|
Showing 1 - 12 of
12 matches in All Departments
The twenty-first century Reading War is, in fact, nothing new, but
some of the details are unique to our current culture driven by
social media. This volume seeks to examine the current Reading War
in the context of the historical recurrence of public and political
debates around student reading abilities and achievement. Grounded
in a media fascination with the "science of reading" and fueled by
a rise in advocates for students with dyslexia, the current Reading
War has resulted in some deeply troubling reading policy, grade
retention and intensive phonics programs. This primer for parents,
policy makers, and people who care confronts some of the most
compelling but misunderstood aspects of teaching reading in the
U.S. while also offering a way toward ending the Reading War in
order to serve all students, regardless of their needs. The
revised/expanded 2nd edition adds developments around the "science
of reading," including the expanding impact on state policy and
legislation as well as robust additions to the research base around
teaching students to read.
Ignoring Poverty in the U.S.: The Corporate Takeover of Public
Education examines the divide between a commitment to public
education and our cultural myths and more powerful commitment to
consumerism and corporate America. The book addresses poverty in
the context of the following: the historical and conflicting
purposes in public education-how schools became
positivistic/behavioural in our quest to produce workers for
industry; the accountability era-how A Nation at Risk through NCLB
have served corporate interest in dismantling public education and
dissolving teachers unions; the media and misinformation about
education; charter schools as political/corporate compromise
masking poverty; demonising schools and scapegoating teachers-from
misusing the SAT to VAM evaluations of teachers; rethinking the
purpose of schools-shifting from schools as social saviours to
addressing poverty so that public education can fulfil its purpose
of empowering everyone in a democracy; and reframing how we view
people living in poverty-rejecting deficit views of people living
in poverty and students struggling in school under the weight of
lives in poverty. This work is intended to confront the growing
misinformation about the interplay among poverty, public schools,
and what schools can accomplish while political and corporate
leadership push agendas aimed at replacing public education with
alternatives such as charter schools. The audience for the
publication includes educators, educational reformers, politicians,
and any member of the wider public interested in public education.
CONTENTS Acknowledgements. Introduction. Chapter 1: ""Universal
Public Education:'Two Possible-and Contradictory-Missions'.""
Chapter 2: ""Politicians Who Cry `Crisis': Education Accountability
as Masking."" Chapter 3: ""Legend of the Fall: Snapshots of What's
Wrong in the Education Debate."" Chapter 4: ""The Great Charter
Compromise: Masking Corporate Commitments in Educational Reform.""
Chapter 5: ""The Teaching Profession as a Service Industry.""
Chapter 6: ""'If Education Cannot Do Everything...': Education as
Communal Praxis."" Chapter 7: ""Confronting Poverty Again for the
First Time: Rising above Deficit Perspectives."" Conclusion. Note.
References. Author/Editor Bio.
A volume in Critical Constructions: Studies on Education and
Society Series Editor: Curry Stephenson Malott Education has rarely
been absent from local and national public discourse. Throughout
the history of modern education spanning more than a century, we
have as a culture lamented the failures of public schooling, often
making such claims based on assumptions instead of any nuanced
consideration of the many influences on teaching and learning in
any child's life-notably the socioeconomic status of a student's
family. School reform, then, has also been a frequent topic in
political discourse and public debate. Since the mid-twentieth
century, a rising call for market forces to replace government-run
schooling has pushed to the front of those debates. Since A Nation
at Risk in the early 1980s and the implementation of No Child Left
Behind at the turn of the twenty-first century, a subtle shift has
occurred in the traditional support of public education-fueled by
the misconception that private schools out perform public schools
along with a naive faith in competition and the promise of the free
market. Political and ideological claims that all parents deserve
school choice has proven to be a compelling slogan. This book
unmasks calls for parental and school choice with a postformal and
critical view of both the traditional bureaucratic public school
system and the current patterns found the body of research on all
aspects of school choice and private schooling. The examination of
the status quo and market-based calls for school reform will serve
well all stakeholders in public education as they seek to evaluate
the quality of schools today and form positions on how best to
reform schools for the empowerment of free people in a democratic
society.
American author Kurt Vonnegut has famously declared that writing is
unteachable, yet formal education persists in that task. Teaching
Writing as Journey, Not Destination is the culmination of P.L.
Thomas's experiences as both a writer and a teacher of writing
reaching into the fourth decade of struggling with both. This
volume collects essays that examine the enduring and contemporary
questions facing writing teachers, including grammar instruction,
authentic practices in high-stakes environments, student choice,
citation and plagiarism, the five-paragraph essay, grading, and the
intersections of being a writer and teaching writing. Thomas offers
concrete classroom experiences drawn from teaching high school ELA,
first-year composition, and a wide range of undergraduate and
graduate courses. Ultimately, however, the essays are a reflection
of Thomas's journey and a concession to both writing and teaching
writing as journeys without ultimate destinations.
