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Teaching to Change the World is an up-to-the-moment, engaging,
social justice-oriented introduction to education and teaching, and
the challenges and opportunities they present. Both foundational
and practical, the chapters are organized around conventional
topics but in a way that consistently integrates a coherent story
that explains why schools are as they are. Taking the position that
a hopeful, democratic future depends on ensuring that all students
learn, the text pays particular attention to inequalities
associated with race, social class, language, gender, and other
social categories and explores teachers' role in addressing them.
This thoroughly revised fifth edition remains a vital introduction
to the profession for a new generation of teachers who seek to
become purposeful, knowledgeable practitioners in our ever-changing
educational landscape-for those teachers who see the potential for
education to change the world. Features and Updates of the New
Edition: * Fully updated Chapter 1, "The U.S. Schooling Dilemma,"
reflects our current state of education after the 2016 U.S.
presidential election. * First-person observations from teachers,
including first-year teachers, continue to offer vivid, authentic
pictures of what teaching to change the world means and involves. *
Additional coverage of the ongoing effects of Common Core
highlights the heated public discourse around teaching and
teachers, and charter schools. * Attention to diversity and
inclusion is treated as integral to all chapters, woven throughout
rather than tacked on as separate units. * "Digging Deeper"
resources on the new companion website include concrete resources
that current and future teachers can use in their classrooms. *
"Tools for Critique" provides instructors and students questions,
prompts, and activities aimed at encouraging classroom discussion
and particularly engaging those students least familiar with the
central tenets of social justice education.
Teaching to Change the World is an up-to-the-moment, engaging,
social justice-oriented introduction to education and teaching, and
the challenges and opportunities they present. Both foundational
and practical, the chapters are organized around conventional
topics but in a way that consistently integrates a coherent story
that explains why schools are as they are. Taking the position that
a hopeful, democratic future depends on ensuring that all students
learn, the text pays particular attention to inequalities
associated with race, social class, language, gender, and other
social categories and explores teachers' role in addressing them.
This thoroughly revised fifth edition remains a vital introduction
to the profession for a new generation of teachers who seek to
become purposeful, knowledgeable practitioners in our ever-changing
educational landscape-for those teachers who see the potential for
education to change the world. Features and Updates of the New
Edition: * Fully updated Chapter 1, "The U.S. Schooling Dilemma,"
reflects our current state of education after the 2016 U.S.
presidential election. * First-person observations from teachers,
including first-year teachers, continue to offer vivid, authentic
pictures of what teaching to change the world means and involves. *
Additional coverage of the ongoing effects of Common Core
highlights the heated public discourse around teaching and
teachers, and charter schools. * Attention to diversity and
inclusion is treated as integral to all chapters, woven throughout
rather than tacked on as separate units. * "Digging Deeper"
resources on the new companion website include concrete resources
that current and future teachers can use in their classrooms. *
"Tools for Critique" provides instructors and students questions,
prompts, and activities aimed at encouraging classroom discussion
and particularly engaging those students least familiar with the
central tenets of social justice education.
Major "paradigm shifts"-replacing one "world view" with another
regarding what constitutes appropriate knowledge do not happen over
night. Centuries usually intervene in the process. Even minor
shifts admitting alternative world views into the domain of
legitimate knowledge producing theory and practice-require decades
of controversy, especially, it seems to us, in the field of
education. It has only been in the last 20 years or so that the
educational research community has begun to accept the "scientific"
credibility of the qualitative approaches to inquiry such as
participant observation, case study, ethnogra phy, and the like. In
fact, these methods, with their long and distinguished
philosophical traditions in phenomenology, have really only come
into their own within the last decade. The critical perspective on
generating and evaluating knowledge and practice-what this book is
mostly about-is in many ways a radical depar ture from both the
more traditional quantitative and qualitative perspec tives. The
traditional approaches, in fact, are far more similar to one
another than they are to the critical perspective. This is the
case, in our view, for one crucial reason: Both the more
quantitative, empirical-analytic and qualitative, interpretive
traditions share a fundamental epistemological commitment: they
both eschew ideology and human interests as explicit components in
their paradigms of inquiry. Ideology and human interests, however,
are the "bread and butter" of a critical approach to inquiry."
Major "paradigm shifts"-replacing one "world view" with another
regarding what constitutes appropriate knowledge do not happen over
night. Centuries usually intervene in the process. Even minor
shifts admitting alternative world views into the domain of
legitimate knowledge producing theory and practice-require decades
of controversy, especially, it seems to us, in the field of
education. It has only been in the last 20 years or so that the
educational research community has begun to accept the "scientific"
credibility of the qualitative approaches to inquiry such as
participant observation, case study, ethnogra phy, and the like. In
fact, these methods, with their long and distinguished
philosophical traditions in phenomenology, have really only come
into their own within the last decade. The critical perspective on
generating and evaluating knowledge and practice-what this book is
mostly about-is in many ways a radical depar ture from both the
more traditional quantitative and qualitative perspec tives. The
traditional approaches, in fact, are far more similar to one
another than they are to the critical perspective. This is the
case, in our view, for one crucial reason: Both the more
quantitative, empirical-analytic and qualitative, interpretive
traditions share a fundamental epistemological commitment: they
both eschew ideology and human interests as explicit components in
their paradigms of inquiry. Ideology and human interests, however,
are the "bread and butter" of a critical approach to inquiry."
