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Teaching as Principled Practice: Managing Complexity for Social Justice

Autor Linda Ruth Kroll, David M. Donahue, Tomas Galguera, Vicki Kubler LaBoskey, Anna Ershler Richert, Philip L. Tucher, Ruth Cossey
en Limba Engleză Paperback – 6 sep 2004
This book is about a practical vision for effective teacher development for social justice and excellent outcomes for all children and youth, but especially those who have been traditionally underserved by the educational institutions of our country. This vision is encompassed in a set of six principles that underlie the work we do with pre-service teachers: the courses we teach, the supervision we do in the schools, the work we do with the cooperating teachers who open their classrooms to us and our students, and the ongoing conversations we have with our students and with one another. This book is about how one might teach using such underlying principles to guide one's practice. It speaks directly to pre-service and experienced teachers about a way to think about the challenges of urban education for teachers and children alike by building on a fundamental set of ideas. These notions are at the core of what and how we teach teachers and are at the core of how teachers can think about their own practice in schools. The principles are: teaching is inherently moral work, teaching is an act of inquiry and reflection, learning is a developmental constructivist process, the content of what we teach must be well understood by those who teach and those who learn, teaching is a collegial act, and teaching is political. Features and Benefits:
} each chapter in the text addresses and explores one of the principles, presenting the rationale behind the principle and including several examples of how the principle informs the complicated work done in classrooms.
} real-life case studies and voices of teachers show the application of each principle.
} responses to each of the chapters/cases by school leaders examine the dilemmas of teachers from principled practice to the work of leadership.
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Specificații

ISBN-13: 9780761928768
ISBN-10: 0761928766
Pagini: 176
Dimensiuni: 152 x 229 x 9 mm
Greutate: 0.24 kg
Ediția:New.
Editura: SAGE Publications
Colecția Sage Publications, Inc
Locul publicării:Thousand Oaks, United States

Recenzii

“Teacher candidates and practicing teachers will find inspiration and ideas for reflection throughout this text. The principled practice demonstrated in each chapter sets the stage for examination of ones beliefs, passions, and values of teaching and learning. The vignettes present realistic problems with evidence that solutions are not simplistic but value laden and complex.”
Teaching as Principled Practice provides educators with a valuable frame for rethinking and reconfirming the commitment to students and society in a world of globalization and standardization.”
“This book introduces prospective teachers to (and reminds practicing teachers about) key principles for guiding effective practice in urban settings. Through helpful vignettes and readable text, the authors clarify what these principles mean and how teachers can make these principles an embedded part of their work.”
“This text provides much insight and variety of opinion regarding contemporary issues and educational practices in today's society. The format is unique and would encourage lively discussion in a university class setting.”
"This book is itself a collegial project of inquiry and reflection with moral and political dimensions. As an elementary-school teaching-credential student at Mills, I can also attest to the constructivist and collaborative approach to their own instruction and the value these professors place on subject matter content. A rarity in academia, these educators practice what they preach."

Cuprins

Preface - Linda R. Kroll
Foreword - Rebecca Akin
1. Teaching and Learning to Teach as Principled Practice - Linda R. Kroll and Tomás Galguera
2. Learning to Negotiate the Moral Terrain of Teaching - Anna Ershler Richert
3. Preparing and Supporting the Reflective Practitioner - David M. Donahue
4. Constructivism in Teacher Education: Rethinking How We Teach Teachers - Linda R. Kroll
5. Preparing to Teach Content : "Not Just a Series of Fun Activities" - Vicki Kubler LaBoskey
6. Teaching to Collaborate, Collaborating to Teach - Ruth Cossey and Philip Tucher
7. Learning to See the Invisible: Power, Authority, and Language in the Classroom - Tomás Galguera
8. Principled Practice in a World of Standards: Some Concluding Thoughts - Vicki Kubler LaBoskey, Anna Ershler Richert, and Linda R. Kroll
Index
Acknowledgments

Notă biografică

Linda R. Kroll, Ph.D. is a professor in the Department of Education at Mills College. She has taught at Mills since 1988 and served for two years as Dean and Chair of the department. She co-directs the Early Childhood portion of the Teachers for Tomorrow¿s Schools program known as Developmental Perspectives in Teaching. Her research interests focus on applying developmental and constructivist theory to understanding and facilitating children¿s and teachers¿ learning. She has been a preschool teacher for emotionally disturbed children, and an elementary school teacher in Vallejo, California where she taught combined classes of kindergarteners through third graders for 9 years. She has been a teacher educator since 1979, where she helped found the UC Berkeley Developmental Teacher Education Program. Her work with children focused on urban settings with children with special needs, English Language Learners and children of color who are traditionally underserved. Her work with teachers has focused on urban school settings and in the Mills College Laboratory School. She is a contributing author to Reframing Teacher Education: Dimensions of a Constructivist Approach edited by Julie Rainer and to How Students Learn: Reforming Schools Through Learner-Centered Education edited by Lambert and McCombs. She is currently president of the Association for Constructivist Teaching.

Descriere

Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors' work with pre-service teachers, and is intended to guide one's practice in the classroom. The text's primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children.