, 432–433 smoothness/momentum, 189–190 inquiry-based teaching
discourse patterns, 433–434 student accountability, 191 analogies, 336
ending the discussion, 448 student movement, 187 analyzing concepts, 333–334
expressing opinions, 447 student talk, 187 analyzing thinking/integrating learning, 341
final thoughts, 456–457 transitions, 190–191 building blocks for thinking, 327
focusing the discussion, 442, 443f classroom management programs, 200–207 concept attainment approach, 332, 339–341
follow-up discussions, 454–455 classroom meeting, 203–205 concepts, 327–329
fun, 448 classroom participation structures, 154–155 conducting concept lessons, 337–341
gender differences, 448–449 classroom procedures, 187, 188 defining concepts, 332–333
grading, 455–456 classroom process variables, 525 detailed research study, 345
holding the discussion, 444 classroom processes, 151–152 direct presentation approach, 332, 338–339
inquiry/problem-based discussion, 439 classroom properties, 150–151 diverse needs, 336–337
interpersonal regard/understanding, classroom rewards, 154 examples/nonexamples, 334
classroom rules, 187, 188, 188t graphic organizer, 335
451–453 classroom scenario human development, 330–331
keeping records, 444 high school literature unit, 471–474 learner outcomes, 327f
listening to students’ ideas, 444 sixth-grade science ecology unit, 468–471 phases, 338t
managing the learning environment, classroom space, 127–128. See also time planning, 331–336
and space syntax, 338t
450–454 classroom structures, 152–155 technology, 339
objectives, 431 classroom task structures, 153–154 time and space, 336
online discussions, 445–446 classroom tasks, 153 visual images, 334–335
overview, 430–431 closing class, 191 conceptual knowledge, 114, 116t, 268, 268t
phases, 443t cluster seating arrangement, 374, 375f conceptual mapping, 276
physical space, 441–442 clustering of courses of academic conceptual web, 439
planning, 438–442 departments, 265 concrete operational stage, 330t
question types, 439–441 coach or content helper, 378 conditional knowledge, 267, 268, 268t
race and class differences, 449–450 cognitive and information processing theories, conflict, 152
recitation, 438 260, 261 conjunctive concept, 328
responding to student ideas, 447 cognitive-constructivist perspective, 400 consistency, 188–189, 194
sharing-based discussion, 439 cognitive development, 259–260 constructed-response items, 236, 240–241
social aspect of discourse, 433 cognitive dissonance, 439 constructivism, 17, 526, 527
syntax, 443t cognitive process, 117t constructivist perspective, 17, 355
teacher dominance, 456–457 cognitive process dimension, 115, 117t content standards, 106, 107f
teacher questioning, 434–435 cognitive psychology and information context and policy variables, 525
technology, 445–446 processing, 267–271 continuous assessment, 482
wait-time, 435, 436–437, 446 cognitive-social connection, 433 contribution approach (multicultural
classroom ecology and group processes, cognitive structure, 266, 276 education), 68
180–183 cognitive styles, 53 control group, 528
classroom goal and reward structures, 154 cognitive theory, 146–147 convergent question, 440
classroom group development, 167–170 coherent theoretical perspective, 259 cooperative behavior, 364
classroom life, 141 cohesiveness, 152 cooperative goal structures, 154, 166, 360
classroom management, 177–211 communication, 152 cooperative learning, 69, 359–392
assertive discipline, 201–202 communication gap, 451 academic achievement, 365–367
beginning teachers, 178–179 communication skills, 384 assessment and evaluation, 385–387
behavioral theory, 180 community metaphor, 498–499 conducting lessons, 375–379
caring classroom, 205–206 community problem solving, 72 content, 371
child-centered traditions, 184–185 compacting the curriculum, 480 cooperative behavior, 364
classroom discussion, 450–454 comparing, 117t democratic classroom, 362–363
closing class, 191 competition among students, 243 detailed research study, 366–367
consistency, 188–189, 194 competitive goal structures, 154, 165–166, 360 differentiated classroom, 480
cooperative learning, 380–381 competitive reward structure, 154 diverse learners, 379–380
detailed research study, 182–183 computer speech synthesizer, 59 experiential learning, 363–364
differentiated classroom, 483–484 features, 361
direct instruction, 313

