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This book is an attempt to show that preservice teacher knowledge
is substantive and should be part of the wider database of
knowledge about teaching and learning in the field of teacher
education. From the perspectives of five prospective teacher
interns and a teacher educator, this volume brings the experiences
of students conducting research during preservice teacher education
to life. Charged to conduct a semester long study in the school,
the intern-authors studied classroom scenes and their own work, and
wrote case studies depicting their experiences. Their pieces -- in
their entirety -- compose the central chapters of the book and
serve as examples of preservice teacher research. The surrounding
chapters examine the interns' experiences of conducting research
during their preservice internship year primarily from the
perspective of a teacher educator who studied them and the scene
throughout the experience. The teacher educator examines the
interns' approaches to research and the processes they employed to
conduct and complete their studies, the interns' professional
growth as a result of their participation in the study, and the
impact the project had on the program. This book fills the gaps
that exist in the present literature on the use of teacher research
during preservice by including the inquiry works of preservice
teachers as examples of legitimate, important preliminary research
in their own rights, and by addressing the complex issues of
conducting this type of study during preservice from multiple
perspectives, not just that of the university researcher. While
some texts include the perspectives of students and even include
portions of students' own work, this text takes the step of
co-authorship, sharing the academic discourse with intern teachers
who have produced experience and knowledge that are informative for
the field of education as a whole and specifically for teacher
education. The text attempts to combine many voices into one
thorough, narrative approach, ultimately urging the reader to
consider the possibilities of teacher research for advancing
knowledge in the field and for enhancing the professional
development of the participants.
This book is an attempt to show that preservice teacher knowledge
is substantive and should be part of the wider database of
knowledge about teaching and learning in the field of teacher
education. From the perspectives of five prospective teacher
interns and a teacher educator, this volume brings the experiences
of students conducting research during preservice teacher education
to life. Charged to conduct a semester long study in the school,
the intern-authors studied classroom scenes and their own work, and
wrote case studies depicting their experiences. Their pieces -- in
their entirety -- compose the central chapters of the book and
serve as examples of preservice teacher research. The surrounding
chapters examine the interns' experiences of conducting research
during their preservice internship year primarily from the
perspective of a teacher educator who studied them and the scene
throughout the experience. The teacher educator examines the
interns' approaches to research and the processes they employed to
conduct and complete their studies, the interns' professional
growth as a result of their participation in the study, and the
impact the project had on the program.
This book fills the gaps that exist in the present literature on
the use of teacher research during preservice by including the
inquiry works of preservice teachers as examples of legitimate,
important preliminary research in their own rights, and by
addressing the complex issues of conducting this type of study
during preservice from multiple perspectives, not just that of the
university researcher. While some texts include the perspectives of
students and even include portions of students' own work, this text
takes the step of co-authorship, sharing the academic discourse
with intern teachers who have produced experience and knowledge
that are informative for the field of education as a whole and
specifically for teacher education. The text attempts to combine
many voices into one thorough, narrative approach, ultimately
urging the reader to consider the possibilities of teacher research
for advancing knowledge in the field and for enhancing the
professional development of the participants.
This book is an attempt to show that preservice teacher knowledge
is substantive and should be part of the wider database of
knowledge about teaching and learning in the field of teacher
education. From the perspectives of five prospective teacher
interns and a teacher educator, this volume brings the experiences
of students conducting research during preservice teacher education
to life. Charged to conduct a semester long study in the school,
the intern-authors studied classroom scenes and their own work, and
wrote case studies depicting their experiences. Their pieces -- in
their entirety -- compose the central chapters of the book and
serve as examples of preservice teacher research. The surrounding
chapters examine the interns' experiences of conducting research
during their preservice internship year primarily from the
perspective of a teacher educator who studied them and the scene
throughout the experience. The teacher educator examines the
interns' approaches to research and the processes they employed to
conduct and complete their studies, the interns' professional
growth as a result of their participation in the study, and the
impact the project had on the program.
This book fills the gaps that exist in the present literature on
the use of teacher research during preservice by including the
inquiry works of preservice teachers as examples of legitimate,
important preliminary research in their own rights, and by
addressing the complex issues of conducting this type of study
during preservice from multiple perspectives, not just that of the
university researcher. While some texts include the perspectives of
students and even include portions of students' own work, this text
takes the step of co-authorship, sharing the academic discourse
with intern teachers who have produced experience and knowledge
that are informative for the field of education as a whole and
specifically for teacher education. The text attempts to combine
many voices into one thorough, narrative approach, ultimately
urging the reader to consider the possibilities of teacher research
for advancing knowledge in the field and for enhancing the
professional development of the participants.
