Fluent Essays

On the documents I sent you I provided a business brief that someone wrote before. Week Two - Creating a Welcoming Classroom Environment and Opportunity to Practice Activity #1 1.  Go to  http://iris.peabody.vanderbilt.edu/  and the topic of Diversity. 2.  Review the Information Brief called Creating a Welcoming Classroom Environment. 3.  Write a short summary (approximately 2 paragraphs) with your reflections   Activity #2 After reading Chapters 4 and 5 in the Guillaume textbook, list five key points that you learned about planning and providing for inclusive and responsive instruction K–12 Classroom TeaChing A Primer for New Professionals F i F t h E d i t i o n Andrea M. Guillaume California State University, Fullerton Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo A01_GUIL5597_05_SE_FM.indd 1 20/11/14 4:14 PM Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. Copyright © 2016, 2012, 2008, 2004, 2000 by Pearson Education, Inc., or its affiliates. All rights reserved. Printed in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/. Acknowledgements of third party content appear on the page with the content, which constitutes an extension of this copyright page. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors. Library of Congress Cataloging-in-Publication Data Guillaume, Andrea M. K-12 classroom teaching : a primer for new professionals / Andrea M. Guillaume, California State University, Fullerton.—Fifth edition. pages cm Includes bibliographical references and index. ISBN 978-0-13-398559-7 (alk. paper)—ISBN 0-13-398559-8 (alk. paper) 1. First year teachers—United States. 2. Teaching—United States. I. Title. LB2844.1.N4G85 2016 371.102—dc23 2014037622 10 9 8 7 6 5 4 3 2 1 E D 14 13 12 11 10 ISBN-10: 0-13-398559-8 ISBN-13: 978-0-13-398559-7 Editorial Director: Jeffery W. Johnston Executive Acquisitions Editor: Meredith D. Fossel Editorial Assistant: Maria Feliberty Director of Marketing: Margaret Waples Executive Marketing Manager: Christopher Barry Managing Editor: JoEllen Gohr Project Manager: Susan Hannahs Program Manager: Maren L. Beckman Senior Operations Supervisor: Vince Scelta Operations Specialist: Deidra Skahill Design Director: Andrea Nix Art Director: Diane Ernsberger Cover Design: Cenveo Cover Art: Maxim Ibragimov/Shutterstock Full-Service Project Management: Murugesh Namasivayam, Lumina Datamatics, Inc. Composition: Lumina Datamatics, Inc. Text and Cover Printer/Bindery: Courier/Kendallville Text Font: Times LT Std, 10/12 A01_GUIL5597_05_SE_FM.indd 2 21/11/14 10:20 PM www.pearsoned.com/permissions/ Andrea Guillaume began her career in education as a public middle school teacher. She spe- cializes in pedagogy, particularly in active teaching and content methods. She has written several textbooks and a number of articles related to instruction and teacher development. At California State University, Fullerton, she works with teachers in several courses at both the preservice and graduate levels. She leads an arts-rich credential cohort, and she works with the univer- sity’s faculty to enhance instruction and student learning. She also enjoys working with teachers new to their career in a local induction program. Andrea presents widely—often to international audiences—and has written numerous texts and articles related to teaching. about the author A01_GUIL5597_05_SE_FM.indd 3 20/11/14 4:14 PM A01_GUIL5597_05_SE_FM.indd 4 20/11/14 4:14 PM This page intentionally left blank For Beverly. A01_GUIL5597_05_SE_FM.indd 5 20/11/14 4:14 PM vi ChAPTEr 1 The Nature of Teaching 1 ChAPTEr 2 Developing Your Stance Toward Education 20 ChAPTEr 3 Students and Families: Teambuilding 38 ChAPTEr 4 Providing Inclusive and responsive Instruction 58 ChAPTEr 5 Planning for Instruction 82 ChAPTEr 6 Advice on Instruction: COME IN 111 ChAPTEr 7 Instructional Models and Strategies 135 ChAPTEr 8 Student Assessment 170 ChAPTEr 9 Managing the Learning Environment 196 ChAPTEr 10 Classroom Discipline: Encouraging Appropriate Behavior 223 ChAPTEr 11 Growing in Your Profession 254 Glossary 266 references 272 Index 294 Brief Contents A01_GUIL5597_05_SE_FM.indd 6 20/11/14 4:14 PM vii Preface xii ChAPTEr 1 The Nature of Teaching 1 Teaching Looks Easy . . . from the Outside 2 Every Teacher Is Part of a System 3 Teachers and the Law 3 Teaching and Learning in the 21st Century 6 Local Influences on Teaching Today 8 Circles of Influence: Opportunities and Challenges 8 Teaching Is Goal Driven 10 Teaching Is More than Telling 11 There Is Agreement on What Teachers Need to Know and Be Able to Do 13 Teachers Can Be Effective and Yet Not Just Alike 16 Parting Words 17 ChAPTEr 2 Developing Your Stance Toward Education 20 Three Curricula 22 Considering the Questions of Education 24 Conceptions of Education Found in Practice 25 Developing Your Stance 27 What Is the Good? Who Is the Good Person Living in the Good Society? 