MARC Record from marc_nuls

LEADER: 10977cam 2200349 a 4500
001 9920263710001661
005 20150423125147.0
008 010222s2002 njua b 001 0 eng
010 $a 2001030386
020 $a0130413720
035 $a(CSdNU)u104559-01national_inst
035 $a(OCoLC)46343348
035 $a(Sirsi) 01-AAO-6055
040 $aDLC$cDLC$dOCLCQ$dOrPss
043 $an-us---
049 $aCNUM
050 00 $aLC4031$b.R68 2002
100 1 $aRosenberg, Michael S.
245 10 $aStudent teacher to master teacher :$ba practical guide for educating students with special needs /$cMichael S. Rosenberg, Lawrence O'Shea, Dorothy J. O'Shea.
250 $a3rd ed.
260 $aUpper Saddle River, N.J. :$bMerrill/Prentice Hall,$cc2002.
300 $axvii, 407 p. :$bill. ;$c28 cm.
504 $aIncludes bibliographical references and index.
505 0 $aField Experiences with Students with Mild to Moderate Disabilities -- Students with Mild to Moderate Disabilities: Definitions and Characteristics -- Categories of Mild to Moderate Disabilities -- Category-Free Descriptions -- How Special Education Services Are Delivered -- Continuum of Services -- Inclusive Education -- Roles and Responsibilities -- University Supervisor -- Cooperating Teacher -- Practicum Student -- Preparing for a Successful Practicum Experience -- Legal Aspects of Special Education -- Legal Basis of Educational Rights for Students with Disabilities -- Specific Legislation -- Specific Litigation -- Recurring Legal Themes -- Central Themes -- Major Components of the Federal Law -- Full Range of Services -- Suspensions, Expulsions, and Alternative Interim Educational Placements -- Incentives for the LRE -- IEP Development and Access to the General Educational Curriculum -- Referral, Evaluation, and Placement Guidelines -- Procedural Safeguards -- Major Challenges of IDEA for Developing Teachers -- Related Legislation -- How Can Teachers Demonstrate Implementation of Special Education Laws -- Legal and Professional Responsibilities of New Teachers -- Provision of FAPE -- Efforts Within the Educational System -- Using Mediation and Professional Attitudes During Litigation -- Advocacy for New and Better Legislation -- Setting Up for Instructions -- Designing the Physical Environment -- Public and Private Space -- Furniture -- Easy lines of Vision -- Storage of Instructional Materials -- Aesthetics -- Managing Instructional time -- Levels of Instructional time -- Strategies for Time Management -- Scheduling Activities and Grouping Students -- Scheduling Activities -- Grouping Students -- Formulating Meaningful and Relevant Rules and Procedures -- Introducing Rules and Procedures -- Maintaining the Integrity of Rules and Procedures -- Developing Routines and Procedures -- Coordinating Resources -- Using the IEP as a Living and Working Document -- Keeping Files and Materials Organized and Accessible -- Appropriate Use of Technology-Based Resources -- Preparing a Substitute Teacher's Packet -- Being Aware of School- and Community-Based Support Services -- Classroom Assessment Practices for Instruction -- Purposes for Classroom Assessment -- Identify Students' Entry-Level Competencies -- Monitor Students' Performance During Instruction -- Determine Students' Mastery of Competencies -- Monitor Students' Maintenance and Generalization of Competencies -- Principles of Assessment -- Critical Skills Are Selected for Assessment -- Data Are Collected in a Systematic Manner -- Data on Student Performance Are Collected Frequently -- Approaches to Classroom Assessment -- Authentic, Performance, and Portfolio Assessment -- Curriculum-Based Assessment -- Apply Framework for Developing Classroom Assessments -- Fractions and Decimals -- High School Essays -- Sight Word Recognition -- Grading Practices -- Planning for Instruction -- Reasons for Planning -- Planning Increases the Probability of Effective Teaching -- Planning Increases Confidence, Security, and Direction -- Planning Helps Establish Good Habits -- Developmental Aspect of Lesson Planning -- Relationship of Planning to the Diagnostic Teaching Model -- Strategic and Tactical Planning -- Components of Successfully Planned Lessons -- Prerequisite Skills -- Instructional Objectives -- Instructional Activities and Materials to Be Used -- Methods to Evaluate Lessons -- Adaptations and Modifications -- Anticipated Problems -- Self-Evaluation of Lesson Plans -- Lesson-Plan Formats -- Daily Lesson Plans -- Unit Plans -- Strategic Planning for Inclusive Programming -- Lesson Plans and Computer Technology -- Delivering Instruction -- Direct Instruction and Guided Discovery Learning: Principles for Effective Instruction -- Direct Instruction -- Teaching Models Related to Teacher-Directed Instruction -- Guided Discovery Learning -- Teaching Models Related to Guided Discovery Learning -- Procedures for Presenting Subject Matter -- Presentation of Conceptual Knowledge -- Presentation of Academic Rules -- Learning Stages -- Acquisition (Introduction and Discrimination) -- Fluency Building -- Maintenance -- Generalization -- Lesson Development -- Initiating a Lesson -- Engaging Students During Instruction -- Closing a Lesson: Ending Review -- Lesson Format for Direct Instruction and Guided Discovery Learning Approaches -- Acquisition Stage--Introduction -- Acquisition Stage--Discrimination -- Fluency-Building Stage -- Maintenance Stage -- Generalization Stage -- When to Use Specific Elements of Effective Instruction -- Teaching Concepts and