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This book has received the AESA (American Educational Studies
Association) Critics Choice Award 2012. This book overturns the
typical conception of standards, empowering educators by providing
concrete examples of how top-down models of assessment can be
embraced and used in ways that are consistent with critical
pedagogies. Although standards, as broad frameworks for setting
learning targets, are not necessarily problematic, when they are
operationalized as high-stakes assessments, test-based pedagogies
emerge and frequently dominate the curriculum, leaving little room
for critical pedagogies. In addition, critics maintain that
high-stakes assessments perpetuate current class structures by
maintaining skill gaps and controlling ideology, particularly
beliefs in individualism, meritocracy, and what counts as
knowledge. This book offers readers a deepened awareness of how
educators can alleviate the effects of standardization, especially
for students in poor and working-class communities. As teachers
negotiate their roles in this time of increasing regulation and
standardization, it is essential to maintain and model a critical
stance toward curriculum and instruction. Educators know why this
approach is vital: This book illustrates how to make it happen.
Pedagogies of Kindness and Respect presents a wide variety of
concepts from scholars and practitioners who discuss pedagogies of
kindness, an alternative to the "no excuses" ideology now
dominating the way that children are raised and educated in the
U.S. today. The fields of education, and especially early childhood
education, include some histories and perspectives that treat those
who are younger with kindness and respect. This book demonstrates
an informed awareness of this history and the ways that old and new
ideas can counter current conditions that are harmful to both those
who are younger and those who are older, while avoiding the
reconstitution of the romantic, innocent child who needs to be
saved by more advanced adults. Two interpretations of the
upbringing of children are investigated and challenged, one
suggesting that the poor do not know how to raise their children
and thus need help, while the other looks at those who are
privileged and therefore know how to nurture their young. These
opposing views have been discussed and problematized for more than
thirty years. Pedagogies of Kindness and Respect investigates the
issue of why this circumstance has continued and even worsened
today.
This book has received the AESA (American Educational Studies
Association) Critics Choice Award 2012. This book overturns the
typical conception of standards, empowering educators by providing
concrete examples of how top-down models of assessment can be
embraced and used in ways that are consistent with critical
pedagogies. Although standards, as broad frameworks for setting
learning targets, are not necessarily problematic, when they are
operationalized as high-stakes assessments, test-based pedagogies
emerge and frequently dominate the curriculum, leaving little room
for critical pedagogies. In addition, critics maintain that
high-stakes assessments perpetuate current class structures by
maintaining skill gaps and controlling ideology, particularly
beliefs in individualism, meritocracy, and what counts as
knowledge. This book offers readers a deepened awareness of how
educators can alleviate the effects of standardization, especially
for students in poor and working-class communities. As teachers
negotiate their roles in this time of increasing regulation and
standardization, it is essential to maintain and model a critical
stance toward curriculum and instruction. Educators know why this
approach is vital: This book illustrates how to make it happen.
This book provides no answer key. If you are looking for "one right
answer," go elsewhere. Implicit in the current educational reform
movement towards standards and standardization is the belief that
the work of teachers is quantifiable; that the hours and days of
contact time between teachers and students can be reduced to a
number that has meaning; in short, that there is one right answer.
Making it Real: Case Stories for Secondary Teachers focuses not on
the episodic nature of the standardized test but on those "hours
and days of contact time" that represent the essence of what
teachers do on a daily basis. Within that context, teachers are
called upon to make hundreds of decisions each day - decisions
which require knowledge and expertise about planning, learner
development, content knowledge, student assessment, and ethical
practice - among many others. These decisions are not made easily
and cannot be quantified because they take place in the complex
world of human nature and human activity; where values and
priorities conflict and often clash. The teachers, administrators,
and students in Making it Real: Case Stories for Secondary Teachers
represent the day-to-day situations, relationships, conflicts, and
dilemmas that exist in every school. No "formulas" are presented.
No "secrets" are revealed. Rather, the authors provide a template
for analysis that encourages readers to place themselves in these
real life school settings and consider the causes and consequences
of their decisions-for themselves, their students, and society as a
whole.
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