582 Subject Index • www.mhhe.com/arends9e

cooperative learning—Cont. demographic assumptions, 9 praise, 198, 198t
final thoughts, 388 demonstrations, 305–306 privileges, 198
GI approach, 369–370, 372t dependent variable, 526 punishments penalties, 199, 199t
goals, 361–362 descriptive research, 527–528 quick response, 195–197
intergroup relations, 363 desist behaviors, 196–197 reinforcement principles, 197–198
Jigsaw, 368, 369f, 372t desist incident, 195, 196 rewards, 198
learner outcomes, 361f desk formation serious/chronic problems, 200t
managing the learning environment, 380–381 withitness/overlappingness, 195
materials, 373 circle seating, 441f, 442 distracters, 239, 240
numbered heads together, 371 cluster seating, 374, 375f distributed practice, 306
orienting students, 373–374 horizontal seating, 304, 304f divergent question, 440
overview, 360–362 row-and-column seating, 279, 279f diversity, 9–14, 40–89. See also diversity and
phases, 362, 376t swing seating, 375, 376f differentiation; race and ethnicity
planning, 368–375 U-shaped seating, 441f, 442 African Americans, 65, 72t, 449
social skills, 383–385 detailed research study. See research summary cooperative learning, 363, 364–365
STAD, 368, 372t developmental theories, 277 cultural competence, 66
structural approach, 370, 372t deviancy, 182 cultural deficits vs. cultural differences,
student teams, 371–373, 378–379 dialect, 73–74
syntax, 376t differential expectations, 49t 64–65
task interdependence, 382–383 differential treatment, 47–49 cultural discontinuity, 65
teaching cooperation, 382–385 boys vs. girls, 78–79 culturally relevant curriculum, 68–69
team building, 385 defined, 47 culturally relevant pedagogies, 69
technology, 377 low-SES students, 82–83 differential treatment. See differential
think-pair-share, 370–371 differentiating, 117t
time and space, 374–375 differentiation, 62, 465. See instructional treatment
tolerance for diversity, 364–365 differentiation gender differences, 75–80. See also gender
transitions, 381–382 difficulty of instructional tasks, 166
digital portfolios, 252 differences
cooperative reward structure, 154 direct instruction, 295–320 gifted and talented students, 60–63
corrective feedback, 232 alternative names, 296 Hispanic Americans, 67, 72t, 449
correlation, 531 assessment and evaluation, 314, 315t language, 73–75
correlation coefficient, 182, 531 behavioral theory, 297–298 learning disabilities, styles, and
correlational research, 528–529 criticism, 315–316
coverage, 121 demonstrations, 305–306 preferences, 49–54
creating, 115, 117t detailed research study, 300–301 Native Americans, 65–67, 72t, 449
creative intelligence, 50 diverse needs, 312–313 necessity of schoolwide and societal
criterion-referenced checklist, 419 final thoughts, 315–316
criterion-referenced tests, 228 guided practice, 306–307 actions, 83
critical attributes, 329 independent practice, 310–312 religion, 72–73
critical thinking, 326 learner outcomes, 297f sexual orientation, 80
critiquing, 117t learning progressions/task analysis, social class differences, 80–83
cues/cuing, 191, 271, 279, 281, 453, 454f students with disabilities, 54–59
cultural competence, 66 302–303 diversity and differentiation
cultural deficit theory, 64 managing the learning environment, 313 classroom discussions, 448–450
cultural difference theory, 65 mastery/understanding, 305 concept teaching, 336–337
cultural discontinuity, 65 overview, 297 cooperative learning, 379–380
cultural diversity. See diversity phases, 304t direct instruction, 312–313
cultural pluralism, 64 planning, 301–304 multidimensional tasks, 166–167
culturally relevant curriculum, 68–69 prepare objectives, 302 planning, 124–125
culturally relevant pedagogies, 69 provide objectives/establish set, 305 presentation teaching, 279–280
culture, 63 social cognitive theory, 298–299 problem-based learning, 416
culture of a school, 496 syntax of training model, 304t domains of knowledge, 22, 23f
Culture of Education, The (Bruner), 64 teacher effective research, 299 downtime, 187
curriculum, 105–106 time and space, 303–304 Dreamkeepers: Successful teachers of African
curriculum differentiation, 478–480 understanding/feedback, 307–310 American children, The (Ladson-Billings),
curriculum mapping, 128, 129f direct presentation approach, 332, 338–339 70–71
curriculum priorities, 108–109 disabilities, 54–59 Dreikurs’ logical consequences, 202–203
curriculum standards, 106 disciplines, 265
cycles of the school year, 121 discourse, 430 e-learning, 10
discourse gender differences, 448–449 early finishers, 417, 483
daily plan, 104f, 118–119 discourse patterns, 433–434 Easy Grade Pro, 252
dangle, 189, 189t discovery center, 397 Ebonics, 73
dead-end question, 440 discovery learning, 345, 402 echo clapping, 192f
debriefing, 448 discrepant event, 342, 343, 439 ecological and group processes perspective,
declarative knowledge, 110, 267, 268, 268t discussion, 430. See also classroom discussion
deductive reasoning, 326 discussion forum, 445 180–183
defiance, 200t discussion rating scale, 456f ecological systems, 150
definitions (glossary), 545–554 discussion record, 444 economy, 275
Democracy and Education (Dewey), 362, 400 disjunctive concept, 328 Education for All Handicapped Children Act,
democratic classroom, 362–363 disruptive behavior, 194–200
democratic leadership, 156, 157 causes, 194 54, 364–365
Kohn’s suggestions, 207t educational research, 523–524

causal-comparative research, 529
correlational research, 528–529
descriptive research, 527–528
experimental research, 528
independent/dependent variables, 526