Academic Rules by Using the DI and GDL Models -- Stages of Learning -- Lesson Development -- The Paperwork -- Simulated Case Example -- Developing Useful Paperwork: A Rationale -- Typical Procedures Used for Screening-Prereferred, Referral, and Classification -- Screening-Prereferral Process -- Paperwork in the Referral Process -- Present Educational Setting -- Classroom Diversity -- Data Collection by Multiple Professionals -- Prereferral Strategy Implementation -- Professional Observations -- Case Study Conference Results -- Summary of Present Educational Setting Documentation -- Formalized Testing -- Collection and Results of Sensory Screenings -- Consent for Individualized Testing -- Individualized Battery -- Testing Requirements -- Explanation and Interpretation of Formal Testing -- Eligibility Meeting -- Pertinent Questions of Formal Testing Results -- Summary of the Formalized Testing Situation -- Individualized Education Programs -- Consent for Placement by Parents -- The IEP as a Working Document -- Effective IEP Meetings -- Requirements of Annual Updated IEPs -- Results and Implications of Reevaluations -- Writing Reports to Parents and to Other Professionals -- Who Can Help the Novice Teacher Understand the Ins and Outs of Paperwork? -- Complying with Monitoring and Evaluation Procedures -- Classroom Management -- Comprehensive School and Classroom Management Programs -- Preventing Problem Behaviors -- Effective Instruction -- An Appropriate Management Perspective -- Preparation -- Physical Environment -- Developing Rules, Procedures, and Behavioral Supports -- Taking Action: Responding to Student Misbehavior -- Surface Management Techniques -- Conducting a Functional Behavioral Assessment -- Development of Consequences -- Crisis Management -- Resolving Student Misbehavior -- Generic Behavioral Strategies -- Promoting Self-Control and Problem Solving -- Self-Control -- Problem Solving -- Designing and Implementing Individual Behavior-Change Interventions -- Rationale and Current Intervention Efforts -- Pinpointing a Target Behavior -- Selecting an Observation and Recording Procedure -- Obtaining Baseline Measures of Targeted Behavior -- Setting Goal -- Administering the Intervention -- Analyzing Results Continuously -- Completing Follow-Up and Maintenance Procedures -- Student and Family Transitions -- Transitions Faced by Students and Families -- Transition Issues in Families of Young Children -- Early Intervention and Early Childhood Special Education -- Individualized Family Service Plans (IFSPs) -- Teachers' Work with Families -- Elementary and Middle School Students' Transitions -- Linking School Opportunities -- IEPs and Students' Transitions -- High School Students' Transitions -- Interagency Coordination Efforts -- Teachers' Roles as Students Age -- Facilitating the Transition Process for Older Students and Their Families -- Collaborative Programming and Consultation -- The Beginning Teacher as the Recipient of Consulting Services -- Appreciating the Competence of Other Professionals -- Making the Most of Consultative Services -- Accepting Constructive Criticism -- The Developing and Beginning Teacher as the Provider of Consulting Services -- Collaborative Model for Consultative Processes -- Consensual Decision Making -- Balance of Control -- Interpersonal Communication Skills -- General procedures for Collaborative Consultation -- Three Basic Procedures -- Operationalizing Conference Procedures -- The Master Teacher -- Professional Preparation Standards -- Chronic Shortages -- The Job Search -- Equal Opportunity Employment Procedures -- Posting Teaching Opportunities -- Employee Searches -- Professional Application, Resume, and Cover Letter -- Professional References -- College Transcripts, Verification of Previous Employment, and Teaching Credentials -- Completed Credentials Files -- Face-to-Face Interviews -- Candidate Recommendations -- Preparation of Professional Portfolios -- Professional Portfolio Purposes -- Portfolio Evidence -- Professional Portfolio Process -- Moving from Student Teacher to Master Teacher: Working Effectively in Partnerships -- Cooperative Approaches -- Team Approach -- Teacher Induction Programs -- Mentoring Activities -- Working with Students' Parents or Guardians -- Making Teaming Work -- Peer Observations -- Managing Paraprofessionals -- Strategies Useful With Paraprofessionals -- Teacher Stress and Burnout -- Stress and Special Educators -- A Teacher Career Cycle: Facilitating the Master Teacher Process -- Advancement Within the Field -- Involvement in Professional Organizations -- Involvement in Professional Development Activities -- Higher Degrees -- Certifications -- Analyzing Personal Philosophies: What Can Teachers Do to Remain Committed to their Careers? -- CEC Code of Ethics and Standards for Professional Practice for Special Educators.
650 0 $aChildren with disabilities$xEducation$zUnited States$vHandbooks, manuals, etc.
650 0 $aSpecial education$zUnited States$vHandbooks, manuals, etc.
650 0 $aTeachers of children with disabilities$xTraining of$zUnited States $vHandbooks, manuals, etc.
700 1 $aO'Shea, Lawrence J.
700 1 $aO'Shea, Dorothy J.
948 $a06/25/2002$b07/19/2002
982 $aLC4031$a.R68$a2002
999 $aLC 4031 R68 2002$wLC$c1$i31786101626361$d9/7/2008$e9/1/2008$f2/3/2004 $g1$lCIRCSTACKS$mNULS$n19$rY$sY$tBOOK$u7/19/2002