Schooled—Ordinary, Extraordinary Teaching in an Age of Change


Book Description

This beautifully written book highlights working teachers speaking on many key educational problems under debate as well as many of the controversial solutions put forth, including revamped teacher evaluations, curricular standardization, and increased testing and data collection. Anthropologist Catherine Lutz and high school teacher Anne Lutz Fernandez traveled the country to meet a wide range of educators on the frontlines of teaching across diverse contexts—from traditional public schools to charters to the home school; early in careers and near retirement; in city, town, suburb, and country. What they learned about teaching and learning provides critical insights not just for educators but for anyone interested in American education. Book Features:A focus on many of the key issues and problems in education today. In-depth interviews and observations of teachers at work with students, colleagues, and parents. Questions for discussion and suggestions for further readings in each chapter.A book website that includes a blog providing author commentary on education news and a forum for teachers’ voices (www.schooledbook.org). “A fascinating journey into the lives of nine American teachers—all different but tied together by the dedication, passion, and hope to change young people’s lives.... As they say, teaching is not rocket science, it’s more complicated than that.” —Pasi Sahlberg, author of Finnish Lessons 2.0: What can the world learn from educational change in Finland? “An electrifying and inspiring must read for teachers and everyone concerned with the fate of our schools.” —Lesley Bartlett, Associate Professor, Educational Policy Studies, University of Wisconsin–Madison “This book will rapidly become required reading not only among educators but also among education policy reformers. Clearly, lessons learned from these contextually rich case studies will inform our current policy debate on charting the steps in supporting the teaching profession.” —Kenneth K. Wong, Chair, education department, Brown University “This book makes an important case for defying the standardization that passes for school reform, while we learn first hand what it means to teach today in a changing social, cultural and political environment.” —Ann Lieberman, Senior Scholar at Stanford University




The SAGE Handbook of Critical Pedagogies


Book Description

**Winner of a 2022 American Educational Studies Association Critics′ Choice Book Award** This extensive Handbook brings together different aspects of critical pedagogy in order to open up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together contributing authors from around the globe, chapters provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating common philosophical and social themes. Chapters are organised across three volumes and twelve core thematic sections: Part 1: Social Theories of Critical Pedagogy Part 2: Seminal Figures in Critical Pedagogy Part 3: Transnational Perspectives and Critical Pedagogy Part 4: Indigenous Perspectives and Critical Pedagogy Part 5: On Education Part 6: In Classrooms Part 7: Critical Community Praxis Part 8: Reading Critical Pedagogy, Reading Paulo Freire Part 9: Communication, Media and Popular Culture Part 10: Arts and Aesthetics Part 11: Critical Youth Pedagogies Part 12: Technoscience, Ecology and Wellness The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies




A World of Babies


Book Description

A fully revised and updated second edition of this successful guide to childcare advice in different cultures around the globe.




The Voice


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Werner's Magazine


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Onward


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Ordinary Children, Extraordinary Teachers


Book Description

Marva Collins embodies all that is meant by that hallowed word. . .teacher. She gives of herself tirelessly so that those whose minds are supple may grasp knowledge and power through her love. Indeed love, like that of a mother for her children, is the essence of the Marva Collins Way. . .love of learning, love of teaching, and love of sharing. It charges her mission with an incredible power to heal broken spirits. Discover the power to truly teach, whether it be one child or many. Children don't have to be geniuses to be successful. By the power of the extraordinary teacher, each and everyone can achieve extraordinary success. You can be that teacher or parent. In this book, Marva Collins reveals the secret of her success and the principles which will aid you to duplicate her achievements - first within yourself, then within your classroom or in your own home. Here is an opportunity to expand your teaching ability with the aid of one who has stretched the boundary through her own bold experiments. It works. Go for it. Renew your spirit. The Extraordinary teacher is you.




What School Could Be


Book Description

An inspiring account of teachers in ordinary circumstances doing extraordinary things, showing us how to transform education What School Could Be offers an inspiring vision of what our teachers and students can accomplish if trusted with the challenge of developing the skills and ways of thinking needed to thrive in a world of dizzying technological change. Innovation expert Ted Dintersmith took an unprecedented trip across America, visiting all fifty states in a single school year. He originally set out to raise awareness about the urgent need to reimagine education to prepare students for a world marked by innovation--but America's teachers one-upped him. All across the country, he met teachers in ordinary settings doing extraordinary things, creating innovative classrooms where children learn deeply and joyously as they gain purpose, agency, essential skillsets and mindsets, and real knowledge. Together, these new ways of teaching and learning offer a vision of what school could be—and a model for transforming schools throughout the United States and beyond. Better yet, teachers and parents don't have to wait for the revolution to come from above. They can readily implement small changes that can make a big difference. America's clock is ticking. Our archaic model of education trains our kids for a world that no longer exists, and accelerating advances in technology are eliminating millions of jobs. But the trailblazing of many American educators gives us reasons for hope. Capturing bold ideas from teachers and classrooms across America, What School Could Be provides a realistic and profoundly optimistic roadmap for creating cultures of innovation and real learning in all our schools.




Making an Extraordinary School


Book Description

Offers an enlightened and enlightening alternative to what so many today must experience and endure in schools.




Normalites


Book Description

A volume in Contemporary Research in Education Series Editor: Terry A. Osborn, University of South Florida, Sarasota-Manatee Normalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period. Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped. This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.