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If our goal is to broaden and deepen students' awareness and
understanding of mathematics, we advance the idea that engaging
students with what we metaphorically call the personality of math.
That is, we think that students who engage with the math's (1)
human champions, (2) with its history and philosophy, and (3) with
the nature of its problems and inferential challenges, are more
likely to have a positive attitude toward math that will encourage
greater learning.
If our goal is to broaden and deepen students' awareness and
understanding of mathematics, we advance the idea that engaging
students with what we metaphorically call the personality of math.
That is, we think that students who engage with the math's (1)
human champions, (2) with its history and philosophy, and (3) with
the nature of its problems and inferential challenges, are more
likely to have a positive attitude toward math that will encourage
greater learning.
If our goal is Education for Knowing, as the title says, then we
need to be guided by a conception of what knowing is. For example,
we can all agree that there are "math facts" that students need to
learn, and we can agree that there are general concepts and laws
that students should be acquainted with. But is there more
involved, perhaps something like nurturing in students a desire to
probe deeper into the workings of thing? Or developing a capacity
to explain why things work the way they do? Our conceptions of what
genuine knowing is serve as guides to what we think the goal of
education is, and they tell us how to "build a student." However,
as it turns out, there are multiple conceptions of what knowing
truly involves, and these conceptions tend to be different for
different sets of education stakeholders such as parents and their
children, school administrators, and educational researchers.
Understanding this diversity of conceptions of knowing will make it
easier for representatives of the different stakeholder groups to
work together to accomplish the goal of building knowing students.
If our goal is Education for Knowing, as the title says, then we
need to be guided by a conception of what knowing is. For example,
we can all agree that there are "math facts" that students need to
learn, and we can agree that there are general concepts and laws
that students should be acquainted with. But is there more
involved, perhaps something like nurturing in students a desire to
probe deeper into the workings of thing? Or developing a capacity
to explain why things work the way they do? Our conceptions of what
genuine knowing is serve as guides to what we think the goal of
education is, and they tell us how to "build a student." However,
as it turns out, there are multiple conceptions of what knowing
truly involves, and these conceptions tend to be different for
different sets of education stakeholders such as parents and their
children, school administrators, and educational researchers.
Understanding this diversity of conceptions of knowing will make it
easier for representatives of the different stakeholder groups to
work together to accomplish the goal of building knowing students.
In the wake of initiatives such as No Child Left Behind and the use
of high-stakes testing, the emphasis in schools has been on drill
and practice for the test. Genuine understanding and critical
thinking have been increasingly shortchanged. As a result, students
have fewer opportunities to advance their insight into cognitive
and emotional challenges, even though both teachers and parents
recognize the importance of developing deliberative and reflective
thinking skills. This book uniquely combines two things. First, it
provides resources for classroom teachers in middle and secondary
school that make it possible to, at a moment's notice, take
advantage of a teachable moment by drawing students into productive
intellectual discussions. Second, it gives the reader an overview
of the rationale and the research base for engaging students in
educational activities that are truly intellectual and that are not
limited to training for testing success.
In the wake of initiatives such as No Child Left Behind and the use
of high-stakes testing, the emphasis in schools has been on drill
and practice for the test. Genuine understanding and critical
thinking have been increasingly shortchanged. As a result, students
have fewer opportunities to advance their insight into cognitive
and emotional challenges, even though both teachers and parents
recognize the importance of developing deliberative and reflective
thinking skills. This book uniquely combines two things. First, it
provides resources for classroom teachers in middle and secondary
school that make it possible to, at a moment's notice, take
advantage of a teachable moment by drawing students into productive
intellectual discussions. Second, it gives the reader an overview
of the rationale and the research base for engaging students in
educational activities that are truly intellectual and that are not
limited to training for testing success.
