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Author: Barry Down
Publisher: Springer Science & Business Media
ISBN: 9400739745
Category : Education
Languages : en
Pages : 304
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Book Description
We live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.
Author: Barry Down
Publisher: Springer Science & Business Media
ISBN: 9400739745
Category : Education
Languages : en
Pages : 304
Get Book Here
Book Description
We live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.
Author: Roger Neilson Brindley
Publisher: R&L Education
ISBN: 1607099683
Category : Education
Languages : en
Pages : 133
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Book Description
Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers primarily for teachers and teacher educators. Of course, none of the initiatives described in the text would be possible without the visionary leadership of school and district administrators. Because administrative support is foundational to the process, school and district administrators and staff developers will also be interested in reading about how this school's principal and assistant principal set the stage for developing their community of learners. There are many sound action research texts on the market. What sets this text apart are the first-person accounts of teachers' experiences with action research as examples of profound possibilities for professional growth. As such, this book, written by teachers for other teachers and then contextualized by the Editors so that the relevance is clear to a broader audience, fills an important niche in the literature.
Author: Bernardo E. Pohl
Publisher:
ISBN: 9781648023750
Category : Education
Languages : en
Pages : 378
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Book Description
There is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey-an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world. Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice. Voices of Social Education: A Pedagogy of Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter--a common space-- where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
Author: Janet L. Miller
Publisher: SUNY Press
ISBN: 9780791402825
Category : Education
Languages : en
Pages : 224
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Book Description
This book follows the shared journey of five classroom teachers and a university professor as they together examine the possibilities and dilemmas of collaborative inquiry and teacher empowerment. Teachers voices, in spite of their similarities and differences, still are not heard in the clamor for educational reform, nor are they recognized on the national agendas for research on teacher education. Miller and her colleagues articulate and question the contexts and assumptions that influence and frame teaching practice as they explore the contraints and the possibilities of defining and thus empowering teachers as teacher-researchers. Here the multiple and changing voices of teachers are clearly heard, and Miller shares their experiences, their frustrations, their hopes, and their issues. By grounding these concerns within the particularities of their teaching, Miller and her colleagues explore concrete situations in which they challenge and support one another. Through these stories of collaborative efforts, others are invited to join together in the continuous process of creating those spaces in which all teachers voices may be acknowledged and valued.
Author: Cara E. Furman
Publisher: Teachers College Press
ISBN: 0807779326
Category : Education
Languages : en
Pages : 217
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Book Description
What does it mean to teach for human dignity? How does one do so? This practical book shows how the leaders at four urban public schools used a process called Descriptive Inquiry to create democratic schools that promote and protect human dignity. The authors argue that teachers must attend to who a child is and find a way to create classrooms that allow everyone to feel safe and express ideas. Responding to the perennial question of how to cultivate teachers, they offer an approach that attends to both ethical development and instructional methods. They also provide a way forward for school leaders seeking to listen to, and provide guidance for, their staff. At its core, Descriptive Inquiry in Teacher Practice champions a commitment to schools as places in which children, teachers, and leaders can learn how to live and work well together. Book Features: Illustrates how to take an inquiry stance toward the difficult issues that educators face every day.Examines how themes regularly addressed in foundations can be used to improve schools.Includes engaging portraits of progressive urban schools that showcase the qualities of the leaders that guide them.Demonstrates the power of a progressive and humanistic education for children of color and for those from lower-income backgrounds.
