Instructor’s Manual and Test Bank for Roberts, Kellough, and Moore A Resource Guide for Elementary School Teaching Planning for Competence Seventh Edition (Answers At The End Of Each Chapter)-Note 1-1: Provide students w
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Instructor’s Manual and Test Bank for Roberts, Kellough, and Moore A Resource Guide for Elementary School Teaching Planning for Competence Seventh Edition (Answers At The End Of Each Chapter)-Note 1-1: Provide students with an orientation to the format of the textbook. Mention especially the
objectives and visual chapter organizer listed at the beginning of each chapter. These can be used as
purposes for the reading and study of each chapter. Also, call attention to the end-of-chapter materials
and suggested readings. Students should also be made aware of the exercises, photographs, vignettes,
and other study aids within each chapter. The Looking at Teachers section at the start and end of each
chapter in the resource guide are useful to facilitate discussion about the content of each chapter.
Although not included in the text, a useful exercise to assign to students at completion of each chapter
would be the following:
Select one of the topics listed on the Visual Chapter Organizer from the chapter. Research it beyond
what is discussed in the text and write a one page essay explaining why this is important
information to know as a beginning elementary school teacher. Share your essay with members of
your class for their thoughts.
Note 1-2: Students should become familiar with the various types of specialized schools. On page 4 of this
chapter is a presentation about the various types that exist today, such as the magnet school, Core
Knowledge school (see http://www.newspiritschool.com), open education school, year-round school,
school that focuses on individualized learning, charter school, full-service school, Basic School (see
http://www.soe.vt.edu/basicschool/about.html), and so forth. The T. J. Pappas Schools (Phoenix and
Tempe, AZ) are two K-5 and one middle schools that are comprised entirely of homeless children. For
furtherinformation about full-service schools, see:
L. R. Bronstein & T. B. Kelly, “A Multidimensional Approach to Evaluating School-Linked
Services: A School of Social Work and County Public School Partnership,” Social Work in
Education 20(3):152-164 (July 1998).
C. Calfee, F. Wittwer, & M. Meredith. Building a Full-Service School: A Step-by-Step Guide.
San Francisco, CA: Jossey-Bass, 1998.
J.G. Dryfoos. (2003).“A Community School in Action.” Reclaiming Children and Youth 11(4), 203-
05.
J. G. Dryfoos & S. Maguire. (2002). INSIDE Full-Service Community Schools. Thousand Oaks, CA: Corwin
Press.
R.F. Kronick. (2002). Full Service Schools: A Place for Our Children and Families to Learn and Be
Healthy. Springfield, IL: Charles C. Thomas Publisher.
C. L. Warger. (2002). Full Service Schools' Potential for Special Education. ERIC/OSEP Special Project,
Council for Exceptional Children. Arlington, VA: Council for Exceptional Children.
VISUAL CHAPTER ORGANIZER AND OVERVIEW
2
LOOKING AT TEACHERS I: Integrated Technology, Computer Sources
CHAPTER OBJECTIVES
Upon completion of this chapter, your students should be able to:
1. Describe essential characteristics of exemplary elementary school education.
2. Describe current trends, problems, and issues in American public elementary school education.
3. Describe the significance of home, school, and community connections to a child’s education, and of
efforts being made by elementary school educators to enhance the connections among the home,
school, and local and global communities.
4. Reflect on their own elementary school experiences.
5. Identify reasons why they have selected to pursue teaching as a career and personal/professional
characteristics of an effective teacher.
THE ELEMENTARY SCHOOL: GETTING TO KNOW IT
Primary and Elemiddle Schools
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