Teaching Transformed

by Tharp, Roland G.; Estrada, Peggy; Dalton, Stephanie Stoll; Yamauchi, Lois A.; Tharp, Ronald G.

• ISBN13: 9780813322681
• ISBN10: 0813322685
• Format: Hardcover
• Copyright: 1999-12-01
• Publisher: Westview Pr

Summary

The four goals of school reform--academic excellence, fairness, inclusion and harmony--can be achieved simultaneously, by transforming the final common pathway of all school reform--instructional activity.Teaching Transformedis a new vision for classrooms, based on consensus research findings and unified practice prescriptions, explained and justified by new developments in sociocultural theory, and clarified by an explicit five-phase developmental guide for achieving that transformation.Teaching Transformedis both visionary and practical, both theoretical and data-driven, and determined to create effective education for all students. Professional educators, parents, and any reader concerned with saving our schools will find this book necessary to understand our current plight, and to envision a realistic means of transformation.

Author Biography

Roland G. Tharp is chair of the Board of Studies in Education and professor of education and psychology at the University of California at Santa Cruz. Tharp is the recipient of the prestigious 1993 Grawemeyer Award in Education for his book Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context (1988). Roland G. Tharp is chair of the Board of Studies in Education and professor of education and psychology at the University of California at Santa Cruz. Tharp is the recipient of the prestigious 1993 Grawemeyer Award in Education for his book Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context (1988). Roland G. Tharp is chair of the Board of Studies in Education and professor of education and psychology at the University of California at Santa Cruz. Tharp is the recipient of the prestigious 1993 Grawemeyer Award in Education for his book Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context (1988). Roland G. Tharp is chair of the Board of Studies in Education and professor of education and psychology at the University of California at Santa Cruz. Tharp is the recipient of the prestigious 1993 Grawemeyer Award in Education for his book Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context (1988).

Table of Contents

List of Tables and Figures	ix
Acknowledgments	xi
Introduction and Overview	1	(12)
The Goals of Activity and Teaching	1	(1)
The Goals of Education Reform: Excellence, Fairness, Inclusion, and Harmony	2	(3)
Can Schools Actually Provide Excellence, Fairness, Inclusion, and Harmony?	5	(2)
Unified Reform	7	(1)
Plan of the Book	8	(4)
Notes	12	(1)
Transformed Classrooms: Description, Principles, and Criteria	13	(30)
Quality Criteria for Instructional Activity in Classrooms	16	(1)
Generic Principles for Effective Pedagogy	17	(4)
The Five Standards for Effective Pedagogy	21	(13)
Necessary Conditions for the Effective Organization of Instructional Activity	34	(5)
Common Values, Diverse Cultures	39	(1)
Conclusion	40	(1)
Notes	41	(2)
Activity in Theory and Classroom	43	(26)
The Social Construction of Mind	44	(6)
The Organization of Social Relationships	50	(5)
Social Relationships: The Dynamics of Formation and Change	55	(6)
Changing Patterns of Relationship for Improved Teaching and Learning	61	(5)
Conclusion	66	(1)
Notes	67	(2)
Patterns of Instructional Activity and Relationships	69	(36)
Propinquity: Affecting Inclusion, Fairness, and Harmony in Peer Relationships	70	(5)
Instructional Activity: Affecting Inclusion, Fairness, and Harmony in Peer Relationships	75	(13)
Peer Relationships, Friendship, and Academic and Social Excellence	88	(4)
Propinquity and Activity: Affecting Inclusion, Fairness, and Harmony in Teacher-Student Relationships	92	(6)
Propinquity, Activity, and the Quality of Teacher-Student Relationships	98	(2)
Teacher-Student Relationships and Academic and Social Excellence	100	(2)
Conclusion	102	(1)
Notes	103	(2)
Culture and Instructional Activity	105	(32)
Culture and Expectations	107	(1)
Individualism and Collectivism	108	(7)
Role Expectations in the Classroom	115	(9)
Power	124	(5)
Language Genres and Codes in the Classroom	129	(5)
Conclusion	134	(3)
Designing the Organization of Instructional Activity	137	(80)
Grade Level, Diversity, and Content Area	139	(1)
A Developmental Model	140	(1)
Activity Settings	141	(3)
The Instructional Frame	144	(7)
Classroom Management	151	(5)
Phase 1: One to Four Weeks: Building an Academic Learning Community Using Activity Settings and Instructional Frame	156	(9)
Phase 2: Two to Three Weeks: Grouping for Independent and Simultaneous Activity	165	(11)
Phase 3: One to Two Weeks: Teaching and Learning in Activity Settings	176	(14)
Phase 4: Two to Three Weeks: Teaching Through Activity Settings	190	(10)
Phase 5: Routine for the Rest of the Year: Teaching Through Instructional Conversation with Multiple, Simultaneous Activity Settings	200	(15)
Conclusion	215	(2)
Classrooms of Phase 5: Evidence, Vision, and Future	217	(22)
The Organizational System for Instructional Activity	200	(21)
Theory and Dynamics	221	(2)
Do Phase 5 Classrooms Achieve Excellence, Fairness, Inclusion, and Harmony?	223	(2)
Supporting Evidence	225	(4)
Shall We Improve Our Schools?	229	(2)
The Image of Schools in the Eyes of Educators and the Public	231	(2)
Preparing Teachers for Phase 5	233	(5)
Notes	238	(1)
Appendices	239	(8)
References	247	(20)
Index	267