Educational Foundations : An Anthology of Critical Readings

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  • Edition: 3rd
  • Format: Paperback
  • Copyright: 2012-11-02
  • Publisher: SAGE Publications, Inc

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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

Prefacep. ix
Acknowledgmentsp. xv
About the Editorsp. xvii
About the Contributorsp. 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 Therep. 3
The Green Monongahelap. 9
Why Teach?p. 17
Who Are Today's Students?p. 29
What Should Teachers Do? Ebonics and Culturally Responsive Instructionp. 31
Racism, Discrimination, and Expectations of Students' Achievementp. 41
Inclusion: Rejecting Instruction That Disablesp. 61
Lesbian, Gay, Bisexual, and Transgender Students: Perceived Social Support in the High School Environmentp. 81
What Makes a Good Teacher?p. 101
The Banking Concept of Educationp. 103
On Stir-and-Serve Recipes for Teachingp. 117
Psst…It Ain't About the Tests: It's Still About Great Teachingp. 125
What Do Good Schools Look Like?p. 131
The Idea of Summerhillp. 133
Success in East Harlem: How One Group of Teachers Built a School That Worksp. 141
Beyond the Deficit Paradigm: An Ecological Orientation to Thriving Urban Schoolsp. 151
How Should We Assess Student Learning?p. 159
A Mania for Rubricsp. 161
Grading: The Issue Is Not How but Why?p. 165
Confessions of a "Bad" Teacherp. 175
How, and How Not, to Improve the Schoolsp. 179
How Does One Develop a Critical Voice?p. 187
Teachers as Transformative Intellectualsp. 189
Resistance and Courage: A Conversation With Deborah Meierp. 199
From Silence to Dissent: Fostering Critical Voice in Teachersp. 203
How Do We Move Forward?p. 215
Poor Teaching for Poor Children…in the Name of Reformp. 217
Necessary Muddles: Children's Language Learning in the Classroomp. 223
Teacher Unionism Rebornp. 231
Epiloguep. 245
The Quest: Achieving Ideological Escape Velocity-Becoming an Activist Teacher
Indexp. 251
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