Developed to help educators become leaders for critical social
justice, the anthology Teacher Leadership for Social Justice:
Building a Curriculum for Liberation blends teacher reflection with
social justice and policy to position teachers as active leaders in
interdisciplinary curriculum development. The readings in Section I
center on critical reflection, identity, and frameworks that help
students find an appropriate balance between formal learning
techniques and critical reflection of praxis. Section II examines
the impact of social justice issues on schools. Section III
explores issues in educational policy through both historical and
contemporary lenses. The selections in Section IV provide students
with examples of teachers and systems working in meaningful ways
towards critical social justice. The second edition features all
new readings that reflect timely and important matters related to
social justice. Topics include the complex and intersectional
nature of identity, misconceptions about poor children, religious
diversity and the problem with winter holidays, transgender
students, teaching history and social studies, the
#BlackLivesMatter movement, and more. Teacher Leadership for Social
Justice effectively positions teachers as change agents within
schools and the educational system as a whole. It is an ideal text
for preparing pre-service or new teachers and can be used in
classes on curriculum development, multiculturalism, and social
justice.
Curriculum Windows: What Curriculum Theorists of the 1990s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1990s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1990s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1990s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works in the curriculum field of the 1990s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1990s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1990s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1990s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1990s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works in the curriculum field of the 1990s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1960s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1960s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1960s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1960s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works of the 1960s by Louise Berman, Jerome Bruner,
WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt,
Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix,
Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1960s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1960s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1960s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1960s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works of the 1960s by Louise Berman, Jerome Bruner,
WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt,
Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix,
Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1970s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1970s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1970s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1970s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works of the 1970s by Norman Overly, Michael Apple,
Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill
Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James
MacDonald, and Joseph Schwab. The book's Foreword is by renowned
curriculum theorist William H. Schubert.
Curriculum Windows: What Curriculum Theorists of the 1970s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1970s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1970s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1970s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works of the 1970s by Norman Overly, Michael Apple,
Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill
Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James
MacDonald, and Joseph Schwab. The book's Foreword is by renowned
curriculum theorist William H. Schubert.
Curriculum Windows: What Curriculum Theorists of the 1960s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1960s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1960s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1960s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works of the 1960s by Louise Berman, Jerome Bruner,
WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt,
Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix,
Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1960s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1960s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1960s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1960s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works of the 1960s by Louise Berman, Jerome Bruner,
WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt,
Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix,
Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Teaching Again exposes the very human core of the teaching
experience. This book is not just about teaching English/language
arts; it is about the heart and soul of the vocation that is
teaching. It is also not just about Tom Poetter, the English
teacher; it is about every individual who has ever tried to
educate, whether that act has taken place in a classroom, a church
or synagogue, a museum, or at the kitchen table. Teaching Again
brings to life the dance of questions that vie for attention in the
mind of a teacher: How do I convince students that they want to
learn to what I'm trying to teach? How do I make them understand
that this is really actually important to them? And, perhaps most
important, how do I get them to like me, and my discipline, in the
process? These are the questions that all good teachers ask
themselves at the beginning, middle, and end of every single day of
their professional lives. Every moment of teaching is a human
transaction, and Tom brings us right into the middle of that
transaction. He allows the reader to see and hear and feel the
tension of the tightrope he has chosen to walk with these students.
The reader is right there for the thrilling "ah-ha " moments, and
we experience the anguish of his defeats. CONTENTS
Teaching Again exposes the very human core of the teaching
experience. This book is not just about teaching English/language
arts; it is about the heart and soul of the vocation that is
teaching. It is also not just about Tom Poetter, the English
teacher; it is about every individual who has ever tried to
educate, whether that act has taken place in a classroom, a church
or synagogue, a museum, or at the kitchen table. Teaching Again
brings to life the dance of questions that vie for attention in the
mind of a teacher: How do I convince students that they want to
learn to what I'm trying to teach? How do I make them understand
that this is really actually important to them? And, perhaps most
important, how do I get them to like me, and my discipline, in the
process? These are the questions that all good teachers ask
themselves at the beginning, middle, and end of every single day of
their professional lives. Every moment of teaching is a human
transaction, and Tom brings us right into the middle of that
transaction. He allows the reader to see and hear and feel the
tension of the tightrope he has chosen to walk with these students.
The reader is right there for the thrilling "ah-ha " moments, and
we experience the anguish of his defeats. CONTENTS
10 Great Curricula is a collection of stories written by educators
who have come to understand curricula differently as a result of
their engagement with a graduate course and its instructor. The
book represents the best of what can be found in teaching and
learning, in general, and in the quest for meaningful ways to
understand curricula in particular. The co-authors of this volume
on '10 Great Curricula' framed their inquiries into progressive,
democratic curricula, at least initially, through Marsh and Willis'
(2007) notions of planned, enacted, and lived curricula. These
frames helped the writers think about how to engage a curriculum as
it is developed, delivered, and lived by its participants, and for
the inquirers to actually become participant inquirers in the
curriculum at hand. The chapters depict the power, the possibility,
and the transformational potential of 'great' progressive curricula
today by locating them in schools and in the community, by making
them come alive to the reader, and by suggesting means through
which the reader can adopt a more progressive, democratic stance to
curriculum despite the seemingly overwhelming nature of the
conservative, traditionalist, instrumentalist movements in
curriculum, teaching, and assessment today. The book is intended
for students of education, teaching, and curriculum,
undergraduates, graduates, and practising educational
professionals, especially those looking for examples in the world
in which progressive, democratic ideals are nurtured and practised.