Subject Index 583

keeping up-to-date, 533–534 exemplifying, 117t GI approach, 369–370, 372t
limits, 24–25 exhibits, 397, 414 gifted and talented students, 60–63
model for research on teaching, 524–526 expectancy effects, 241 Glasser’s classroom meeting, 203–205
reading a research report, 533 expectations, 152 glossary, 545–554
reading research with a critical eye, 532–533 expeditionary learning, 406 goal, 166
research questions and problems, 523–524 experimental research, 528 goal ambiguity, 497
scientific knowledge, 526–527 experiential learning, 363–364 goal conflict, 498
educational research information center (ERIC), experimental group, 528 goal orientation, 166
533–534 expert teachers, 32 goal structures, 154, 165–166, 360
effect size, 531–532 explaining, 117t good teacher characteristics, 33t
effective classroom managers, 184 explaining goals, 280–281 good teacher/good teaching, 33–34
effective instruction, 316 explaining links, 283 grade-book software, 252
effective schools, 504–506 explicit instruction, 296. See also direct grade-for-work exchange, 216
effective teachers, 20, 21f, 35, 271, 280 grade-level performance indicators, 107f
effects of teaching model, 524 instruction grading on a curve, 251, 253t
elaborative interrogation question, 440 explicit memory, 270 grading to criterion, 251, 253t
electronic grade books, 252 extending student thinking, 288 graphic organizer, 335
electronic portfolios, 252 external attribution, 147 Gronlund format, 113
ELLs, 11, 74, 75, 480 externalization of thinking, 433 group alerting, 182
emotional intelligence (EQ), 52 extrinsic motivation, 142, 160–161, 161t group development, 167–170
enabling knowledge, 110 group dimension of classroom life, 141, 142t
enacted curriculum, 106 Facebook, 445, 446 group inclusion and psychological
enactive mode, 331 factual knowledge, 114, 116t, 268, 268t
encourager, 379 factual question, 434 membership, 167–168
enduring understandings, 108 fairness, 218 group investigation (GI), 369–370, 372t
engaged time, 126–127 family–teacher relationships. See home group skills, 384
English as a second language (ESL), 74, 75 guided discovery, 345
English language learners (ELLs), 11, 74, 75, 480 and school guided practice, 306–307
enhancing teaching with technology federal disabilities categories, 57t
assessment and evaluation, 252 feedback, 163–164, 194, 232, 307–310 hand signals, 191, 192–193f, 454f
assistive technologies, 59 feeling tone, 162 hands-off norm, 500
classroom discussions, 445–446 feelings, 452 Head Start, 84
concept teaching, 339 field dependent, 53 high performance expectations, 301
cooperative learning, 377 field independent, 53 high school literature unit, 471–474
future directions, 516 fifth-grade integrated curriculum map, 129f high-stakes testing, 225
interactive whiteboards/responders, 284–285 fill-in-the-blank items, 240 high talker tap out, 384, 451
motivation, 148 final (report card) grades, 254 higher-order thinking, 325–326
multiple models/differentiation, 481 finger signal, 192f, 193f highly engaging teachers, 159
perspective today, 10–11 finishing rates, 417, 483 Hispanic Americans. See also diversity
planning tools and software evaluation, 123 firmness, 196t
problem-based learning, 408–409 five-step reconstituting process, 110–111 communication patterns, 449
enthusiasm, 274, 286 flat world, 8 elementary classrooms in Mexico, 67
EQ, 52 flexible grouping, 69, 83, 481–482 learning style, 72t
equity, 46–47 flip-flop, 189, 189t historical perspective on teaching, 5–7
era of accountability, 215 flow experiences, 145, 146, 163 history, 151, 265
ERIC, 533–534 focusing effect, 98 holistic rubrics, 246, 247t
ERIC database, 534 follow-up discussions, 454–455 holistic scoring, 241
ESL, 74, 75 formal curriculum, 106 home and school, 510–514
essay tests, 240–241 formal operational stage, 330t classroom management, 195
establishing set formative assessment, 217, 218t, 221, 230 communication with parents, 60
classroom discussion, 442 four-cluster seating, 375f conferencing with parents, 60, 512–513
concept and inquiry-based teaching, 337 fragmentation, 189, 189t encouraging parental involvement, 311,
cooperative learning, 375 friendship, 152
direct instruction, 305 frowns, 286 513–514
presentation teaching, 271–272, 281 full bilingual programs, 75 keeping parents informed, 229, 374, 410,
ethnicity, 63. See also race and ethnicity fuzzy question, 441
ethnography, 527 511–512
evaluating, 115, 117t gaining attention, 280 parent–teacher conferences, 60, 512–513
evaluation, 217. See also assessment and Gantt chart, 121, 122f seeking parent understanding and
evaluation Gardner’s eight types of intelligence, 51t
Evertson and Emmer model, 197, 197t gatekeeper, 379 participation, 484
evidence-based practices, 23 gender differences, 75–80 home schooling, 16
example teaching unit homework, 310–311, 312
high school literature unit, 471–474 career aspirations, 77t honor rolls, 198
sixth-grade science ecology unit, 468–471 cognitive/academic abilities, 77t horizontal desk formation, 304, 304f
example-to-rule process, 332 differential treatment, 78–79 housekeeping activities, 124
examples, 279, 283, 328, 334 discourse, 448–449 How to Instruct, 297
exceptionalities, 54–80. See also diversity interpersonal relationships, 77t human development, 259
excessive profanity, 200t motivation, 77t human systems view of schools, 495–496
executing, 117t physical activity/motor skills, 77t
suggested teacher’s actions, 79–80 iconic mode, 331
general intelligence, 50 IDEA, 11, 54, 55
generating, 117t IEP, 55, 57
iGeneration, 8, 10
illustrations, 279

