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Despite the fact that publishers and policy-makers have had
increasing influence over classrooms, it is the teacher who must
make decisions on a minute-by-minute basis about what will help
specific students learn. Similarly, local administrators must make
key decisions at the school and district level that will best serve
particular communities of teachers, students, and parents. Action
research offers educators and other stakeholders a systematic way
to research and reflect on specific students, classrooms, schools,
and communities in order to solve local problems and improve local
conditions. This book offers an overview of various definitions and
perspectives on action research without prescribing any single
approach. Instead, key questions are explored: Who conducts action
research? Why? How? Possible answers sketch the many types of
possible projects, ranging from an individual teacher trying to
improve the experience of a particular student to a group of
educators and community members striving to improve local
socioeconomic conditions. The Action Research Primer presents an
accessible but comprehensive introduction to the field, providing a
basic compass and map for the interested practitioner. Chapters
include a brief historical overview, an introduction to competing
research paradigms, discussion of key issues that inform project
design, a serviceable guide to process, and an extensive list of
resources pointing to more detail on the many categories,
communities, and publication outlets of action research.
For teachers and teacher educators striving to address a growing
number of state mandates relating to the education of English
language learners (ELLs), Educating English Language Learners in an
Inclusive Environment, Second Edition provides a reader-friendly
survey of key topics, including: legal and professional
imperatives, cultural concerns, linguistics, literacy instruction,
assessment, policy, and politics. This overview will be useful to
in-service teachers with little or no preparation for working with
ELLs but who nevertheless face legislative demands to teach both
academic content and English. It will also be useful to teacher
educators trying to squeeze preparation for working with ELLs into
already overflowing teacher preparation programs. Though many try,
no one text can provide exhaustive information; there is simply too
much to learn. This second edition instead provides readers with a
road map to critical topics and to specific resources they can use
independently to learn more, as they will surely need to do.
Many American educators are all too familiar with disengaged
students, disenfranchised teachers, sanitized and irrelevant
curricula, inadequate support for the neediest schools and
students, and the tyranny of standardizing testing. This text
invites teachers and would-be teachers unhappy with such conditions
to consider becoming critical educators - professionals dedicated
to creating schools that genuinely provide equal opportunity for
all children. Assuming little or no background in critical theory,
chapters address several essential questions to help readers
develop the understanding and resolve necessary to become change
agents. Why do critical theorists say that education is always
political? How do traditional and critical agendas for schools
differ? Which agenda benefits whose children? What classroom and
policy changes does critical practice require? What risks must
change agents accept? Resources point readers toward opportunities
to deepen their understanding beyond the limits of these pages.
Since its introduction in 1998, Finding Freedom in the Classroom
has impacted countless educators and preservice teachers by
providing provocative questions about taken-for-granted educational
routines as well as an alternative, imaginative view of what
classrooms might become. This revised edition brings the
conversation to the present day with contemporary examples and
references to the best current thinking and writing on relevant
issues. By defining terms in everyday language and demonstrating
their relevance to everyday life in and out of the classroom, the
book demystifies such formidable concepts as hegemony,
epistemology, and praxis for readers with little or no background
in educational philosophy. Each chapter in this edition ends with
several thought-provoking discussion questions and an annotated
list of suggestions for further reading, which together provide a
sturdy bridge between the theoretical and the practical. Finding
Freedom in the Classroom can help teachers both imagine and build
new classroom worlds, empowering students and teachers alike to
actively shape - rather than passively accept - their fates.
Some hundred years after John Dewey worked to illuminate what it
means to educate and how public education serves as the bedrock of
democracy, his seminal Democracy and Education speaks urgently not
only to critical contemporary educational issues but to
contemporary political issues as well. As mania for testing forces
a steadily narrowing curriculum, Dewey explains why democracy
cannot “flourish” if “the chief influences in selecting
subject matter of instruction are utilitarian ends narrowly
conceived for the masses.” As such utilitarian subject matter is
increasingly placed online, isolating individual students and their
electronic screens, he insists that education happens not through
direct instruction but “indirectly by means of the environment”
where members of a community engage in meaningful tasks. As the
American population appears increasingly subject to rhetorical
manipulation and ideological extremism, Dewey imagines the
possibility of education cultivating “habits of mind which secure
social changes without introducing disorder.” Insightful and
inspiring, Dewey’s classic reintroduces readers to educational
and political possibilities hard to remember as political and
corporate forces to work reshape American public schools in the
service of global profit rather than democratic life. Through Myers
Education Press’s Timely Classics in Education, readers are
offered the opportunity to return to the original works of giants
whose influence on education have persisted through the years.
Critical introductions to each work offer information on the
context of the original work as well as insights into current
relevance. For readers unfamiliar with each text, the introductions
provide entrée to the work; for experienced readers, the series
offers an opportunity to return to original works untainted by the
distortions of decades of interpretation. Unlike poorly produced
facsimile editions, Timely Classics are high-quality products. They
can be adopted for use in many types of education classes.
How is it, this text asks, that given such good intentions among
education professionals, things in schools can go so very wrong?
The problem, Hinchey and Konkol posit, is that unspoken and
misleading assumptions result in choices, decisions and policies
with disastrous consequences for kids. They tease out those
assumptions on the key issues of school goals, curriculum,
education for citizenship, discipline, and school reform, inviting
readers to think again, to question the taken-for-granted, in the
hope of better aligning intentions and outcomes. This book is the
perfect text for both undergraduate and graduate classrooms devoted
to the study of public education. Questions at the end of each
chapter point to ways for preservice and inservice teachers, as
well as administrators and other education personnel, to advance
their thinking about choices in their own contexts. In addition,
suggested readings, websites and videos offer more food for
thought.
How is it, this text asks, that given such good intentions among
education professionals, things in schools can go so very wrong?
The problem, Hinchey and Konkol posit, is that unspoken and
misleading assumptions result in choices, decisions and policies
with disastrous consequences for kids. They tease out those
assumptions on the key issues of school goals, curriculum,
education for citizenship, discipline, and school reform, inviting
readers to think again, to question the taken-for-granted, in the
hope of better aligning intentions and outcomes. This book is the
perfect text for both undergraduate and graduate classrooms devoted
to the study of public education. Questions at the end of each
chapter point to ways for preservice and inservice teachers, as
well as administrators and other education personnel, to advance
their thinking about choices in their own contexts. In addition,
suggested readings, websites and videos offer more food for
thought.
A survey of the evolution of student rights, from children as
property to free speech, prayer in the classroom, compulsory flag
salutes, school searches, drug testing, and the right to equal
education. This fascinating survey provides a comprehensive
introduction to student rights, tracing the legal status of
children as their father's property to their current status as
citizens entitled to constitutional rights. Written by Patricia
Hinchey, Student Rights: A Reference Handbook chronicles the
landmark legislation and court decisions that have enabled the
gradual transformation of students' rights. This book explains
issues surrounding mandatory education and education as a property
right, examines various inequities such as the segregation of
minority students, and discusses bilingualism (notably the Ebonics,
or Black English, controversy in Oakland, California). It describes
the persistent tension regarding religion and education, and
explores current controversies such as the widespread use of strip
searches in schools by nonuniformed officials. Provides a
chronology of selected legislation and Supreme Court cases from the
Bill of Rights in 1791 to the 2000 ruling in Santa Fe Independent
School District v. Doe, which struck down a Texas high school
policy allowing student-led prayers at football games Includes a
diverse directory of organizations and Internet resources from the
ACLU and Christian Coalition of America to the Internet Free
Expression Alliance and the official Teen Rights home page
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