10 Great Curricula is a collection of stories written by educators
who have come to understand curricula differently as a result of
their engagement with a graduate course and its instructor. The
book represents the best of what can be found in teaching and
learning, in general, and in the quest for meaningful ways to
understand curricula in particular. The co-authors of this volume
on '10 Great Curricula' framed their inquiries into progressive,
democratic curricula, at least initially, through Marsh and Willis'
(2007) notions of planned, enacted, and lived curricula. These
frames helped the writers think about how to engage a curriculum as
it is developed, delivered, and lived by its participants, and for
the inquirers to actually become participant inquirers in the
curriculum at hand. The chapters depict the power, the possibility,
and the transformational potential of 'great' progressive curricula
today by locating them in schools and in the community, by making
them come alive to the reader, and by suggesting means through
which the reader can adopt a more progressive, democratic stance to
curriculum despite the seemingly overwhelming nature of the
conservative, traditionalist, instrumentalist movements in
curriculum, teaching, and assessment today. The book is intended
for students of education, teaching, and curriculum,
undergraduates, graduates, and practising educational
professionals, especially those looking for examples in the world
in which progressive, democratic ideals are nurtured and practised.
Curriculum Windows Redux: What Curriculum Theorists Can Teach Us
about Schools and Society Today is an effort by students of
curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists in contemporary terms.
The authors explore how key books/authors from the curriculum field
illuminate new possibilities forward for us as scholar educators
today: How might the theories, practices, and ideas wrapped up in
these curriculum texts still resonate with us, allow us to see
backward in time and forward in time – all at the same time? How
might these figurative windows of insight, thought, ideas, fantasy,
and fancy make us think differently about curriculum, teaching,
learning, students, education, leadership, and schools? Further,
how might they help us see more clearly, even perhaps put us on a
path to correct the mistakes and missteps of intervening decades
and of today? The authors complete the Curriculum Windows series
with this 7th book, Redux, providing a scholarly view of 33 books
that should have been treated in the first 6 books based on the
decades of the 1950s-2000s. The book's Foreword is by renowned
curriculum theorist William H. Schubert.
Curriculum Windows Redux: What Curriculum Theorists Can Teach Us
about Schools and Society Today is an effort by students of
curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists in contemporary terms.
The authors explore how key books/authors from the curriculum field
illuminate new possibilities forward for us as scholar educators
today: How might the theories, practices, and ideas wrapped up in
these curriculum texts still resonate with us, allow us to see
backward in time and forward in time - all at the same time? How
might these figurative windows of insight, thought, ideas, fantasy,
and fancy make us think differently about curriculum, teaching,
learning, students, education, leadership, and schools? Further,
how might they help us see more clearly, even perhaps put us on a
path to correct the mistakes and missteps of intervening decades
and of today? The authors complete the Curriculum Windows series
with this 7th book, Redux, providing a scholarly view of 33 books
that should have been treated in the first 6 books based on the
decades of the 1950s-2000s. The book's Foreword is by renowned
curriculum theorist William H. Schubert.
Curriculum Windows: What Curriculum Theorists of the 1950s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1950s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1950s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1950s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editors revisit and interpret several of the
most important works in the curriculum field of the 1950s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1950s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1950s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1950s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1950s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editors revisit and interpret several of the
most important works in the curriculum field of the 1950s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
This book relates twelve case studies about projects taking place
in a School/University/Community Partnership Network. Participants
work together as partners to better the education experiences and
the lives of community members in the region. This book of cases is
intended for an audience interested in how educational and
community partnerships take shape and how they look in practice.
The action in these case studies proved to be catalytic, spurring
new ideas and new projects. The editors hope that readers connect
with the varying narratives that the thirty-five contributing
authors share on the subject of School/University/Community
partnerships.
No Child Left Behind and the Illusion of Reform highlights the
scholarship of eight doctoral students in curriculum and their
professor, who took on the legal, political, philosophical, social,
cultural, economic, and curricular assumptions of the No Child Left
Behind Act (NCLB). This book, the manifestation of their work, is a
critical examination of the impact of the NCLB on the lives of
children, families, and teachers; and the elusive, but powerful,
dynamic found between the rhetorical machinations of the law and
the ideological touchstones that dominate the American political
terrain. This book openly challenges the law with arguments founded
on solid research, scholarship, and data. No Child Left Behind and
the Illusion of Reform argues that this law is not only a bad idea
for children, but also for teachers, parents, schools, and
communities because it undermines good teaching through an
over-emphasis on testing and measurement. NCLB also pits schools
against each other in a competition for limited resources. The book
argues that the law sets impossible goals, which further and
unnecessarily defeat and deflate the institution of public
education.
Critical Perspectives on the Curriculum of Teacher Education is a
collection of papers, written by students in a widely recognized
doctoral program in curriculum and educational leadership. The
editors have compiled these papers to discuss key ideas and present
new possibilities for teachers, in terms of formal and informal
curriculum interventions. This book will challenge readers to
rethink long-standing assumptions that pass for conventional wisdom
in the field.
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