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Preparing the Next Generation of Oral Historians is an invaluable
resource to educators seeking to bring history alive for students
at all levels. The anthology opens with chapters on the
fundamentals of oral history and its place in the classroom, but
its heart lies in nearly two dozen insightful personal essays by
educators who have successfully incorporated oral history into
their own teaching. Filled with step by step descriptions and
positive student feedback, these chapters offers practical
suggestions on creating curricula, engaging students, gathering
community support, and meeting educational standards. Lanman and
Wendling open each chapter with thoughtful questions that guide
readers, whether unfamiliar with oral history or seeking to refine
their approach, in applying the examples to their own classrooms.
The bibliography of further resources at the anthology's close
provides interested educators with all the information necessary to
transform their lessons and show their students' history's power as
a living force within their own lives and communities.
Preparing the Next Generation of Oral Historians is an invaluable
resource to educators seeking to bring history alive for students
at all levels. The anthology opens with chapters on the
fundamentals of oral history and its place in the classroom, but
its heart lies in nearly two dozen insightful personal essays by
educators who have successfully incorporated oral history into
their own teaching. Filled with step by step descriptions and
positive student feedback, these chapters offers practical
suggestions on creating curricula, engaging students, gathering
community support, and meeting educational standards. Lanman and
Wendling open each chapter with thoughtful questions that guide
readers, whether unfamiliar with oral history or seeking to refine
their approach, in applying the examples to their own classrooms.
The bibliography of further resources at the anthology's close
provides interested educators with all the information necessary to
transform their lessons and show their students' history's power as
a living force within their own lives and communities.
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.
Join us in celebrating the 25th anniversary of James A. Banks'
Multicultural Education Series published by Teachers College
Press-a dynamic series consisting of more than 70 published books
with many more in the pipeline. This commemorative volume features
engaging, incisive, and timely selections from the bestselling and
most influential books in the series. Together, these selections
address how multicultural education should be transformed for a
nation and world that are becoming increasingly complex due to
virulent racism, pernicious nationalism, mass migrations,
interracial mixing, social-class stratification, and a global
pandemic. The volume is divided into five parts: (1) History and
Foundations of Intergroup and Multicultural Education; (2)
Structural and Institutional Racism in Schools; (3) Culture,
Teaching, and Learning; (4) Curriculum Reform: History, Ethnic
Studies, and English Language Learners; and (5) School Reform. All
chapters are authored by eminent education scholars, including
Tyrone C. Howard, Sonia Nieto, Carol D. Lee, Guadalupe Valdes,
Christine E. Sleeter, Linda Darling-Hammond, Pedro A. Noguera, and
James W. Loewen.Book Features: Informative and engaging selections
from the most important and influential publications in the
Multicultural Education Series. An introduction by James A. Banks
that integrates and interrelates the chapters and describes how
they can be used to transform multicultural education for a
changing world. An afterword by Margaret Smith Crocco that
synthesizes the book and describes ways to implement school reform
that expands educational opportunity.
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