In the wake of initiatives such as No Child Left Behind and the use
of high-stakes testing, the emphasis in schools has been on drill
and practice for the test. Genuine understanding and critical
thinking have been increasingly shortchanged. As a result, students
have fewer opportunities to advance their insight into cognitive
and emotional challenges, even though both teachers and parents
recognize the importance of developing deliberative and reflective
thinking skills. This book uniquely combines two things. First, it
provides resources for classroom teachers in grades 3 - 6 that make
it possible for them, at a moment's notice, to take advantage of a
teachable moment by drawing students into productive intellectual
discussions. Second, it gives the reader an overview of the
rationale and the research base for engaging students in
educational activities that are truly intellectual and that are not
limited to training for testing success.
In the wake of initiatives such as No Child Left Behind and the use
of high-stakes testing, the emphasis in schools has been on drill
and practice for the test. Genuine understanding and critical
thinking have been increasingly shortchanged. As a result, students
have fewer opportunities to advance their insight into cognitive
and emotional challenges, even though both teachers and parents
recognize the importance of developing deliberative and reflective
thinking skills. This book uniquely combines two things. First, it
provides resources for classroom teachers in grades 3 - 6 that make
it possible for them, at a moment's notice, to take advantage of a
teachable moment by drawing students into productive intellectual
discussions. Second, it gives the reader an overview of the
rationale and the research base for engaging students in
educational activities that are truly intellectual and that are not
limited to training for testing success.
This book addresses a very important aspect of teacher training, as
well as the training of educational administrators, school
counselors and other educational allied professionals, an aspect
that is too often overlooked. That aspect is role modeling a
deliberative mind. A deliberative mind is one filled with
wonderment and eagerness to learn. We introduce educational
professionals to systematic pondering and large-scale wonderment.
This book addresses a very important aspect of teacher training, as
well as the training of educational administrators, school
counselors and other educational allied professionals, an aspect
that is too often overlooked. That aspect is role modeling a
deliberative mind. A deliberative mind is one filled with
wonderment and eagerness to learn. We introduce educational
professionals to systematic pondering and large-scale wonderment.
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The Whispering God (Paperback)
Paul A. Wagner, Jeanene Hanna Wagner; Edited by Faye Elaine Walker
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R338
R282
Discovery Miles 2 820
Save R56 (17%)
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Ships in 10 - 15 working days
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Pedagogically rich, demographically inclusive, and culturally
sensitive, Ethical Decision Making in School and District
Administration exposes educational leaders to an interdisciplinary
array of theories from the fields of education, economics,
management, and moral philosophy (past and present). Authors Paul
A. Wagner and Douglas J. Simpson demonstrate how understanding key
concepts can dramatically improve management styles and
protocols.
Key FeaturesContains numerous case studies that apply the book s
concepts to relevant ethical issues faced by school
administratorsReveals possibilities for thinking outside the box in
terms of morally informed and effective leadership strategies aimed
at securing organizational commitment and shared visionPresents
multiple theories of ethics, demonstrating how they inform decision
making and culture building in school districtsIncorporates a range
of in-text learning aids, including figures that clarify and
critique ideas, a complete glossary, and end-of-chapter activities
and questions"
Pedagogically rich, demographically inclusive, and culturally
sensitive, Ethical Decision Making in School and District
Administration exposes educational leaders to an interdisciplinary
array of theories from the fields of education, economics,
management, and moral philosophy (past and present). Authors Paul
A. Wagner and Douglas J. Simpson demonstrate how understanding key
concepts can dramatically improve management styles and
protocols.
Key FeaturesContains numerous case studies that apply the book s
concepts to relevant ethical issues faced by school
administratorsReveals possibilities for thinking outside the box in
terms of morally informed and effective leadership strategies aimed
at securing organizational commitment and shared visionPresents
multiple theories of ethics, demonstrating how they inform decision
making and culture building in school districtsIncorporates a range
of in-text learning aids, including figures that clarify and
critique ideas, a complete glossary, and end-of-chapter activities
and questions"
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