584 Subject Index • www.mhhe.com/arends9e

illustrative teaching unit interactive whiteboard, 284 sociocultural perspective, 155
high school literature unit, 471–474 interdependent task, 382 student behavior, effects of, 157
sixth-grade science ecology unit, 468–471 interdisciplinary life science curriculum student failures, 164
student interests, 162
immediacy, 151 map, 129f student needs, 164–165
implementing, 117t internal attribution, 146–147 learning contract, 481
implicit memory, 270 Internet, accuracy of information, 409t learning disabilities, 54–59
improvement score, 368 interpersonal communication, 451 learning disabilities, styles, and preferences,
in-context learning style, 53 interpersonal intelligence, 51t, 479t 49–54
inappropriate behavior. See disruptive behavior interpreting, 117t learning environment, 260
inclusion, 54 intrapersonal intelligence, 51t, 479t learning expeditions, 406
independent learning, 399 intrinsic motivation, 142 learning goal orientations, 147, 166
independent practice, 310–312 IQ, 50 learning goals, 165–166
independent study, 481 IQ score, 50 “Learning in School and Out” (Resnick), 398
independent task, 382 IQ test, 17, 18 learning log, 233
independent variable, 526 IRE model, 433 learning potential, 421
individual dimension of classroom life, 141, 142t iWorks, 123 learning preferences, 53
individualistic goal structures, 154, 360 learning progression, 110, 111, 302
individualized education plan (IEP), 55, 57 Jeopardy, 448 learning stations, 397
Individuals with Disabilities Act (IDEA), 11, Jigsaw, 368, 369f, 372t learning strategies, 71
Jigsaw scoring procedures, 386t learning style, 53, 69
54, 55 Jones model, 196, 197t learning task, 166
induction, 271 LEAST model, 197, 197t
inductive reasoning, 326 keeping up-to-date, 533–534 least restrictive environment, 55
inequity, 46–47 knowing about knowing, 269 LEP, 74, 75
inferring, 117t knowledge, 267–269 lesson plan, 119f
influence, 145 knowledge acquisition, 302t lesson planning software, 123
influence and self-determination needs, 164 knowledge base for teaching, 22–24 lesson slow-down behaviors, 189–190
information processing model, 269, 269f knowledge dimension, 114–115, 116t letters-to-the-editor (newspapers), 324
information quality, 217–218 knowledge of results, 163, 307 level of actual development, 401
infusion strategies, 346 knowledge representation, 270–271 level of difficulty, 434
initial stages of practice, 307 knowledge structures, 108, 266–266 level of potential development, 401
initiation-response-evaluation (IRE) model, 433 KWL, 233–234 library digital resources, 534
inquiry-based teaching, 341–346. See also KWL self-assessment learning aid, 234f life science curriculum map, 129f
light signaling, 192f
concept and inquiry-based teaching labeling, 55–56 limited English proficiency (LEP), 74, 75
conducting inquiry lessons, 343–346 laissez-faire leadership, 156, 157 limits of educational research, 24–25
detailed research study, 345 language-different students, 11, 74–75 linguistic diversity, 11
learner outcomes, 342f language diversity, 73–75 linguistic intelligence, 51t, 479t
phases, 343t late finishers, 417, 483 literature unit, 471–474
planning, 342–343 Lau v. Nichols, 75 logical consequences, 202–203
reflect on problem situation/thinking leadership, 152 logical-mathematical intelligence, 51t, 479t
leadership and group life, 156–157 long-term memory, 270, 270f
process, 345–346 leadership view of teaching, 26–27 looks, 192f
syntax, 343t learner-centered constructivist models, 355–356 low-engaging teachers, 159
inquiry center, 397 learner-centered planning, 128 low-income students, 84
inquiry/problem-based discussion, 439 learner-centered principles, 128, 130 low-SES students, 81–83
instructional aspects of teaching, 27–28 Learner-Centered Teaching: Five Key Changes to
instructional differentiation, 465–485 Mager format of behavioral objectives, 111–113
assessment and evaluation, 484–485 Practice (Weimer), 128 magic number 11, 385
classroom management, 483–484 learning centers, 414–415 mainstreaming, 54
compacting the curriculum, 480 learning communities and student motivation, managing the classroom. See classroom
cooperative learning, 480
curriculum differentiation, 478–480 137–175 management
elements, 476–477, 477t believe in students’ capabilities, 160 Maslow’s needs hierarchy, 144f
flexible grouping, 481–482 classroom processes, 151–152 massed practice, 306
independent study/learning contracts, 481 classroom properties, 150–151 mastery, 305
learning styles/preferences, 475 classroom structures, 152–155 mastery teaching, 296. See also direct instruction
multiple intelligences, 475, 478, 479t difficulty of instructional tasks, 166 matching, 238–239
problem-based learning, 480 extrinsic motivation, 160–161, 161t material monitor, 378
rationale, 474 features of learning communities, 149–155 Math Blaster, 148
technology, 481 feedback, 163–164 Math Magic, 148
tiered activities, 480–481 final thoughts, 170–171 mean score, 530–531
traditional classroom, compared, 476t flow experiences, 163 meaningful verbal learning, 266–267
instructional objectives, 111–114 group development, 167–170 melting pot, 64
instructional tasks, 166 leadership and group life, 156–157 memory, 269–270
instructional time, 126 learning community, defined, 141 mental abilities, 50
instructional unit, 119 learning goals, 165–166 mental age, 50
INTASC principles, 534–544 motivation. See motivation mental planning, 96–97
integrated curriculum map, 129f multidimensional tasks, 166–167 Meredith v. Jefferson County Board of Education, 13
intellectual development, 277 positive feeling tone, 161–162 metacognitive knowledge, 115, 116t, 269
intelligence, 50, 51t self-determination, 164–165
intelligence quotient (IQ), 50
interaction pattern, 370

