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."

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."

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.   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.   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

"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.