28 What Is the Purpose of Education? 28 What Should Everyone Learn? Why? 29 What Is the Nature of Learning? 30 What Is (Excellent) Teaching? 30 What Does School Do? 31 Using Your Stance 31 Parting Words 32 ChAPTEr 3 Students and Families: Teambuilding 38 The (Nonexistent) Generic U.S. Classroom 39 Rough Terrain Ahead: Gaps and Inequities 40 Cultural Competence 42 Getting to Know Your Students and Families 42 Questioning Assumptions 43 Gathering Information about Students and Families 44 Working with Families 50 What We Know about Families and Schools 50 Start Now to Involve Families 52 Parting Words 55 Contents A01_GUIL5597_05_SE_FM.indd 7 20/11/14 4:14 PM viii Contents ChAPTEr 4 Providing Inclusive and Responsive Instruction 58 Use Positive, Strength-Based Approaches 59 Treat Students as Individuals 60 Plan for All Students with Universal Design 60 Differentiate Instruction 61 Content 62 Process 62 Product 62 Use Varied Student Groupings 63 Grouping Decisions 64 Mixing It Up with Student Groups 66 Address Students’ Special Educational Needs 66 Some Statistics and Laws Related to Students with Identified Needs 66 Serving Students with Special Needs 68 Accommodate and Modify 68 Use Assistive Technology to Accommodate and Modify 69 Use Response to Intervention 70 Shelter English Instruction for English Language Learners 71 Language Acquisition 72 Teaching English Learners 72 Sheltered English Instruction 73 Challenge Gifted and Advanced Learners 75 Giftedness and Programs for Serving Gifted Learners 75 Meeting the Needs of Advanced and Gifted Learners 75 Foster Gender Equity 76 Create Safe Spaces 78 Parting Words 79 ChAPTEr 5 Planning for Instruction 82 Standards-Based Planning 83 The Basics of Standards-Based Instruction 83 Standards-Based Instruction: Lessons Learned during the First Decades 83 The Development of Common Core and Next Generation Science Standards 84 Current Status of the Common Core: Compliments, Criticisms, and Concerns 84 Planning Starts with the Students 86 Goals Drive Planning 87 Kinds of Goals 88 Goals versus Objectives 90 Determining Goals 91 Planning to Use Instructional Resources 91 Textbooks 91 Rich Instructional Resources 93 Long-Range Planning 94 Yearlong Planning 96 Unit Planning 97 Weekly and Daily Schedules 100 Lesson Planning 100 Writing Objectives 103 Lesson Structure 104 Elements of a Lesson Plan 107 Parting Words 109 ChAPTEr 6 Advice on Instruction: ComE IN 111 Connect 112 Connecting People 112 Connecting Ideas 114 A01_GUIL5597_05_SE_FM.indd 8 20/11/14 4:14 PM Contents ix Connecting with Text 114 Connecting to the Outside World and Its Important Ideas 115 Connecting to Action 116 Organize Your Instruction 117 Organizing Content 118 Organizing Times and Tasks 119 Model 120 Enrich 122 Interact 123 Active Participation: Engagement and Progress Monitoring 125 Structured Interaction for Language Development 129 Physical Movement during Classroom Instruction 130 Consider Human Nature and Student Needs 130 Parting Words 131 ChAPTEr 7 Instructional models and Strategies 135 Classroom Questioning 136 Direct Instruction 139 Description of the Direct Instruction Model 139 Stages of the Direct Instruction Model 139 Strengths and Criticisms of Direct Instruction 140 Learning Cycle 142 Description of the Learning Cycle Model 143 Stages of the Learning Cycle Model 143 A Sample Learning Cycle Lesson 143 Concept Formation 146 Description of the Concept Formation Model 146 Stages of the Concept Formation Model 146 A Sample Concept Formation Lesson 146 Strengths and Criticisms of Inductive Strategies 148 Content Conversations 149 Description of the Content Conversation Model 149 Stages of the Content Conversation Model 150 Strengths and Criticisms of Content Conversations 153 Cooperative Learning 153 Description of the Cooperative Learning Model 153 Stages of the Cooperative Learning Model 154 A Sample Cooperative Learning Lesson 155 Strengths and Criticisms of the Cooperative Learning Model 155 Project-Based Learning 158 Description of the Project-Based Learning Model 158 Stages of the Project-Based Learning Model 159 A Sample Project-Based Learning Experience 160 Strengths and Criticisms of Project-Based Learning 161 Parting Words 163 ChAPTEr 8 Student Assessment 170 Principles of Assessment 171 Using the Principles of Assessment in Your Grading 172 Assessment Basics 173 Different Assessments for Different Purposes 173 Norm- and Criterion-Referenced Assessments 174 Standardized and Local Assessments 174 