Subject Index 585

metacognitive thinking, 326 nonacademic criteria, 253 PRAXIS II exam, 534–544
metaphor, 286 noncritical attributes, 329 precursory subskills, 110
Microsoft Office, 123 nonexamples, 328, 334 preflight checklist, 234
misbehavior. See descriptive behavior nonlinear model, 96 preoperational stage, 330t
Mismeasure of Man, The (Gould), 64 norm, 152, 507, 508 Preparing Instructional Objectives (Mager), 111
Missouri mathematics effectiveness project, 300 norm-referenced tests, 227–228 presentation teaching, 263–293
models of teaching, 27, 259, 260 novice teachers, 31
moderately engaging teachers, 159 numbered heads together, 371 advance organizer, 272, 277–278, 282
momentum, 182, 189, 190 assessment and evaluation, 289
monitoring learning, 232 objectivist perspective, 17 checking for understanding, 286–287
monitoring student work, 194 observational learning, 298 choosing objectives and content, 275–277
motivation. See also learning communities and observer and measurement bias, 532 clarity, 272, 282, 282t
off-track remarks, 444 cognitive psychology and information
student motivation online discussions, 445–446
behavioral theory, 143–144 online education companies, 15 processing, 267–271
classroom environment, 156 opening class, 190 conducting presentation lessons, 280–288
cognitive theory, 146–147 opportunity to learn, 126 cuing, 271, 281
defined, 142 organizational aspects of teaching, 28–29 differing student abilities, 279–280
detailed research study, 158–159 organizational context research, 502 enthusiasm, 274, 286
extrinsic, 160–161, 161t organizing, 117t establishing set, 271–272, 281
formative assessment, 221 origin, 145 explaining goals, 280–281
grades, 220 out-of-context learning style, 53 extending student thinking, 288
needs theory, 144–146 out-of-school learning, 398 gaining attention, 280
social cognitive theory, 147 out-of-school mental activity, 399 learning outcomes, 265, 265f
sociocultural theory, 147–149 outcome variables, 525 managing the learning environment,
standardized testing, 221, 224 overdwelling, 189, 189t
teaching practices, 158–159 overlappingness, 182, 195 288–289
technology, 148 overlearning, 306 meaningful verbal learning, 266–267
multicultural education, 68 overview, 264–265
multidimensional tasks, 166–167 pair checks, 383 phases, 265, 280t
multidimensionality, 150 paraphrasing, 451–452 planning for presentation, 275–279
multimedia presentations, 284 parent–teacher conferences, 60, 512–513 presenting the learning materials, 282–286
multiple-choice items, 239 parents. See home and school structure and organization of knowledge,
multiple intelligences, 50–52, 475, 478, 479t Parents Involved in Community Schools v. Seattle
multiple models, 464–465 265–266
classroom scenario (6th-grade science School District, 13 syntax of presentation model, 280, 280t
participation skills, 383–384 technology, 284–285
ecology unit), 468–471 participation structures, 154–155 time and space, 278–279
classroom scenario (high school literature passive leadership, 156 presidential election (1948), 530
pawn, 145 preventive management, 179, 185–194
unit), 471–474 PBL. See problem-based learning (PBL) prior knowledge, 231, 270, 271–272, 276
repertoire and choice, 466–468 PC Pals, 59 private school, 15
technology, 481 pedagogy, 7, 267, 401 privileges, 198
multitask situations, 417 peer assessment, 234 problem-based learning (PBL), 396–426
musical intelligence, 51t, 479t peer group pressure, 157 alternative names, 396
mystery spot, 439 penalties, 199, 199t artifacts/exhibits, 397, 414
percentile-rank score, 227 assessment and evaluation, 419–422
narrow (factual) question, 434 performance assessment, 243–245 Bruner, 402
Nation at Risk: The Imperative of Educational performance goal orientations, 147, 166 classroom environment, 399
performance indicators, 106, 107f conducting PBL lessons, 410–414
Reform, A, 14 physical space. See time and space cooperative planning, 412
National Board for Professional Teaching Piaget’s stages of cognitive development, 330t data gathering/experimentation, 412–413
pictures, 279 detailed research study, 404–405
Standards (NBPTS), 19 planned academic time, 126 Dewey, 400
Native Americans. See also diversity planning, 117t. See teacher planning differentiated classroom, 480
planning domains, 102–103 discovery learning, 402
communication patterns, 449 planning guidelines, 124 diverse students, 416
first school experience, 66–67 planning time spans, 103, 104f early/later finishers, 417
how they learn, 65 planning tools, 123 effectiveness, 402–403
learning style, 72t pluses and wishes chart, 165, 165t features, 397–399
naturalist intelligence, 51t, 479t points of value, 198 final thoughts, 422
nature or nurture, 52 political debates, 325 goals/objectives, 403
NBPTS, 19 portfolio, 249, 252 hypothesizing, explaining, providing
NCLB, 14, 107 positive feeling tone, 161–162
needs disposition theory, 145 positive reinforcer, 143 solutions, 413
needs theory, 144–146 positivism, 526, 527 learner outcomes, 397, 398f
negative feedback, 309 poster and bulletin board production tools, 123 learning centers, 414–415
negative reinforcer, 143 poverty, 46, 84 learning expeditions, 406
Net generation, 8 power, 108, 275 managing the learning environment,
Never a Dull Moment (Felman), 286 practical intelligence, 50
newsletters/blogs, 511–512 praise, 198, 198t, 301, 309 416–419
ninth-grade interdisciplinary life science multitask situations, 417
curriculum map, 129f obstacles to overcome, 422
nineteenth-century teacher contract, 6f overview, 396–399
1948 presidential election, 530 phases, 411t
No Child Left Behind Act (NCLB), 14, 107 Piaget, 400, 401