Author: Trevor MacKenzie
Publisher: Edtechteam Press
ISBN: 9781945167140
Category :
Languages : en
Pages :
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Book Description
Want to make learning more meaningful in your classroom? Looking to better prepare your students for the world of tomorrow? Keen to help learners create authentic connections to the world around them? Dive into Inquiry beautifully marries the voice and choice of inquiry with the structure and support required to optimise learning for students and get the results educators desire. With Dive into Inquiry you'll gain an understanding of how to best support your learners as they shift from a traditional learning model into the inquiry classroom where student agency is fostered and celebrated each and every day. This book strikes a perfect balance of meaningful pedagogy, touching narrative, helpful processes, original student examples, and rich how-to lesson plans all to get you going on bringing inquiry into your classroom. After reading this book educators will feel equipped to design their own inquiry units in a scaffolded manner that promote a gradual shift of control of learning from the teacher to the learner. Exploring student passions, curiosities, and interests and having these shape essential questions, units of study, and performance tasks are all covered in this powerful book. Learn to keep track of the many inquiry topics in your classroom and have students take ownership over their learning like never before! Trevor MacKenzie provides readers with a strong understanding of the Types of Student Inquiry and proposes a framework that best prepares both educators and learners for sharing the unpacking of curriculum in the classroom as they work together towards co-constructing a strong Free Inquiry unit. Helpful illustrations for in-class use, examples of essential questions from a variety of disciplines, practical goals for making progress in adopting inquiry into your practice, and powerful student learning on display throughout, Dive into Inquiry will energize, inspire, and transform your classroom!
Author: Trevor MacKenzie
Publisher: Elevate
ISBN: 9781733646840
Category : Education
Languages : en
Pages : 218
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Book Description
Harness the Power of Curiosity to Foster Students' Love for Learning From their youngest years, our children are innately curious. Cultivate an inquiry mindset both as a teacher and in your students! Adopt an inquiry approach that results in the most authentic and inspiring learning you've ever experienced!
Author: Vana Chiou
Publisher: Waxmann Verlag
ISBN: 3830993781
Category : Education
Languages : en
Pages : 480
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Book Description
Voices from the Classroom illustrates that teachers have a leading voice in the policies that impact their students and the profession of teaching. The aim is to provide a rich and broad view of the impact of inquiry in the classrooms, from primary to higher education, and to provide a window into the perspective of teachers. Voices from the Classroom allows us to advance this mission by identifying and then turning educators' ideas into action. The publication includes chapters on issues ranging from dyslexic students' geospatial abilities to teachers' differential behaviours related, student characteristics and the experiences of refugees with bullying in the educational space. All the contributions published in this book emerged from real classrooms: our teachers and researchers conducted their research by drawing on their experience as educators. We believe that these insights into everyday classrooms, and the issues affecting them, are crucial to making teaching and learning better. We hope they can help drive real, positive change for students and teachers.
Author: Pam Grossman
Publisher: Harvard Education Press
ISBN: 1682531899
Category : Education
Languages : en
Pages : 243
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Book Description
In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. Contributors Chandra L. Alston Andrea Bien Janet Carlson Ashley Cartun Katie A. Danielson Elizabeth A. Davis Christopher G. Pupik Dean Brad Fogo Megan Franke Hala Ghousseini Lightning Peter Jay Sarah Schneider Kavanagh Elham Kazemi Megan Kelley-Petersen Matthew Kloser Sarah McGrew Chauncey Monte-Sano Abby Reisman Melissa A. Scheve Kristine M. Schutz Meghan Shaughnessy Andrea Wells
Author: Isauro Escamilla
Publisher:
ISBN: 9781938113918
Category : Education
Languages : en
Pages : 152
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Book Description
Learning Stories and Teaching Inquiry Groups is a practical text focused on how ECE practitioners can establish teacher inquiry and reflection groups and integrate the use of learning stories to strengthen their assessment, teaching practices, and knowledge of child development. Drawing on relevant research and the authors' direct work with teachers, the book focuses on describing ways the authors have adapted the framework of the learning stories approach from New Zealand to specific US educational contexts via examples from several urban and rural ECE contexts. The book provides practical examples of novice through veteran early childhood teachers engaging and collaborating in onsite and cross-site inquiry and reflection with a focus on learning stories. This text will be useful for infant, toddler, and preschool teachers taking courses at the AA, BA, and MA levels, as well as teachers engaged in onsite professional development. This text will help early childhood educators learn to write learning stories as an observational and assessment approach to document young children's learning experiences and to deepen teachers' understanding of the role of narrative in linking child development knowledge with effective environmental design, high-quality curricular approaches, and socially and culturally inclusive relationship practices. The text will support early childhood educators' professional development through easily understood instructions and case study samples of inquiry work with learning stories through community of practice. Educators will learn how linking learning stories with regular, systematic forms of teacher inquiry, documentation, and reflection promotes a new image of children as holistic learners.