Formative and Summative Assessments 174 A01_GUIL5597_05_SE_FM.indd 9 20/11/14 4:14 PM x Contents The Assessment Landscape 175 International Assessment Landscape 175 National- and State-Level Assessment Landscape 176 The School-Level Assessment Landscape 177 Classroom Assessment Step by Step 177 1. Choose Your Assessment Targets 178 2. Choose Your Assessment Strategies 180 3. Include Your Students 183 4. Employ Your Assessments and Analyze the Data 187 5. Use What You Learn 190 A Sampler of Assessments 190 Traditional Tests 190 Attitude Surveys 191 Products 191 Portfolios 191 Journals 191 Performance-Based Assessments 192 Teacher Observations 192 Interviews 192 Drawings and Diagrams 192 Graphic Organizers 192 Parting Words 193 ChAPTEr 9 managing the Learning Environment 196 Creating Community: Managing Classroom Ambience 197 Know Thyself 198 E Pluribus . . . 198 . . . Unum 199 Creating Community Using a Range of Strategies 199 Managing the Physical Space 201 Is It Productive? 202 Is It Efficient? 202 Managing Resources: The Stuff of Teaching 205 Information Flow 205 Digital Equipment 205 Communications 207 Managing Time 207 Maximizing Academic Learning Time 207 Noninstructional Routines 209 Instructional Management and Routines 211 Your Own Management Plan 214 Parting Words 220 ChAPTEr 10 Classroom Discipline: Encouraging Appropriate Behavior 223 Classroom Discipline as One Piece of the Puzzle 224 Physician, Heal Thyself: Discipline Starts with You 224 How Understanding Yourself Helps You as a Disciplinarian 225 Finding Emotional Control in an Emotional Endeavor 225 Choosing Your Authority Base 226 The Goal Is Self-Discipline 227 Establishing a Climate That Promotes Independence 228 Addressing Behavior in Ways That Encourage Self-Control 228 The Key: A Structured, Consistent, Supportive Environment 232 1. Structure 232 2. High Expectations 232 3. Support 233 A01_GUIL5597_05_SE_FM.indd 10 20/11/14 4:14 PM Contents xi 4. Caring Communication 233 5. Clear Limits 233 6. Consistency 234 Relationships as Central 234 Establishing a Climate of Dignity and Respect 235 Responding to Behavior 236 Prevention, Not Reaction 237 1. Meaningful Curriculum and High Engagement 238 2. Motivation and Development 238 3. Anticipation 239 4. Positive Approach 240 5. Strong Presence and Nonverbal Communication 241 A Systems Approach 242 Group Size 243 Overlapping 243 Intensity of Response 244 Motivation for Misbehavior 246 Short-Term and Long-Term Redirection 247 Your Own Classroom Discipline Plan 248 Parting Words 251 ChAPTEr 11 Growing in Your Profession 254 Engaging in the Professional Community 255 Becoming an Effective Staff Member 255 Growing from Feedback on Your Teaching 257 Pursuing Professional Development 258 Using Professional Ethics as Your Guide 260 Some Advice from the Heart 262 Glossary 266 References 272 Index 294 A01_GUIL5597_05_SE_FM.indd 11 20/11/14 4:14 PM xii Preface By learning you will teach; by teaching you will learn. —Latin Proverb K–12 Classroom Teaching: A Primer for New Professionals is a core text for elementary and secondary preservice teachers who are taking introduction to teaching courses, field experience courses, or general methods courses. It is also a quick but thorough core text for inservice teach- ers who are gaining certification at the same time they are beginning to teach. Instructors of specialized methods courses or foundations of education courses will find this primer a useful supplemental text. K–12 Classroom Teaching presents research-based yet practical points of view that can provide meaning and direction behind new teachers’ actions related to a number of central educational issues. It uses clear, reader-friendly language to concisely explore key aspects of classroom teaching, including 21st-century teaching and learning, strategies for learning about students and their families, educational stances, planning and assessment, inclusive and respon- sive instruction, instructional models and strategies, classroom management and discipline, and professional growth. Chapters include a balance of up-to-date discussions of educational issues, research findings, and practical advice. The selection and presentation of topics is guided by a conceptual approach that emphasizes the active nature of learning to teach. new to This edition The fifth edition of K–12 Classroom Teaching: A Primer for New Professionals responds to the dynamic conditions teachers face today. A number of updates enhance the text: New features support readers in making meaning. New features include outcomes for each chapter—all aligned with major headings—and quick check items (with correct responses and explanations of those