586 Subject Index • www.mhhe.com/arends9e

problem-based learning (PBL)—Cont. religious diversity, 72–73 loosely coupled structure, 501
planning, 403–407 remembering, 115, 117t norms, 499–500
problem situations, 405–407 repertoire, 465–466 organizational features, 497
resources/logistics, 407 repertoire of effective practice, 25–29 political visibility, 498
study teams, 412 report card grades, 254 school choice, 15–17
syntax, 411t research. See educational research school culture, 496
teacher’s role, 396 research questions and problems, 523–524 school cycles, 121
technology, 408–409 research summary school effectiveness, 502–506
Vygotsky, 401 school improvement, 514–517
African American students, working with, schools of choice, 15
problem situations, 405–407 70–71 School’s Out: Hyperlearning, the New Technology
problem solving, 29 and the End of Education (Perelman), 10
procedural knowledge, 110, 114, 116t, 267, classroom assessment, 222–223 science ecology unit, 468–471
classroom management, 182–183 scientific basis, 4
268, 268t collective responsibility for learning, scientific knowledge, 22, 526–527
procedures, 187, 188 scientific thinking, 326
process, not outcomes, 309 505–506 scoring rubrics, 241, 246–248
process criteria, 253 concept and inquiry-based teaching, 345 screen-magnification software, 59
process feedback, 301 experience and planning, 100–101 SD, 531
Process of Education, The (Bruner), 266 good teacher/good teaching, 33–34 Seating arrangement. See Desk formation
process-oriented roles, 379 making learning meaningful, 273–274 seating clusters, 374, 375f
process-product research, 300 motivation, 158–159 seatwork, 183t, 311–312
producing, 117t overview, 35 second-language acquisition, 74
product criteria, 253 problem-based learning, 404–405 see-think-wonder, 347–348, 348t
profanity, 200t students with special needs, 366–367 selected-response items, 236, 238–240
programmed-answer question, 441 teacher behavior and student achievement, self-assessment, 233–234
progress criteria, 253 self-determination, 164–165
prototypes, 329 300–301 self-esteem, 145
Public Law 94-142, 54, 55, 365 wait-time, 436–437 self-knowledge, 116t
publicness, 151 research variable, 524–526 self-regulated learners, 399
punishments, 143, 199 responders, 284 self-renewal, 169
pure discovery, 345 response cards, 193f sensorimotor stage, 330t
put-down question, 441 response technique, 232 sensory memory, 269
puzzled looks, 286 restitution, 207t serious/chronic problems, 200t
puzzling situations, 405, 439 reward structures, 154, 360 SES, 80–83
Pygmalion in the Classroom rewards, 198 set activities, 281
rhythm (echo) clapping, 192f seven cardinal principles, 6f
(Rosenthal/Jacobson), 47 right answer, 239 sexual orientation, 80
Rogue ecosystem project, 406 sexually related behavior, 200t
qualitative research, 527 role differentiation, 382 shared influence and cooperation, 168
quantitative research, 527 roughness, 196t sharing-based discussion, 439
question-and-answer sessions, 438 round robin, 383 short answer tests, 240
question types, 439–441 row-and-column desk formation, 279, 279f short-term working memory, 269, 270f
rubric generators, 252 signal systems, 191, 192–193f, 287
race and ethnicity. See also diversity Rubricator, 252 signal with extended thumb, 193f
charter schools, 16 rubrics, 246–248 signposts, 285
definitions, 63, 64 rule-example-rule technique, 283–285 silence, 286
high-poverty schools, 12f rule-to-example process, 332 simplification, 306
Ladson-Billings’s study, 70–71 rules, 187, 188, 188t simulation, 339
learning styles, 72t simultaneity, 150
overview, 9–14 sad face, 192f six-cluster seating, 375f
salad bowl metaphor, 64 sixth-grade science ecology unit, 468–471
randomness, 530 sample, 530 skill development, 302t
rating scale, 419, 421f sample answer, 241 skills, 296
rational-linear model, 95 sample teaching unit slow-down behaviors, 189–190
raw score, 227 small groups, 482
recalling, 117t high school literature unit, 471–474 smiley face, 192f
recitation, 183t, 307, 431, 438 sixth-grade science ecology unit, 468–471 smoothness, 182, 189, 190
recognizing, 117t sampling, 530 social action approach (multicultural
reconstituting standards, 109–111 sampling bias, 532 education), 68
recorder, 378 scaffolding, 402 social aspect of learning, 401
reduced-price breakfasts, 84 schema, 270 social class differences, 80–83
reduced-price lunches, 84 schemata, 330 social cognitive theory, 147, 260, 261, 298–299
references, 555–573 Schmucks’ stages of classroom development, social context, 328–329, 496
reflection, 29 167–169 social development, 259
reflective thought, 96 school, 494 social networks, 445, 446
reflector/timekeeper, 379 ambiguous/conflicting goals, 497–498 social participation, 433
regional educational laboratory (REL), 533 cellular organizational structure, 501 social skills, 383–385
rehearsal, 306 community, as, 498–499 socially acceptable punishments and
reinforcement principles, 197–198 compulsory attendance, 498 penalties, 199
reinforcers, 143 context, 496–497
REL, 533 culture/history, 496
relational concept, 328 effectiveness, 502–506
reliability, 217–218 goal, 497
human system, as, 495–496

