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There are dozens of myths surrounding educational reform today,
maintaining the school's role in economic competitiveness, the
deficiency of teachers, the benefits of increased testing, and the
worthiness of privatization. In this volume, the editors argue that
this discussion has been co-opted to reflect the values and
worldviews of special interest groups such as elites in power,
politicians, corporate educational foundations, and the media.
Prominent educational writers tackle contemporary issues such as
neoliberalism, suburban schooling, charter schools and parental
involvement. They expose the "logic behind the talk" and critically
examine these problematic beliefs to uncover meaningful
improvements in education which are better grounded in the social,
economic, political and educational realities of contemporary
society.
There are dozens of myths surrounding educational reform today,
maintaining the school s role in economic competitiveness, the
deficiency of teachers, the benefits of increased testing, and the
worthiness of privatization. In this volume, the editors argue that
this discussion has been co-opted to reflect the values and
worldviews of special interest groups such as elites in power,
politicians, corporate educational foundations, and the media.
Prominent educational writers tackle contemporary issues such as
neoliberalism, suburban schooling, charter schools and parental
involvement. They expose the "logic behind the talk" and critically
examine these problematic beliefs to uncover meaningful
improvements in education which are better grounded in the social,
economic, political and educational realities of contemporary
society."
Most pre-service education students are enthusiastic about the
progressive, constructivist, and student-centered theory and
practice advocated in many teacher education programs and by the
National Council of Teachers of English. Yet in actual day-to-day
practice, teachers often have trouble thinking of ways in which
such student-centered and constructivist practices in literacy
instruction can be implemented in classrooms which are increasingly
driven by high stakes tests, increased accountability, and mandated
and even 'teacher proof' scripted curricula. Teaching Authentic
Language Arts in a Test-Driven Era provides a powerful and
much-needed counterargument to the assumption that test-driven
curricula preclude meaningful instruction and authentic student
engagement within a Language Arts curriculum. Providing teachers
with the theoretical stances and pedagogicals tools to develop a
Language Arts practice which can be personally rewarding as well as
beneficial to students,Teaching Authentic Language Arts in a
Test-Driven Era empowers teachers to be effective even within the
confines of a testing- and accountability-driven curriculum.
Most pre-service education students are enthusiastic about the
progressive, constructivist, and student-centered theory and
practice advocated in many teacher education programs and by the
National Council of Teachers of English. Yet in actual day-to-day
practice, teachers often have trouble thinking of ways in which
such student-centered and constructivist practices in literacy
instruction can be implemented in classrooms which are increasingly
driven by high stakes tests, increased accountability, and mandated
and even 'teacher proof' scripted curricula. Teaching Authentic
Language Arts in a Test-Driven Era provides a powerful and
much-needed counterargument to the assumption that test-driven
curricula preclude meaningful instruction and authentic student
engagement within a Language Arts curriculum. Providing teachers
with the theoretical stances and pedagogicals tools to develop a
Language Arts practice which can be personally rewarding as well as
beneficial to students,Teaching Authentic Language Arts in a
Test-Driven Era empowers teachers to be effective even within the
confines of a testing- and accountability-driven curriculum.
This book documents the "brave new world" of teacher,
administrator, school, and student accountability that has swept
across the United States in recent years. Its particular vantage
point is the perspective of dozens of new teachers trying to make
their way through their first months and years working in schools
in the New York City metropolitan area. The issues they grapple
with are not, however, unique to this context, but common problems
found today in urban, suburban, and rural schools across the United
States. The stories in this book offer a compelling portrait of
these teachers' encounters with the new culture of accountability
and the strategies they develop for coping, even succeeding, within
such demanding settings.
"Learning to Teach in an Age of Accountability: " *introduces
research on teaching and engages the "big ideas" concerning teacher
research, highlighting what we know and where that leads us;
*offers a rich set of teacher narratives that are organized to
widen the angle of vision from biography, to classrooms, schools,
and society; and
*includes questions and activities to encourage discussion and
further research about the ideas raised; and
*addresses the possibilities for best practice and curricular
decision making in light of the issues and ideas presented in the
book.
This volume--unique in its portrayal of new teachers' encounters
with issues of accountability--makes a singular contribution to the
educational literature on new teachers. It is relevant to everyone
interested in the contemporary world of teaching, and is
particularly appropriate as a text for preservice and in-service
students. All readers who believe that the key to agood school lies
in attracting and keeping good teachers will find the issues
presented here both personally engaging and deeply troubling.
This book provides ways of thinking for preservice and new teachers
to transition from the theory behind curricular design to engaged
teaching and learning in the classroom. It offers a comprehensive
framework for the creation and implementation of one's own
authentic and effective ELA curriculum. In addition to strategies
for preservice teachers to develop their own pedagogies, lessons,
and teaching techniques, Costigan also demonstrates how to design
tools for teaching in the current testing- and standards-driven
context of the educational reform movement. Containing real-life
examples of reading and writing instruction, this book empowers
preservice teachers to translate the concepts of curriculum design
to actual ELA classroom practices that will engage students.
This book provides ways of thinking for preservice and new teachers
to transition from the theory behind curricular design to engaged
teaching and learning in the classroom. It offers a comprehensive
framework for the creation and implementation of one's own
authentic and effective ELA curriculum. In addition to strategies
for preservice teachers to develop their own pedagogies, lessons,
and teaching techniques, Costigan also demonstrates how to design
tools for teaching in the current testing- and standards-driven
context of the educational reform movement. Containing real-life
examples of reading and writing instruction, this book empowers
preservice teachers to translate the concepts of curriculum design
to actual ELA classroom practices that will engage students.
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