responses) for each chapter outcome. Also new is the Watch and Think feature, which includes links to videos and guiding questions, to explore and expand content in every chapter. The research and literature base has been thoroughly updated, and hundreds of new citations have been added. Included are recent trends such as national demographic shifts, international and national assessment practices and results, Positive Behavior Interventions and Support, bullying, and issues surrounding GLBTQ students and students with GLBTQ families. Research on effective instruction (instruction that is associated with achievement; found throughout as in Chapters 1 and 6), instructional strategies and models (Chapter 7), discipline (Chapter 9), and classroom management (in Chapter 10) are additional examples of the updated research base. The focus on inclusive and responsive instruction—already clear in the fourth edition—has been sharpened and deepened for today’s educational context. Prevalent examples include treatment of student diversity including an exploration of del- eterious practices such as segregation of schools and the differential experiences of students based on positionalities such as race, ethnicity, special education status, and socioeconomic status (Chapter 3). Also in Chapter 3 is more extensive treatment of cultural competence and of teambuilding with students and families. Similarly, Chapter 4 includes treatment of strength-based approaches in contrast to deficit-based thinking. Other examples are found in A01_GUIL5597_05_SE_FM.indd 12 20/11/14 4:14 PM Preface xiii Chapter 9, which invites readers to link aspects of their own cultures to classroom manage- ment, and in Chapter 10, which explores the role that student factors play in some teachers’ expectations and disciplinary approaches. Chapter 7 includes instructional models that are responsive to today’s contexts. These include content conversations—or discussion—and Project Based Learning. The nature and implications of a rapidly changing digital world are captured throughout this edition. For example Chapter 1 gives global trends about internet penetration and national trends about how we use our technologies. It also addresses some of the legal implications con- nected with teaching and learning with technology. Research on the effectiveness of varied digi- tal teaching aids such as e-books and ubiquitous computing is found throughout the text, such as in Chapter 5. The text and tip boxes both include updated technologies such as emergent Web 2.0 tools and social media. Examples are found throughout the text, such as in Chapter 3’s Teaching for Tomorrow Tip: “Using the Web to Stay in Touch” and Chapter 4’s tip, “Increasing Accessibility Using Your Own Machine.” Promising directions in digital learning are addressed across the text, including Chapter 6’s treatment of computer gaming. Finally, recent and pressing changes to standards-based instruction and assessment have been captured in this edition. Chapter 1 addresses the current status of No Child Left Behind and its effects. Chapter 5 shares information on the development of the common core state standards and the current status of implementation. Practical advice for incorporating the common core into planning and practice is found throughout. For example, given the common core emphasis on argumentation from text, Chapter 6 includes a section on “Connecting to Text,” along with an illustrative figure. Dispositions, or ways of thinking, which are central to 21st century demands such as the 4cs and the common core, are also addressed in this edition. One example is the tip in Chapter 5 that guides learners in developing their own list of dispositions: Define Your Habits of Mind. Conceptual approach K–12 Classroom Teaching: A Primer for New Professionals is based on the premise that teach- ing is goal directed, interactional, and mindful of the local setting in its efforts to encourage learners’ growth. Two core convictions are that classroom teaching is complex and that today’s teachers face special difficulties given current demands and events at home and abroad. It takes the conceptual approach that in the face of these challenging conditions, teachers at their best are guided by: • A commitment to understanding their particular students and placing students at the center of every decision. • A clear sense of what they hope to accomplish. • An understanding of the context and of what research shows to be effective. • A set of professional knowledge and skills. • A sense of ethics concerning what is right. • A sense of responsibility to value and enhance the learning of every student. Building these