Archived: The Educational System in the United States: Case Study Findings



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Document Outline

  • The Educational System in the United States: Case Study Findings
  • Acknowledgments
  • Contents
  • List of Tables
  • Notes on Researchers and Authors
  • Executive Summary
    • Standards
    • Ability Differences
    • Adolescents
    • Teachers
    • General Attitudes
  • Chapter 1 Rationale for the Study
    • Introduction
    • Methodology
    • Structure of the United States School System
      • Funding and Governance
    • The Research Sites
      • Selection of Schools
    • Descriptions of Schools
      • Metro City Area Elementary Schools
      • Metro City Area Junior High/Middle Schools
      • Metro City Area Senior High Schools
      • West City Area Schools
      • East City Area Schools
    • Organization of the Volume
      • National Standards
      • Individual Differences
      • The Role of School in Adolescents’ Lives
      • Teacher Preparation and Teachers’ Lives
  • Chapter 2 The Development and Implementation of Education Standards in the United States
    • Introduction
      • Methodology
    • National-Level Initiatives
      • National Education Goals
      • National Standards
      • Teachers’ Attitudes Towards National Standards
      • Parents’ Attitudes Towards National Standards
    • State-Level Initiatives
      • Attitudes Towards State-Level Initiatives
    • District- and Local-Level Initiatives
      • Attitudes Towards District- and School-Based Initiatives
    • Curriculum
      • Curriculum Levels Reflect Different Standards
      • Curriculum Development
    • Assessment
      • National-Level Assessment
      • Standardized Examinations
      • In-Class Tests and Quizzes
    • Learning Environment at School
      • Financial Support for Schooling
      • Two Elementary Schools in Metro City
      • Policies and Procedures That Influence Achievement in Elementary Schools
      • Policies and Procedures That Influence Achievement in Middle Schools
      • Policies and Procedures That Influence Achievement in High Schools
    • Home Environment, Parental Involvement, and Parental Expectations of the Schools
      • Home Environment and Parental Involvement in Schooling
      • Parental Expectations
    • The Transition Beyond High School
      • Examinations for High School Completion and College Entrance
      • Qualification for Post-High School Academic Choices
      • Student and Parent Perceptions of College
    • Summary
      • External Influences
      • Internal Influences
  • Chapter 3 Individual Differences and the United States Education System
    • Introduction
    • Field Research and the Topic of Investigation
    • Overview of Ability Grouping and Tracking in the United States
      • Reactions to Tracking System
      • Career Guidance
    • Perceived Sources of Differences in Ability and the Range of Differences Within the Classroom
      • Teachers’ Views
      • Parents’ Views
      • Students’ Views
    • Strategies for Dealing with Individual Differences
      • Age-Graded Classrooms in Elementary Schools
      • Individualized Instruction in Elementary Schools
      • Tracking and Ability Grouping
      • Cooperative Learning Groups
      • Tutoring
      • Question-and-Answer Periods
      • Homework
    • Grading and Evaluation
    • Special Problems in Urban Schools
      • Low Attendance
      • Discipline
      • Other Concerns and Issues
      • Summary
    • Gender Equity in Math and Science
    • Ethnicity and Access to Equal Education
      • Race and Tracking
      • Peer Pressure
      • Race and Vocational Education
    • Education for Students with Disabilities
      • Special and Remedial Education in the Case Study Schools
    • Education for the Gifted Student
      • Programs for Gifted Students
    • Summary
  • Chapter 4 The Role of School in United States Adolescents’ Lives
    • A Typical Day for an Eight-Grade Student
    • Introduction
      • Methodology
    • Time Use in Adolescents’ Lives
      • School
      • Extracurricular Activities
      • After-School Activities
      • Homework and Studying
      • Chores
      • Family
      • Leisure Time
      • Social Lives
      • Employment
    • Perceptions of School and Education
      • Role of School
      • Purpose of School
      • Responses to School
    • Adolescent Concerns
      • Personal and Interpersonal Concerns
      • Adolescent Social Problems
    • Other Influences on Adolescents
      • Peers
      • Family
      • Additional Influences
    • The Transition to Adulthood
      • Connecting Current Education and Future Plans
      • The Schools’ Role in the Transition
    • Summary
  • Chapter 5 Teachers and the Teaching Profession in the United States
    • Introduction
      • Methodology
      • Research Goals
      • Characteristics of Case Study Teachers
    • Teachers’ Personal Characteristics
      • Motivation to Become a Teacher
      • What Makes a Good Teacher?
    • Becoming a Teacher
      • Student Teaching
      • Professional Development
      • Salaries
      • Unions
    • Teachers’ Working Conditions
      • Uses of Time in the Classroom
      • Uses of Time Outside the Classroom
      • Methods of Teaching Math and Science
      • Physical Environments
      • Culture of Expectations with Regard to Students
      • Teaching at East City High School
      • Teaching at South Central High School
      • Teaching at Hamilton High
      • Instructional Support
      • Teaching at Parks Elementary
      • Teacher Involvement in Instructional Decisions and Planning
    • Teachers’ Relationships
      • Disruptive Students
      • Teacher Contact with Parents
    • Summary
  • References

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