|
Showing 1 - 6 of
6 matches in All Departments
This book contributes to the contemporary revival of pragmatism as
a practical and ultimately, as Mayer argues, necessary
philosophical stance within democratic schools. Given that
pragmatism addresses the question of how people can move forward in
the absence of transcendent Truth, the author shows how pragmatism
also—and not incidentally—provides grounds for pluralistic
democratic societies to move forward in the absence of shared
belief systems. Weaving together philosophical analysis and
classroom discourse research, Mayer explores the relationships
among pragmatism, progressive educational theory, and democratic
knowledge construction processes and their implications for
enacting progressive educational practices in schools. Several
original, research-based heuristics that can serve in reliably
identifying, studying, and orchestrating distinctively democratic
knowledge construction processes are presented. The importance of
granting all students a share of interpretive authority is also
emphasized. For in learning to observe and reflect on one’s own
terms, attend closely to the observations and interpretations of
one’s peers, and reason collaboratively in a transparent and
principled manner, young people are enculturated into essential
democratic values, commitments, and practices. This book is written
for a general audience and is intended for all those concerned with
strengthening the democratic character of schools and societies. It
is likely to appeal to scholars, researchers, and practitioners
with interests in philosophy and classroom discourse and curriculum
studies, as well as philosophers of education and the social
sciences more broadly.
This book provides practitioners and scholars with a number of
practical tools for studying and implementing democratic learning
processes within schools, and theorizes these tools in relation to
current developmental learning and democratic theory. Three
dimensions of knowledge are framed - foundational, expert, and
personal - and the place of each in the construction of democratic
classroom understandings is explored. Based on a two-part analysis
of the roles students played in a number of pedagogically diverse
classroom discussions, three different forms of learning experience
are then presented - teacher-led, student-led, and co-led learning.
While all three forms of learning experience are seen as valuable
to a fully realized democratic pedagogy, each form is shown to
possess a distinctive set of affordances and constraints in
relation to the many varied challenges involved in fostering
children's academic growth and learning.
This book provides practitioners and scholars with a number of
practical tools for studying and implementing democratic learning
processes within schools, and theorizes these tools in relation to
current developmental learning and democratic theory. Three
dimensions of knowledge are framed - foundational, expert, and
personal - and the place of each in the construction of democratic
classroom understandings is explored. Based on a two-part analysis
of the roles students played in a number of pedagogically diverse
classroom discussions, three different forms of learning experience
are then presented - teacher-led, student-led, and co-led learning.
While all three forms of learning experience are seen as valuable
to a fully realized democratic pedagogy, each form is shown to
possess a distinctive set of affordances and constraints in
relation to the many varied challenges involved in fostering
children's academic growth and learning.
This invaluable book tells you everything there is to know about
skiing and snowboarding in the Land of Enchantment, with thousands
of helpful details on the state's downhill ski resorts and
cross-country and backcountry venues. Each ski area is profiled in
a separate chapter, including details on facilities and services
such as childcare and instructional options; statistics like
average snowfall, vertical drop, and lift capacity; transportation
options, including shuttle and bus services; and prices of lift
tickets, rental equipment, and lessons. Gibson also includes
historical facts about each ski area and its founders, suggestions
for best runs by type of terrain, activities off the slopes, and
notes on his favorite places to stay and eat. Separate chapters on
cross-country and backcountry downhill skiing are equally
informative.
Drawing on the work of Eleanor Duckworth, this volume examines
Critical Exploration in the Classroom (CEC)-a learning-teaching
research practice that positions teachers as researchers of their
students' sense-making and learners as theorizers and
investigators. By integrating CEC into their teacher education
classrooms, chapter authors have found that they can reliably
unsettle their teacher candidates' understandings about the nature
of teaching and learning and recenter their attention on the
intellectual originality and creativity of all young people. In
this way, CEC provides valuable tools in the work of creating more
equitable and democratic classrooms. Such tools are needed in a
broader environment that overvalues instrumental approaches to
achieving specified learning outcomes. Readers will find practices
that empower and sustain the deep intellectual engagement of all
learners. Integrating classroom narratives and other forms of
documentation, this resource illustrates the kinds of profound
changes in understanding that have occurred for teacher candidates
as a result of working with CEC.Book Features: Opens both the
teacher educator and teacher candidates to new ways of teaching,
learning, and being in classrooms. Demonstrates how the practice
works to counter deficit thinking by revealing students'
brilliance. Uses narratives and other forms of documentation to
characterize the potential of CEC within a diverse array of teacher
education classrooms. Portrays the many ways in which CEC has been
integrated into different disciplinary and institutional settings,
illustrating the common intellectual and interpersonal dynamics at
work. Chapter authors all studied Critical Exploration in the
Classroom (CEC) with its originator, Eleanor Duckworth.
Drawing on the work of Eleanor Duckworth, this volume examines
Critical Exploration in the Classroom (CEC)-a learning-teaching
research practice that positions teachers as researchers of their
students' sense-making and learners as theorizers and
investigators. By integrating CEC into their teacher education
classrooms, chapter authors have found that they can reliably
unsettle their teacher candidates' understandings about the nature
of teaching and learning and recenter their attention on the
intellectual originality and creativity of all young people. In
this way, CEC provides valuable tools in the work of creating more
equitable and democratic classrooms. Such tools are needed in a
broader environment that overvalues instrumental approaches to
achieving specified learning outcomes. Readers will find practices
that empower and sustain the deep intellectual engagement of all
learners. Integrating classroom narratives and other forms of
documentation, this resource illustrates the kinds of profound
changes in understanding that have occurred for teacher candidates
as a result of working with CEC.Book Features: Opens both the
teacher educator and teacher candidates to new ways of teaching,
learning, and being in classrooms. Demonstrates how the practice
works to counter deficit thinking by revealing students'
brilliance. Uses narratives and other forms of documentation to
characterize the potential of CEC within a diverse array of teacher
education classrooms. Portrays the many ways in which CEC has been
integrated into different disciplinary and institutional settings,
illustrating the common intellectual and interpersonal dynamics at
work. Chapter authors all studied Critical Exploration in the
Classroom (CEC) with its originator, Eleanor Duckworth.
|
|