dispositions, commitments, and understandings is hard work, so this text approaches the process of learning to teach (and of learning in general) as an active, social one. Through its content and through its approach, the text encourages readers to reflect on past experience, to question assumptions, to consider multiple sources of information, and to commit to enacting well-defined notions of good practice that address learners’ diverse needs and honor the dignity of the human experience. organization of the Text Chapters are arranged topically, and content of later chapters draws from the work the reader accomplishes in earlier chapters. • In Chapter 1, the text begins with an exploration of the distinct character of classroom teaching. Chapter 1 explores this character through six propositions of teaching that lay a A01_GUIL5597_05_SE_FM.indd 13 20/11/14 4:14 PM xiv Preface foundation for the entire text through their content and their implications for each chapter’s presentation of information. These propositions include: 1. Teaching looks easy . . . from the outside. 2. Every teacher is part of a system. 3. Teaching is goal driven. 4. Teaching is more than telling. 5. There is agreement on what teachers need to know and be able to do. 6. Teachers can be effective and yet not just alike. • Chapter 2 stresses the importance of understanding the philosophical bases found in educational practice and of developing one’s own stance toward education. Subsequent chapters ask readers to use their stance to guide their decisions related to the chapters’ content. • Chapter 3 explores the growing range of strengths and needs exhibited by students in U.S. schools and urges new teachers to use knowledge of specific students and families as the starting point for their instructional decisions. It encourages readers to begin teambuilding with students and families immediately and to sustain their family-school partnerships as an effort central to student success. • Chapter 4 argues that, because students are the basis of our decisions, instruction must be inclusive and responsive to the very wide range of student needs and interests we find in ev- ery classroom. The chapter explores approaches that can respond to issues such as gender, special educational needs, and English acquisition. • Chapter 5 addresses instructional planning both in the long range and in the short term. It guides teachers in making decisions about resources and student groupings and presents a variety of unit planning approaches and standards-based lesson planning. • Chapter 6 introduces six pieces of general advice for instruction using the mnemonic device COME IN: Connect, Organize, Model, Enrich, Interact, and consider Nature and Needs. The chapter argues that this advice can encourage rigorous learning through rich and purposeful instruction. • Chapter 7 shares instructional models and strategies and discusses the strengths and poten- tial drawbacks of models such as questioning, direct instruction, and inquiry. • Chapter 8 explores principles of assessment and offers a variety of assessment strategies in keeping with those principles. It includes international and national perspectives and results of student assessments. • Chapter 9 addresses classroom management. It focuses on the importance of productive relationships, structure, and proactive decision making. • Chapter 10 focuses on classroom discipline and encouraging appropriate student behavior in ways that respect students, prevent misbehavior, and encourage self-control. • Finally, Chapter 11 addresses issues of professional involvement and growth for new teachers. Features of the Text Readers and reviewers of earlier editions of K–12 Classroom Teaching commented positively on a variety of the text’s characteristics, and those have been retained in the fifth edition. They include the text’s condensed format, its readable style, its useful ideas, and its personal approach. In keeping with the text’s active approach to learning, a number of special features can also be found throughout the text. Warm-Up Exercises. Because past experience influences present learning, chapters begin with warm-up activities that help readers access their thinking related to major points about to be explored. Chapter Outcomes. To support readers’ mastery of the content, each chapter begins with a list of outcomes that should guide work with the chapter. A01_GUIL5597_05_SE_FM.indd 14 20/11/14 4:14 PM Preface xv Quick Assessment Checks*. Each chapter contains objective questions that allow readers to self-assess their mastery of chapter outcomes as they read. Presentation of Information. Key concepts are presented in clear