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This popular text continues using the format of the three approaches--The Executive, The Facilitator, and The Liberationist. For the Fifth Edition, the authors add four new case studies: Scripted Teaching,” Accountability and Merit,” What is the Value of Caring Relationships?” and School Funding.” Using these and other realistic case studies, they explore the strengths and weaknesses of each approach so that teachers can critically assess their own philosophical positions on teaching. Teachers are urged to ask themselves such questions as: What is the main goal of teaching? What is the most important purpose of education? What do I expect my students to eventually become? Is the way I structure my teaching influenced by how I view my role and goals? This updated edition also adds a new section called Topics and Resources” to encourage further inquiry into teaching
Gary D Fenstermacher is Professor of Education at the University of Michigan, Ann Arbor. Jonas F. Soltis is William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University. Matthew N. Sanger is Assistant Professor of Educational Foundations at Idaho State University.
Table of Contents
|A Note to Readers||p. ix|
|To the Instructor||p. xi|
|Approaches to Teaching||p. 1|
|Three Teachers||p. 1|
|The Amazing Glasses||p. 4|
|Three Approaches to Teaching||p. 5|
|The Common Framework: Maker||p. 7|
|Using Maker with the Approaches||p. 9|
|The Executive Approach||p. 11|
|Managing Your Classroom||p. 11|
|Managing Time in the Classroom||p. 12|
|Features of This Approach||p. 15|
|The Maker Framework||p. 16|
|Historical Roots||p. 19|
|Teaching for Student Achievement||p. 21|
|The Complexity of Modern Schooling||p. 23|
|The Facilitator Approach||p. 25|
|Your Middle School English Class||p. 26|
|Historical Background||p. 28|
|Humanistic Psychology||p. 30|
|Normative Considerations||p. 32|
|Existential Roots||p. 33|
|Care Pedagogy||p. 34|
|Facilitating Identity||p. 37|
|Multiple Intelligences||p. 41|
|The Liberationist Approach||p. 44|
|Origins of This Approach||p. 44|
|Features of the Liberationist Approach||p. 45|
|Your High School Class||p. 46|
|Manner in Teaching||p. 47|
|The Element of Knowledge||p. 49|
|Emancipatory Teaching||p. 51|
|Democratic Citizenship||p. 53|
|Social Justice and Identity||p. 55|
|Reflections on the Three Approaches||p. 57|
|A Synoptic View||p. 57|
|Critical Perspectives on the Executive Approach||p. 59|
|Critical Perspectives on the Facilitator Approach||p. 61|
|Forging National Identity||p. 63|
|Critical Perspectives on the Liberationist Approach||p. 65|
|Democracy, Identity, and Diversity||p. 68|
|Developing Your Approach to Teaching||p. 71|
|Three Ideas, Three Approaches||p. 71|
|Becoming All Three||p. 73|
|Cases and Disputes||p. 76|
|Grading Policies||p. 78|
|School and Approach Mismatch||p. 79|
|Teacher-Engineer or Artist?||p. 80|
|Individualized Learning||p. 82|
|How Much Control Is Too Much?||p. 83|
|Workbook Dilemma||p. 83|
|A New Science Kit||p. 84|
|Scripted Teaching||p. 86|
|Accountability and Merit||p. 87|
|Individual and Societal Needs||p. 88|
|Curing Shyness||p. 89|
|What Standard Shall We Use?||p. 90|
|Teaching "Relevant" Literature||p. 91|
|Teacher and Mother?||p. 92|
|What Is the Value of Caring Relationships?||p. 93|
|Freedom and Indoctrination||p. 94|
|Too Young to Be Critical?||p. 95|
|Education for Life||p. 96|
|Freedom of Speech?||p. 97|
|Mass or Class Culture?||p. 99|
|Different Learning Styles||p. 100|
|Compatibility of Approaches||p. 101|
|E Pluribus Unum||p. 102|
|Go Fly a Kite||p. 103|
|Topics and Resources||p. 109|
|Table of Contents provided by Ingram. All Rights Reserved.|