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Author: Phyllis Kahaney
Publisher: Praeger
ISBN: 1567500595
Category : Education
Languages : en
Pages : 0
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Book Description
This volume establishes a dialogue between the theoretical and practical components of teaching, between the barriers that inhibit changes and the factors that help overcome those barriers. It presents theories that are already at the heart of modern educational practice and shows how these theories have been used by teachers and teacher trainers. The dialogue in this book takes place within, and is informed by, a multitude of disciplines including philosophy, communication studies, technology, composition, rhetoric, and education. The authors address the practical issues of their chosen theoretical perspectives and reflect on how those perspectives manifest themselves pedagogically. Each chapter is followed by a brief response that draws on the experiences and expertise of classroom teachers and theoreticians. As such, the dialogue between the theory and practice of change is delineated between the chapter authors and respondents.
Author: Phyllis Kahaney
Publisher: Praeger
ISBN: 1567500595
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
This volume establishes a dialogue between the theoretical and practical components of teaching, between the barriers that inhibit changes and the factors that help overcome those barriers. It presents theories that are already at the heart of modern educational practice and shows how these theories have been used by teachers and teacher trainers. The dialogue in this book takes place within, and is informed by, a multitude of disciplines including philosophy, communication studies, technology, composition, rhetoric, and education. The authors address the practical issues of their chosen theoretical perspectives and reflect on how those perspectives manifest themselves pedagogically. Each chapter is followed by a brief response that draws on the experiences and expertise of classroom teachers and theoreticians. As such, the dialogue between the theory and practice of change is delineated between the chapter authors and respondents.
Author: Taylor & Francis Group
Publisher: Routledge
ISBN: 9781032174914
Category :
Languages : en
Pages : 204
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Book Description
Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management. This extends to meeting the needs and interests of different and diverse students and groups of students, mentoring student teachers and beginning teachers, and supporting experienced teachers, so they are all responsive to their local school-communities, thereby contributing to democratic schooling and the public good. The book mainly focuses on the professionals working in teaching and teacher education from pre-service training and development through early-mid career and into later stages of career mobility. It pinpoints the ways that practitioners need to be involved in the design and delivery of changing models of teacher education which helps in the development of their own professional activities at all levels of the teaching service. Dedicated to the late Professor Carey Philpott, the book takes his ideas forward, particularly in the current conjuncture when teacher learning is curtailed and constrained by power brokers, politicians and policy makers in various undemocratic ways. This book will be of great interest for academics and researchers in the fields of teacher education, educational policy and politics, and lifelong learning and development.
Author: Phyllis Kahaney
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 240
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Book Description
This volume establishes a dialogue between the theoretical and practical components of teaching, between the barriers that inhibit changes and the factors that help overcome those barriers. It presents theories that are already at the heart of modern educational practice and shows how these theories have been used by teachers and teacher trainers. The dialogue in this book takes place within, and is informed by, a multitude of disciplines including philosophy, communication studies, technology, composition, rhetoric, and education. The authors address the practical issues of their chosen theoretical perspectives and reflect on how those perspectives manifest themselves pedagogically. Each chapter is followed by a brief response that draws on the experiences and expertise of classroom teachers and theoreticians. As such, the dialogue between the theory and practice of change is delineated between the chapter authors and respondents.
Author: Mathew A. White
Publisher: Springer Nature
ISBN: 9811566674
Category : Education
Languages : en
Pages : 225
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Book Description
This book addresses the significant problems that can arise for pre-service teachers, teachers and school leaders who are unprepared for the complexities of 21st century teaching. It focuses on major factors impacting teacher preparation during an era of significant change, including student learning, academic growth, classroom practice, and the efficacy of teachers. In turn, the book considers crucial aspects that can enhance educational outcomes and investigates questions including what impact the changing nature of teachers’ work has on teacher preparation; how educators can evaluate blended learning; and what impact teachers have on learners. This book provides evidence-based approaches that can be used to achieve a positive impact on education and narrow the gap in contemporary and emerging global topics in education.