Subject Index 587

sociocultural and constructivist theories, student variables, 525 instructional cycle, and, 102–103
260, 261 students with disabilities, 54–59 instructional objectives, 111–114
submersion approach, 75 mental planning, 96–97
sociocultural theory, 147–149 subskills, 110 reconstituting standards, 109–111
socioeconomic status (SES), 80–83 successful intelligence, 50 software, 123
Socratic method, 400 summarizing, 117t student learning, and, 97–98
software evaluation, 123 summative assessment, 217, 218t, 230 time and space, 125–128
sorting function of schools, 215–216 summer food service program, 84 time spans of planning, 103, 104f
space, 127–128. See also time and space surprises, 280 time-tabling, 121–122
spatial intelligence, 51t, 479t survival stage, 31 traditional linear view, 95
students with special needs, 54–59, 243 sustaining expectation effect, 48 unit plan, 119–120
specific requirements, 193 swing seating arrangement, 375, 376f what to teach, 104–109
speech recognition software, 59 symbolic mode, 331 yearly plan, 120–121
split-half reliability, 218 symbols, 198 teacher questioning, 434–435
spoken language, 432 synergy, 502 teacher repertoire, 465–466
STAD, 368, 372t syntax, 260 teacher variables, 525
STAD scoring procedures, 386t teacher’s role, 500–501
stage theory of cognitive development, 330 take-home exam, 243 teaching. See also teacher
stages of group development, 167–170 task analysis, 302 accountability for student learning, 18–19
stages of teacher development, 31, 32 task difficulty, 166 diversity. See diversity
standard deviation (SD), 531 task interdependence, 382–383 domains of knowledge, 22, 23f
standardized testing, 224–230 task-oriented roles, 378 early influences, 32–35
task structure, 153–154, 360 historical perspectives, 5–7
effects of, 221, 224 taskmaster, 378 instructional aspects, 27–28
examples of standardized tests, 227 taxonomy, 114 knowledge base, 22–24
keeping parents/community informed, 229 teacher. See also teaching leadership aspects, 27–28
nature of, 225–227 models of, 27t
norm-referenced/criterion-referenced tests, administrators/leadership personnel, and, organizational aspects, 28–29
508–509 rules and procedures, 188
227–228 seven cardinal principles, 6f
teacher’s role, 228–230 caring, 186f standards and accountability, 14–15
using test results, 230 colleagues, and, 507–508 ultimate goal, 20
standards, 106, 109, 110 cultural competence, 66 teaching approaches, 259
standards and accountability, 14–15 desist behaviors, 196–197 Teaching as Performing (Timpson/Tobin), 286
standards-based education, 14 detailed research study, 505–506 Teaching Children to Care: Management in the
standards movement, 14 effective, 20, 21f, 35 Responsive Classroom (Charney), 208
Stanford Achievement Test, 227 exhibiting leadership, 517 teaching cooperation, 382–385
state mastery test report, 226f families, and, 510–514. See also home and teaching effect, 300
states of optimal experience, 145 teaching in small chunks, 283
statistical concepts, 529–532 school teaching methods, 259
statistical significance, 531 gender differences, 79–80 teaching model, 27, 259, 260
stealing, 200t personal qualities, 21, 33 teaching situation stage, 31
stem, 239, 240 problem-based learning, 396 teaching strategies, 259
STP approach, 111, 302 rewards/punishments, 497 teaching thinking. See concept and
strategic knowledge, 116t role, 500–501 inquiry-based teaching
strategy instruction, 71 role expectations, 5–7 Teachtown, 59
structural approach, 370, 372t school improvement, and, 514–517 team building, 385
