HUDU

Teaching to Change the World

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Juni 1999

Beschreibung

Beschreibung

Considering the values and politics that pervade education, this book asks questions about how conventional thinking and practice came to be and who benefits from them. It pays attention to inequalities associated with race, social class, language, gender, and other social categories and looks for alternatives to the inequalities.

Inhaltsverzeichnis

CHAPTER: 1: SCHOOLING: WRESTLING WITH TRADITION
The Teaching Challenge of the 21st Century
Metaphors and Myths That Shape American Schools
Hope and Struggle in a Postmodern World
Digging Deeper
CHAPTER 2: TRADITIONAL LEARNING THEORIES: IQ, TRAINING, & TRANSMISSION
The Bell Curve: Debates Rage about Intelligence and Learning
Changing Conceptions of Learning
Intelligence, Learning, and Merit: You Get What You Deserve
Learning as Behavioral Training
Schooling as Behavioral Training
The Limits of Transmission and Training
Digging Deeper
CHAPTER 3: CONTEMPORARY LEARNING THEORIES: PROBLEM-SOLVING & UNDERSTANDING
Learning as Thinking and Understanding
The Cognitive Revolution
Learning is Social and Cultural
Why Do Children Learn?
Cognition, Culture, and Teaching to Change the World
Digging Deeper
CHAPTER 4: THE CURRICULUM: WHAT SHOULD STUDENTS LEARN?
Why Do We Have to Learn This? Traditions and Debates
The Struggle for a 21st Century Curriculum
Late 20th Century Opposition to Constructivism and Multiculturalism
Struggling for a Socially Just Curriculum
Digging Deeper
CHAPTER 5: CURRICULUM: THE SUBJECT MATTERS
What Knowledge? Whose Knowledge? Knowledge for Whom?
Mathematics
English Language Arts
Social Studies
Science
The Struggle for the Subject Matter
Digging Deeper
CHAPTER 6: INSTRUCTION & ASSESSMENT: CLASSROOMS AS LEARNING COMMUNITIES
Seeking a Sociocultural Pedagogy
Confidence in a Context of Difference
Active and Social Instruction
Assessment for Learning
No Easy Recipes
Digging Deeper
CHAPTER 7: CLASSROOM MANAGEMENT: BUILDING CARING & DEMOCRATIC COMMUNITIES
Management, Discipline, and Control: Lasting Legacies
Caring and Democracy-A Second Legacy
Socially Just Classrooms
Like Everything Else in Teaching; It's a Struggle
Digging Deeper
CHAPTER 8: GROUPING & CATEGORICAL PROGRAMS: CAN SCHOOLS TEACH ALL STUDENTS WELL?
Making Distinctions
History, Diversity, and Homogeneous Grouping
Contemporary Grouping Practices: Ability by Many Other Names
Dilemmas with Homogeneous Grouping
Controversy Surrounds Homogeneous Grouping
Accommodating Diversity without Sorting
Technical Skills, Norms and Beliefs, Politics and Power
The Struggle for Heterogeneous Grouping
Digging Deeper
CHAPTER 9: THE SCHOOL CULTURE: WHERE GOOD TEACHING MAKES SENSE
Structures, Norms, and Politics Enable and Constrain
Access and Opportunity to Learn
Expectations and Press
Caring
Connections with the Community
Conditions For Teaching Efficacy
Necessary, But Not Sufficient
Digging Deeper
CHAPTER 10: TEACHING TO CHANGE THE WORLD

Portrait

Jeannie Oakes is Professor and Assistant Dean for Teacher Education in the Graduate School of Education and Information Studies at the University of California, Los Angeles. She also directs Center X-Where Research and Practice Intersect for Urban School Professionals--the home for UCLA's programs for teachers. Formerly a senior social scientist at RAND, Oakes received her Ph.D. in Education from UCLA in 1980 after a 7-year career as a public school English teacher. Professor Oakes has written five books, several research monographs, and scores of academic and professional articles. Her research examines inequalities in U.S. schools, and follows the progress of equity-minded reform. This work is the subject of her widely read book, KEEPING TRACK: How Schools Structure Inequality, (Yale University Press) and numerous articles. Dr. Oakes' National Science Foundation study, MULTIPLYING INEQUALITIES (Rand Corp., 1990) documents the uneven distribution of resources, curriculum, and teachers in mathematics and science nationwide, and how it affects poor and minority students. Dr. Oakes' studies have been widely cited in newspapers and magazines (e.g., The New York Times, Wall Street Journal, Parents) and on television (e.g., 'American Agenda' on ABC World News Tonight; 'American Agenda,' PBS 'Frontline,' and '60 Minutes'), as well as in scholarly journals. In 1986, her writing won a Distinguished Achievement Award from the Educational Press Association of America. In 1990, the American Educational Reserach Association awarded her the highly prestigious Raymond B. Cattell Award for achievement in research, and in 1997 AERA awarded her the Palmer O. Johnson Award for the Outstanding Research Article. In 1996 the Southern Christian Leadership Conference presented her with the Ralph David Abernathy Award for public service. Her current studies follow the progress of educators across the nation attempting to eliminate inequalities in their schools.
EAN: 9780072546347
ISBN: 0072546344
Untertitel: Sprache: Englisch.
Verlag: MCGRAW HILL BOOK CO
Erscheinungsdatum: Juni 1999
Format: kartoniert
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