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FULL DESCRIPTION Why Teach? Who Are Today's Students? What Makes a Good Teacher? Educational Foundations: An Anthology of Critical Readings answers these questions and more, providing an exciting alternative to other foundations textbooks. This anthology is aimed at students about to enter the teaching profession, those new to the profession, and anyone interested in carefully examining-and improving-schools and schooling. In this Third Edition, editors Alan S. Canestrari and Bruce A. Marlowe add new essays by classic and contemporary policy shapers and teachers. The readings are bold and refreshing, and their authors eschew unquestioning compliance. By taking a hard look at traditional educational practice, the contributors to this anthology serve as models for the kind of reflective practitioners that its editors hope that students will become while in the field.
Table of Contents
|About the Editors||p. xvii|
|About the Contributors||p. xix|
|Why Teach?||p. 1|
|Letters to a Young Teacher: Why New Recruits Leave Inner-City Classrooms-and What It Will Take to Keep Them There||p. 3|
|The Green Monongahela||p. 9|
|Why Teach?||p. 17|
|Who Are Today's Students?||p. 29|
|What Should Teachers Do? Ebonics and Culturally Responsive Instruction||p. 31|
|Racism, Discrimination, and Expectations of Students' Achievement||p. 41|
|Inclusion: Rejecting Instruction That Disables||p. 61|
|Lesbian, Gay, Bisexual, and Transgender Students: Perceived Social Support in the High School Environment||p. 81|
|What Makes a Good Teacher?||p. 101|
|The Banking Concept of Education||p. 103|
|On Stir-and-Serve Recipes for Teaching||p. 117|
|Psst…It Ain't About the Tests: It's Still About Great Teaching||p. 125|
|What Do Good Schools Look Like?||p. 131|
|The Idea of Summerhill||p. 133|
|Success in East Harlem: How One Group of Teachers Built a School That Works||p. 141|
|Beyond the Deficit Paradigm: An Ecological Orientation to Thriving Urban Schools||p. 151|
|How Should We Assess Student Learning?||p. 159|
|A Mania for Rubrics||p. 161|
|Grading: The Issue Is Not How but Why?||p. 165|
|Confessions of a "Bad" Teacher||p. 175|
|How, and How Not, to Improve the Schools||p. 179|
|How Does One Develop a Critical Voice?||p. 187|
|Teachers as Transformative Intellectuals||p. 189|
|Resistance and Courage: A Conversation With Deborah Meier||p. 199|
|From Silence to Dissent: Fostering Critical Voice in Teachers||p. 203|
|How Do We Move Forward?||p. 215|
|Poor Teaching for Poor Children…in the Name of Reform||p. 217|
|Necessary Muddles: Children's Language Learning in the Classroom||p. 223|
|Teacher Unionism Reborn||p. 231|
|The Quest: Achieving Ideological Escape Velocity-Becoming an Activist Teacher|
|Table of Contents provided by Ingram. All Rights Reserved.|