structure of knowledge, 265–266 stages of development, 31, 32 team interviews, 385
student accountability, 191 standardized testing, 228–230 team murals, 385
student behavior, effects of, 157 time, how spent, 502, 503t technology. See enhancing teaching with
student-centered constructivist models, 355–356 use of knowledge, 23–24 technology
student deviancy, 182 value-laden world, 29 Ten Commandments, 73
student exceptionalities, 54–80. See also workweek, 502 term plan, 104f
diversity teacher as leader metaphor, 26–27 terminology (glossary), 545–554
student failures, 164 teacher-centered transmission models, test anxiety, 242
student helpers, 124 355–356 test blueprint, 236
student-initiated behavior, 301 teacher clarity, 272 test generator, 252
student interests, 162 teacher desist behaviors, 196–197 test of general knowledge, 17, 18, 50
student misbehavior. See disruptive behavior teacher development, 259 test of statistical significance, 531
student motivation. See motivation teacher effective research, 299 test-retest reliability, 217
student movement, 187 teacher enthusiasm, 274 theme, 120
student names, 162 teacher expectations, 47–49 think pads, 193f
student needs, 164–165 teacher planning, 93–132 think-pair-share, 370–371, 450, 454f
student portfolio, 249 alternative view, 95–96 thinking, 324–326. See also concept and
student project form, 418, 418f beginning teacher, 98–102 inquiry-based teaching
student responders, 284 benefits, 99f thinking matrix, 453
student results and master stage, 31 Bloom’s taxonomy, 114–118 thinking routines, 347–348
student strengths, 160 curriculum priorities, 108–109 thumb signal, 193f
student talk, 187 daily plan, 118–119 tiered activities, 480–481
student teams achievement divisions (STAD), differentiation through planning, 124–125 time and meeting management tools, 123
368, 372t experienced teachers, 100–101
student thinking, 324–326. See also concept and final thoughts, 128–130
inquiry-based teaching guidelines/tips, 124

588 Subject Index • www.mhhe.com/arends9e

time and space, 125–128 understanding, 115, 117t, 305, 307, 419, 420f Web sites, 339
concept teaching, 336 unit, 119 Weblog, 445
cooperative learning, 374–375 unit plan, 104f, 119–120 weekly plan, 104f
direct instruction, 303–304 unpredictability, 151 what if questions, 280, 440, 441
presentation teaching, 278–279 up-to-date, keeping, 533–534 what to teach, 104–109
seating arrangements. See desk formation whiteboard, 232, 284
validity, 218 whole-class instruction, 301
time on task, 126–127 value-added assessment, 218–219 why questions, 441
time spans of planning, 103, 104f value-laden world of practicing teachers, 29 within-class grouping, 481
time studies, 126, 127 variable, 524–526 with-itness, 182, 195
time-tabling, 121–122 variety, 182 work involvement, 182
time tokens, 384, 451 verbal learner, 53 work requirements, 193
total time, 126 verbal signposts, 285 worksheet and puzzle tools, 123
tracking, 49 virtual etiquette, 446
traffic lights, 232 virtual schools, 15 yearly plan, 104f, 120–121
transformational approach (multicultural Visible Thinking Project, 346, 347
visual cuing, 453, 454f zero, 254
education), 68 visual images, 334–335 zone of proximal development, 401, 401f, 475
transitional bilingual program, 75 visual learner, 53
transitions, 190–191, 285, 381–382 vivid and novel materials, 162
true-false items, 238 voice recognition programs, 59
Tuckman Teacher Feedback Form, 33
twentieth-century role expectations, 6 wait-time, 435, 436–437, 446
two stars and a wish, 234 wandering, 444
Web site evaluation, 409t
U-shaped seating arrangement, 441f, 442
ultimate goal of teaching, 20