John W. Santrock
Case Studies in
Chapter 1: • Case 1: Anita Underwood: Anita, an experienced and enthusiastic third-grade teacher, describes in detail her class plans and activities for the first day of the new school year and shares her sense of excitement and her fears. (Third grade—Topic: Classroom Climate, Early Childhood, Evaluation, Teaching Approach) • Case 2: Christie Raymond: Chrisie is a mature woman in the first month of her first fulltime position teaching music in an elementary school. She loves the work as long as the children are singing, but dislikes the school’s emphasis on, and her part in, disciplining the students. Christie’s classroom teaching and after-school bus duty are described in detail. (Elementary school—Topics: Behavior Management, Classroom Climate, First-year Teacher, Philosophy of Education, Social Context of Teaching) Chapter 2: • Case 1: Joyce Davidson: Joyce is not making much progress teaching her remedial English class and is particularly concerned about an extremely shy student who is not responding to her teaching methods and style. (Ninth grade—Topics: Diversity, English Teaching, Instruction, Motivation) • Case 2: Toby: Toby, an elementary school student, experiences difficulties with phonics and basic reading skills. (Elementary school—Topics: Basic reading skills, instructional methods and techniques.) Chapter 3: • Case 1: Carol Brown: After socially integrating her diverse class, Carol sees her efforts threatened when a student’s pencil case disappears and is thought to have been stolen. Her students’ reactions are not what she had expected. (First grade—Topics: Diversity, Moral Development) • Case 2: Scott Donovan: Scott discovers that four of his students plagiarized parts of a lengthy writing assignment. He wonders if he contributed to the problem, given the nature of the assignment and the students’ inability to work independently. (Tenth grade—Topics: Cheating, English Teaching, Instruction, Moral Development) Chapter 4: • Case 1: Alice Peterson: In Alice’s class, every student brings unique and difficult problems into the classroom, leading Alice to wonder if she is reaching anyone. Her instruction does not seem to match her students’ needs. (Pre-first-grade—Topics: Behavior Management, Cognitive Development, Diversity, Instruction, Motivation) • Case 2: Laura Conway: Laura is a resource room teacher. She is surprised and saddened to discover that one of her favorite sixth-grade students hates the resource room and wants to stop coming. (Sixth grade—Topics: Special education classification, Learning disabilities, mainstreaming.) Chapter 5: • Case 1: Anyssa: The Malden school district is forced to change their assessment process when it is noted that a disproportionate number of females and people of color are denied admittance into the program. Anyssa is an African American student who is eventually placed in the gifted program. (Tenth grade— Topics: Diversity, Assessment ) • Case 2: Esperanza: Esperanza is a migrant Hispanic child, and this case study discusses placement issues. (K–1— Topics: Diversity, Placement, ESL ) • Case 3: James Colbert: James is a third-grade teacher in an inner-city school. He is trying his best to teach language arts using basal readers and a district-required curriculum. James is especially concerned about a Spanish-speaking child who appears to want to learn but who speaks English only at school. (Third grade—Topics: Curriculum, Diversity, Early Childhood, Instruction, Language Arts Teaching, Teacher Expectations, Tracking)
Chapter 6: • Case 1: Gabrielle: Identifying child with learning disabilities. (grade 2—Topic: Instructional methods/techniques, behavior management) • Case 2: Angie: Social problems of speech impediment. (grade 1—topic: Instructional methods/techniques) • Case 3: Kathryn Carlson: A resource room teacher has been unsuccessful with a student whose classification my not be warranted and...
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