language. Figures are often used to present information in a succinct format. Watch and Think*. Chapters all include a set of video links along with guiding questions. Interspersed throughout each chapter, the brief videos illustrate chapter content and ex- tend thinking about current topics. Teaching Tips. Plentiful practical classroom suggestions are placed in boxes throughout each of the chapters. Readers find three types of tips: generic teaching tips, inclusive and responsive teaching tips, and 21st-century teaching and learning tips. Words from Teachers. The voices of previous readers, now teachers, offer advice and writing samples that are presented in many chapters. Examples include advice for build- ing community, encouraging student participation, structuring a productive learning en- vironment, and pursuing financial literacy. Parting Words. Rather than concluding with a traditional summary, chapters conclude with some final words of advice related to the issues at hand. Opportunities to Practice. Application exercises follow the content of each chapter. The exercises are meant to extend readers’ connections with the content in a variety of ways that directly relate to the world of the classroom. Blank Forms. Opportunities to Practice exercises, along with many figures throughout the text, provide for structured practice and application of the chapters’ key ideas. Examples in- clude blank observation guides, lesson plan forms, and assessment and management plans. Extending the Learning: Sites and Search Terms. Chapters close with web sites related to the chapter’s content. Sites and search terms provide connections to professional or- ganizations and instructionally related resources and materials. They provide ways for readers—new professionals—to join the grand conversation of education. supplements An electronic instructor’s resource manual is available at www.pearsonhighered.com on the Instructor’s Resource Center without cost to instructors using K–12 Classroom Teaching: A Primer for New Professionals as part of their courses. The comprehensive instructor’s resource manual includes the following components: Chapter overview and key outcomes. An at-a-glance preview of the chapter and a listing of some outcomes students should be able to demonstrate after reading the chapter. Chapter outline and graphic organizer. Two different presentations of the chapter’s key points. Sample class activities. Activities that can be used to access readers’ prior knowledge, connect the text’s main points to their lives and practice, and extend their practice. Test bank items. Assessment tasks and traditional test items. acknowledgments I am grateful to my colleagues at California State University, Fullerton, and the surrounding schools for their expertise and assistance in the development of this edition. • Thanks to Kelly Donovan for developing graphic data displays, and thanks to Barbara Finnell for her assistance with reviewing the research and developing quick check assess- ment items. *eText enhancements such as the Quick Assessment Checks and video clips are only available in the enhanced Pearson eText, and not other third-party eTexts (such as CourseSmart and Kindle). To learn more about the enhanced Pearson eText, go to www.pearsonhighered.com/etextbooks. A01_GUIL5597_05_SE_FM.indd 15 20/11/14 4:14 PM www.pearsonhighered.com www.pearsonhighered.com/etextbooks xvi Preface • Thanks to colleagues who are current and former students—Anonymous, Philip Campos, Veronica Chiarini, Brittany Even, David Garcia, Robin Mackie, Rhonda Morgenstern, Dionne Sincire, and Dan Otter—for their willing contributions and insights into teaching and learning. • Thanks to Gail Luera at the University of Michigan, Dearborn for your review and feedback of the fourth edition. Thanks, too, to family members: • My mom, LuAnn Berthel, who whose patience and friendship I value beyond measure. • My boys—husband and sons—for friendship, support, and all they teach me. Thanks, too, go to my sons for their contributions of art and for allowing me to tell stories. Finally, thanks to my colleagues in the wider profession of education for their perspectives and for the wisdom that continues to shape the evolution of this text. • I appreciate the leadership of Meredith Fossel in understanding the culture of US education today. Thanks go to Maria Feliberty, Susan Hannahs, and Cynthia DeRocco at Pearson for their humanity and personal touch and production expertise. • Thanks are in order, too, to the production team at Lumina Datamatics Ltd. I appreciate Doug Bell and Murugesh Rajkumar Namasivayam, who were positive and supportive from start to finish.