Author: Patricia H. Hinchey
Publisher: Peter Lang
ISBN: 9780820461496
Category : Education
Languages : en
Pages : 196
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Book Description
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.
Author: Deborah Appleman
Publisher: Teachers College Press
ISBN: 0807773557
Category : Education
Languages : en
Pages : 273
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Book Description
Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University
Author: Suniti Sharma
Publisher: Springer
ISBN: 303002251X
Category : Education
Languages : en
Pages : 248
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Book Description
This book offers educators new understandings of 21st century diversity emerging from contemporary national events within the U.S., global movements, and changes in the world political order that have long-lasting impact on local education and call for rethinking traditional generalizations and empirical prescriptions for inclusivity in teaching and learning. The book expands the literature on teacher preparation and intercultural education by providing the educational community with critical perspectives, theoretical approaches, and research methodologies for educational inquiry responsive to diversity. Driven by changes in classroom diversity this book offers educators, researchers and policy makers a language for articulating complex differences in educational reform, policy and practice.
Author: Jeannie Oakes
Publisher: Routledge
ISBN: 1351263420
Category : Education
Languages : en
Pages : 622
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Book Description
Teaching to Change the World is an up-to-the-moment, engaging, social justice-oriented introduction to education and teaching, and the challenges and opportunities they present. Both foundational and practical, the chapters are organized around conventional topics but in a way that consistently integrates a coherent story that explains why schools are as they are. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers’ role in addressing them. This thoroughly revised fifth edition remains a vital introduction to the profession for a new generation of teachers who seek to become purposeful, knowledgeable practitioners in our ever-changing educational landscape—for those teachers who see the potential for education to change the world. Features and Updates of the New Edition: • Fully updated Chapter 1, "The U.S. Schooling Dilemma," reflects our current state of education after the 2016 U.S. presidential election. • First-person observations from teachers, including first-year teachers, continue to offer vivid, authentic pictures of what teaching to change the world means and involves. • Additional coverage of the ongoing effects of Common Core highlights the heated public discourse around teaching and teachers, and charter schools. • Attention to diversity and inclusion is treated as integral to all chapters, woven throughout rather than tacked on as separate units. • "Digging Deeper" resources on the new companion website include concrete resources that current and future teachers can use in their classrooms. • "Tools for Critique" provides instructors and students questions, prompts, and activities aimed at encouraging classroom discussion and particularly engaging those students least familiar with the central tenets of social justice education.
Author: Ann E. Lopez
Publisher: IAP
ISBN: 1641131098
Category : Education
Languages : en
Pages : 227
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Book Description
People are on the move all across the globe and the student population is becoming increasingly more diverse. This has brought about new opportunities and challenges for educators, and teachers. In this series teacher educators a) deconstruct and problematize what it means to educate new teachers for increasingly diverse schools and classroom contexts, and b) highlight experiences of teacher educators as they attempt to bridge the theory to practice divide often encountered in teacher education. In these challenging times when public education is under attack, culturally responsive, antiracist, critical multicultural, social justice and all forms of teaching that are inclusive and equitable must be supported and encouraged. As schools continue to be spaces where ideas and values that promote equity and justice in society are contested, teachers must be proactive in engaging in pedagogies that respond to the needs of a diverse student population. Transformative Pedagogies bring together the work of teachers, scholars, and activists from different countries and contexts who are seeking to transform teacher education. This book will be useful to all educators seeking alternative and innovative approaches to education and meeting the needs of students. Teacher educators examine what it means to be transformative and drawing on experiences from different contexts.
Author: DaVonna L. Graham
Publisher: Teachers College Press
ISBN: 0807761370
Category : Education
Languages : en
Pages : 193
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Book Description
This volume promotes the widespread application of Critical Race Theory (CRT) to better prepare K-12 teachers to bring an informed asset-based approach to teaching today's highly diverse populations. The text explores the tradition of CRT in teacher education and expands CRT into new contexts, including LatCrit, AsianCrit, TribalCrit, QueerCrit, and BlackCrit.
