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| All the organized and intended experiences of the students for which the school accepts responsibility; intellectual content, methods used to teach them, and the interactions that occur among people. |
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| Statements of the subject-specific knowledge and skills that schools are expected to teach and students are expected to learn; connected to the standards-based reform movement |
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| Reading instruction which emphasizes the integration of language arts skills and knowledge in a literature-based approach; stresses that students should use language in ways that relate to their own lives and culture. |
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| An approach to reading that teaches the reader to "decode" words" by sounding out letters and combinations of letters |
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| The study of people and their ideas, actions, and relationships. |
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| Calls for courses that will acquaint a racially and culturally diverse student population with the heritage common to the American democratic tradition; citizenry. |
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| Includes visual arts, music, dance, and theater. It is endangered. |
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| Recognizes that both education and business will have to change if America is to have a well-prepared work force |
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| "The nation's report card"; assesses students' achievement levels in math, science, reading, writing, history, geography, etc. |
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| Basic/Proficient/Advanced |
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| The three achievement levels according to NAEP |
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| An international comparison of education; U.S. students don't start out behind--they fall behind by grades 8 and 12; do poorly by global standards |
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| Involves the use of electronic materials in both Spanish and English for K-8 science classes |
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| Interdisciplinary curriculum |
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| A curriculum that cuts across subject matter lines to focus on comprehensive life problems or broad-based areas of study that bring together the various segments of the curriculum in meaningful association; may involve two or more teachers |
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| Students working in small groups or teams to help one another learn academic material; takes into account group goals, individual accountability, and equal opportunities for success. |
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| Student team achievement divisions. Student team learning; four-member mixed learning teams; students work within teams to make certain all team members master the objectives; students take individual quizzes |
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| A method to help students become better thinkers and problem solvers; its intent is to help students evaluate the worth of ideas, opinions, or evidence before making a judgement. |
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| The process of either presenting students with a problem or helping them identify a problem and then observing and helping them become aware of the conditions, procedures, or steps needed to solve it. |
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| Differentiated instruction |
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| Tries to respond to student variance rather than adopting a standardized approach to teaching that assumes all learners in a class are essentially alike; its goal is to maximize the capacities of each student. |
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| A strategy for differentiating instruction; each learner approaches a topic through his/her preferred mode of learning |
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| An innovative instructional approach in which students take fewer classes each school day, but spend more time in each class |
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| An academic curriculum in which students are placed that can determine what courses he/she takes; may be academic, general, vocational, etc.; may be unfair to minority students and low SES students |
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| Teacher expectations that lead students to perform as expected by the teacher (good or bad) |
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| Zone of proximal development |
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| A range of tasks that a student cannot do alone, but can accomplish when assisted by a more skilled partner; a level slightly above where the student is actually operating. |
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| Mentoring; allows students to complete tasks they can't complete independently; providing help. |
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| One of Kounin's concepts that illustrate that the teacher is on task and knows what is going on; pick up misbehavior signs immediately; teacher has eyes in the back of his/her head. |
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| Involves the absence of behaviors initiated by teachers that interferes with the flow of academic events; leaving a teachable moment "hanging" instead of working towards closure. |
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| The absence of teacher behaviors that slows down the pace of a lesson; may be overdwelling or fragmentation |
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| When a teacher deals with individual pupils one at a time rather than with the group or unnecessarily breaks a task into smaller parts when the task could have been accomplished in a single step |
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| The student brings something up and its a great moment to teach/reinforce a point |
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