| Academic learning time | The amount of time a student is engaged in a particular subject or learning task at which he or she is successful.
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| Accountability | Holding teachers responsible for their teaching practices and for what their students learn.
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| Art of teaching | A degree of accomplishment that allows basing complex decisions more on the teacher's experience than on research and scientific evidence.
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| Authentic relationships | Relationships teachers build with their students where both teacher and students treat each other as real and significant people.
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| Best practice | Teaching methods, processes, and procedures that have been shown to be effective for helping students learn.
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| Constructivism | A perspective of teaching and learning in which a learner constructs meaning from experience and interaction with others and the teacher's role is to provide meaningful experiences for students.
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| Constructivist perspective | A view that knowledge is often times personal and that humans construct knowledge and meaning through experience.
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| Demographic assumptions | Assumptions made by societies about the demographic makeup of that society.
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| Demography | Study of population patterns; in education this study is most concerned with size and distribution of school-aged children and youth.
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| Expert teachers | Experienced teachers who have mastered the art and science of teaching.
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| Instructional aspects of teaching | Aspects of teachers' work that involve face-to-face instruction of students.
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| Knowledge base | Information, accumulated over time from research and from the wisdom of experienced teachers, that informs teaching practices.
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| Leadership functions of teaching | Aspects of teachers' work, such as providing motivation and coordinating and controlling learning environments and activities.
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| Novice teacher | A teacher who is just beginning and is still learning the art and science of teaching.
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| Objectivist perspective | A view that knowledge consists of "truths" and an objective reality that humans have access to and can learn through discovery and inquiry.
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| Organizational functions of teaching | Those aspects of teachers' work involving interactions with other adults in the school setting for the purpose of schoolwide planning and coordination.
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| Pedagogy | The study of the art and science of teaching; also refers to the methods and approaches to instruction.
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| Practical arguments | Reasoning, based on knowledge and beliefs, that is used by teachers as they make pedagogical decisions.
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| Reflection | Careful and analytical thought by teachers about what they are doing and the effects of their behavior on their instruction and on student learning.
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| Repertoire | The number of teaching approaches and strategies that teachers are able to use to help students learn.
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| Scientific basis of teaching | Teaching in which decisions are based on research and scientific evidence.
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| Socially just classroom | Classrooms where students are engaged in the struggle for social justice in the larger society as well in the classroom itself.
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| Teaching model | A term used by Bruce Joyce to describe an overall approach or plan toward instruction. The attributes of teaching models are a coherent theoretical framework, an orientation toward what students should learn, and specific teaching procedures and structures.
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