Our English classrooms are often only as vibrant as the literature
that we teach. This book explores the writing of contemporary
American author, Barbara Kingsolver, who offers readers and
students engaging fiction, nonfiction, and poetry that confront the
reader and the world. Here, teachers will find an introduction to
the works of Kingsolver and an opportunity to explore how to bring
those works into the classroom as a part of the reading and writing
curriculum. This volume attempts to confront what we teach and how
we teach as English teachers through the vivid texts Kingsolver
offers her readers.
American author Kurt Vonnegut has famously declared that writing is
unteachable, yet formal education persists in that task. Teaching
Writing as Journey, Not Destination is the culmination of P.L.
Thomas's experiences as both a writer and a teacher of writing
reaching into the fourth decade of struggling with both. This
volume collects essays that examine the enduring and contemporary
questions facing writing teachers, including grammar instruction,
authentic practices in high-stakes environments, student choice,
citation and plagiarism, the five-paragraph essay, grading, and the
intersections of being a writer and teaching writing. Thomas offers
concrete classroom experiences drawn from teaching high school ELA,
first-year composition, and a wide range of undergraduate and
graduate courses. Ultimately, however, the essays are a reflection
of Thomas's journey and a concession to both writing and teaching
writing as journeys without ultimate destinations.
Ignoring Poverty in the U.S.: The Corporate Takeover of Public
Education examines the divide between a commitment to public
education and our cultural myths and more powerful commitment to
consumerism and corporate America. The book addresses poverty in
the context of the following: the historical and conflicting
purposes in public education-how schools became
positivistic/behavioural in our quest to produce workers for
industry; the accountability era-how A Nation at Risk through NCLB
have served corporate interest in dismantling public education and
dissolving teachers unions; the media and misinformation about
education; charter schools as political/corporate compromise
masking poverty; demonising schools and scapegoating teachers-from
misusing the SAT to VAM evaluations of teachers; rethinking the
purpose of schools-shifting from schools as social saviours to
addressing poverty so that public education can fulfil its purpose
of empowering everyone in a democracy; and reframing how we view
people living in poverty-rejecting deficit views of people living
in poverty and students struggling in school under the weight of
lives in poverty. This work is intended to confront the growing
misinformation about the interplay among poverty, public schools,
and what schools can accomplish while political and corporate
leadership push agendas aimed at replacing public education with
alternatives such as charter schools. The audience for the
publication includes educators, educational reformers, politicians,
and any member of the wider public interested in public education.
CONTENTS Acknowledgements. Introduction. Chapter 1: ""Universal
Public Education:'Two Possible-and Contradictory-Missions'.""
Chapter 2: ""Politicians Who Cry `Crisis': Education Accountability
as Masking."" Chapter 3: ""Legend of the Fall: Snapshots of What's
Wrong in the Education Debate."" Chapter 4: ""The Great Charter
Compromise: Masking Corporate Commitments in Educational Reform.""
Chapter 5: ""The Teaching Profession as a Service Industry.""
Chapter 6: ""'If Education Cannot Do Everything...': Education as
Communal Praxis."" Chapter 7: ""Confronting Poverty Again for the
First Time: Rising above Deficit Perspectives."" Conclusion. Note.
References. Author/Editor Bio.
A volume in Critical Constructions: Studies on Education and
Society Series Editor: Curry Stephenson Malott Education has rarely
been absent from local and national public discourse. Throughout
the history of modern education spanning more than a century, we
have as a culture lamented the failures of public schooling, often
making such claims based on assumptions instead of any nuanced
consideration of the many influences on teaching and learning in
any child's life-notably the socioeconomic status of a student's
family. School reform, then, has also been a frequent topic in
political discourse and public debate. Since the mid-twentieth
century, a rising call for market forces to replace government-run
schooling has pushed to the front of those debates. Since A Nation
at Risk in the early 1980s and the implementation of No Child Left
Behind at the turn of the twenty-first century, a subtle shift has
occurred in the traditional support of public education-fueled by
the misconception that private schools out perform public schools
along with a naive faith in competition and the promise of the free
market. Political and ideological claims that all parents deserve
school choice has proven to be a compelling slogan. This book
unmasks calls for parental and school choice with a postformal and
critical view of both the traditional bureaucratic public school
system and the current patterns found the body of research on all
aspects of school choice and private schooling. The examination of
the status quo and market-based calls for school reform will serve
well all stakeholders in public education as they seek to evaluate
the quality of schools today and form positions on how best to
reform schools for the empowerment of free people in a democratic
society.
|
You may like...
Paris Cat
Dianne Hofmeyr
Paperback
R260
R65
Discovery Miles 650
Tenet
John David Washington, Robert Pattinson
Blu-ray disc
(1)
R54
R45
Discovery Miles 450
|