Preparing Teachers for Deeper Learning answers an urgent call for
teachers who educate children from diverse backgrounds to meet the
demands of a changing world. In today's knowledge economy, teachers
must prioritize problem-solving ability, adaptability, critical
thinking, and the development of interpersonal and collaborative
skills over rote memorization and the passive transmission of
knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and
their colleagues examine what this means for teacher preparation
and showcase the work of programs that are educating for deeper
learning, equity, and social justice. Â Guided by the growing
knowledge base in the science of learning and development, the book
examines teacher preparation programs at Alverno College, Bank
Street College of Education, High Tech High's Intern Program,
Montclair State University, San Francisco Teacher Residency,
Trinity University, and University of Colorado Denver. These seven
programs share a common understanding of how people learn that
shape similar innovative practices. Â With vivid examples of
teaching for deeper learning in coursework and classrooms;
interviews with faculty, school partners, and novice teachers;
surveys of teacher candidates and graduates; and analyses of
curriculum and practices, Preparing Teachers for Deeper Learning
depicts transformative forms of teaching and teacher preparation
that honor and expand all students' abilities, knowledges, and
experiences, and reaffirm the promise of educating for a better
world.
This practical, informative book shows parents and professionals
alike how they can work with schools to help children receive the
best possible education. Throughout, Oakes and Lipton provide
invaluable guidance on such topics as how children learn; how
changes at home can increase a child's success at school; how basic
subjects might be taught in more meaningful ways; how children with
physical, emotional, social, or learning problems can be
mainstreamed successfully; and what reforms are necessary to give
all children the schools they need. "A true handbook. . . . This
book will give adults confidence in themselves as reformers and in
their children as scholars."-- Parents Magazine "Finally! A
readable book about schools and learning that doesn't talk down to
parents, the public, and teachers. If knowledge is power, then this
book is an arsenal of intelligence for dealing with education."--
Albert Shanker, President, American Federation of Teachers "The
book speaks to parents who feel too excluded from the inner
workings of schools to know how to influence them, and educators
who may be too close to see the larger implications of their daily
decisions."-- Beth Hakola, Education USA "Making the Best of
Schools gives all of us - parents, educators, policymakers, and
concerned citizens - some cogent advice on how to make schools work
for all young Americans."-- Marian Wright Edelman, President,
Children's Defense Fund "A fine primer for new board members or
board members whose expertise lies somewhere outside education. . .
. It's an inviting exploration, steeped in anecdotes and examples
of good and bad practice."-- American School Board Journal
This important book explores how education time can be expanded,
reimagined, and reorganized in an effort to enhance the educational
opportunities and outcomes of disadvantaged students. The editors
and contributors address questions of educational equity and
opportunity by considering how best to extend learning time in
high-poverty schools. Learning Time examines how the nature,
quality, and quantity of education time varies dramatically for
affluent and poor children. The book's contributors provide a
comprehensive view of strategies for tackling this issue within the
context of the inequities disadvantaged students face. They also
explore the positive outcomes associated with expanded learning
time and examine the cultural and political underpinnings of our
current inequitable system-and describe fundamental, lasting ways
to overturn those underlying conditions. This book promises to be a
valuable overview of a vital, understudied field and a practical,
useful resource for policy makers and practitioners who are
determined to implement reforms for underserved youth.
In their introduction to Beyond Tracking, Jeannie Oakes and Marisa
Saunders offer a sobering assessment of American high schools:
“Evidence abounds that high schools simply don’t work very
well: witness strikingly high dropout rates, large percentages of
graduates unprepared to succeed in college or career, education
gaps that jeopardize African American and Latino students’ life
chances, and widespread student disengagement. This pervasive
dysfunction exacts a high price from students and from the
nation’s social, economic, and civic welfare.” Beyond Tracking
responds to this dilemma by delineating and promoting an innovative
and well-defined notion of multiple pathways. The book’s authors
clearly distinguish their use of the term “multiple pathways”
from any updated version of the tracking system that marked so many
American high schools during the past century, and from career and
technical education programs. Instead, Oakes and Saunders propose a
system of multiple pathways that will “provide both the academic
and real-world foundations that students need for advanced
learning, training, and preparation for responsible civic
participation.” All multiple pathways schools will have four main
components: a college-preparatory core; a professional/technical
core; field-based learning and realistic workplace simulations; and
additional support services to meet the particular needs of
students and communities. “In this conception of multiple
pathways, students and their families choose from among a variety
of options, all of which lead students to the same destination:
preparation to succeed in both college and career, not one or the
other.” In its detailed and innovative examination of multiple
pathways, Beyond Tracking makes a crucial contribution to current
discussions about high school reform and the educational challenges
of the 21st century.
"Creating New Educational Communities" brings together fourteen
essays on reforming elementary and secondary school education in
the United States. The essays focus on measures designed to fully
exploit all students' capacity to learn--even those who perform
poorly on conventional intelligence tests or in traditional
classroom settings.
The contributors feature reports on innovative projects implemented
in schools across the United States. Goals of these projects
include accommodating different styles of learning among students,
encouraging greater participation in educational activities by
parents from minority or economically disadvantaged backgrounds,
and increasing cooperation among teachers, administrators, parents,
students, and community members.
The introduction presents an overview of the guiding principles,
technical measures, and political concerns critical to the success
of educational reform movements and individual chapters include
assessments of the impact specific reforms are having on the
quality of education, evaluations of their sustainability, and
discussions of relevant theory, recent research, and current
practices and policies.
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