Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 0807759317
Category : Education
Languages : en
Pages : 241
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Book Description
Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability. They critique major accountability initiatives, exposing the lack of evidence behind these policies and the negative impact they have on teacher education. They also offer an achievable alternative based on a commitment to equity and democracy.
Author: Lisa S. Goldstein
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN:
Category : Education
Languages : en
Pages : 180
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Book Description
Annotation Goldstein (education, U. of Texas, Austin) offers this text in an effort to reestablish "caring" in teaching and in teacher education, with an urge to move away from the "gentle smiles and warm hugs" view toward one that sees caring as an integral part of the teacher- learning process and teacher education programs. Coverage includes conceptual, theoretical and empirical interpretations of caring which provide a framework for a moral and intellectual relation view of caring; educating teachers to understand and be committed to this concept of caring teaching; and possibilities for developing teacher education programs which demonstrate for preservice teachers the pedagogical power of the moral and intellectual relation view of caring. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Author: Chris W. Gallagher
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 164
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Book Description
No Child Left Behind and accountability programs generally operate via assessment-driven instruction causing a de-professionalization of teachers and a disengagement of students. Chris Gallagher offers us an alternative: instruction-driven assessment with teachers as the primary assessment instrument. It looks like a way to restore teachers as professionals and to restore students as engaged learners . . . and it looks doable. - Gerald W. Bracey, author of Reading Educational Research: How to Avoid Getting Statistically Snookered This is the most engaging, exciting, and useful book on assessment I have read in a long time. Chris Gallagher draws on the rich experiences of Nebraska educators to show why and how that state's teachers are leading a profoundly important assessment revolution. - Monty Neill, Executive Director, FairTest (National Center for Fair & Open Testing) Reclaiming Assessment details a more humane, more educationally sound way to conduct assessments than what is called for in national and state test-based accountability policies. It examines how Nebraska rejected harmful, high-stakes testing in favor of teacher-designed assessments through a groundbreaking local-control assessment system. Presenting vital conceptual details and practical information for any state, district, or school committed to finding something better for their students than filling ovals, Chris Gallagher focuses in on what makes Nebraska's plan work and how it can transform and has transformed classrooms and policies. In particular he homes in on four key aspects of successful teacher-led assessment: engaging teachers by reinvesting them with classroom- and curricular-level decision-making power engaging students through meaningful classroom assessment engaging colleagues through a new, energizing model of professional development engaging parents and other community members through school-community projects. In each instance, Gallagher combines lessons from Nebraska's school-improvement program with "portraits of practice," vignettes written by Nebraska educators that give a close-up look at how the state's assessment system works, why it works, the settings in which it's making a difference, and the leadership styles that match its goals best. Both a challenge to educators to take back assessment from politicized, top-level bureaucrats and a call to create a new agenda for contemporary education, Reclaiming Assessment is an ideal starting point for your efforts to return to student-centered, not test-centered assessment. Put your trust in educators' abilities to observe and know their students, then read Reclaiming Assessment, adopt an assessment model that's already succeeding in hundreds of schools, and start improving how your students are assessed today.
Author: J. Amos Hatch
Publisher: Rowman & Littlefield
ISBN: 1475810326
Category : Education
Languages : en
Pages : 180
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Book Description
Reclaiming the Teaching Profession gives educators (especially teachers and future teachers) and their allies a clear overview of the massive effort to dismantle public education in the United States, which includes a direct attack on teachers. The book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. It provides counter narratives that public school advocates can use to talk back to those who would destroy the teaching profession and public education. It includes examples of successful acts of resistance and identifies resources for challenging reformers’ taken for granted primacy in the education debate. It concludes with strategies educators can use to “speak truth to power,” reclaim their professional status, and reshape the education landscape in ways that serve all of America’s children and preserve our democracy.
Author: Mike Rose
Publisher: New Press, The
ISBN: 1595589384
Category : Education
Languages : en
Pages : 258
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Book Description
Why School? is a little book driven by big questions. What does it mean to be educated? What is intelligence? How should we think about intelligence, education, and opportunity in an open society? Drawing on forty years of teaching and research and "a profound understanding of the opportunities, both intellectual and economic, that come from education" (Booklist), award-winning author Mike Rose reflects on these and other questions related to public schooling in America. He answers them in beautifully written chapters that are both rich in detail and informed by an extensive knowledge of history, the psychology of learning, and the politics of education. This paperback edition includes three new chapters showing how cognitive science actually narrows our understanding of learning, how to increase college graduation rates, and how to value the teaching of basic skills. An updated introduction by Rose, who has been hailed as "a superb writer and an even better storyteller" (TLN Teachers Network), reflects on recent developments in school reform. Lauded as "a beautifully written work of literary nonfiction" (The Christian Science Monitor) and called "stunning" by the New Educator Journal, Why School? offers an eloquent call for a bountiful democratic vision of the purpose of schooling.
Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 080777216X
Category : Education
Languages : en
Pages : 417
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Book Description
In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation—a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon,and Diane Waff “Cochran-Smith and Lytle once again prove themselves to be among the best at melding theory and practice. Instead of merely making the case for practitioner inquiry they go the next step to show us exactly what this genre brings to our field—rigor, relevance, and passion. The interplay of conceptual clarity and powerful exemplars make this a text we will read well into the next decade.” —Gloria Ladson-Billings, University of Wisconsin–Madison “Once again, Marilyn Cochran-Smith and Susan Lytle point the way to new and hopeful understandings of practitioner research. Rather than blame teachers for all that is wrong with education, they and their fellow authors remind us that if school reform is to have any chance of fulfilling its stated goal of equal opportunity for all students, teachers must have a significant voice in research, policy, and practice. With its focus on social justice and its view of practitioner research as transformative, this is a powerful and welcome sequel to their classic Inside/Outside.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Inquiry as Stance should be a blockbuster. This brilliant sequel re-calibrates relationships between practitioner inquiry and social justice.” —Carole Edelsky, Professor Emerita, Arizona State University “This optimistic and generous book is sure to become a central reference for teacher-researchers in K–16 schools and their colleagues and supporters throughout the system.” —Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project, University of California, Berkeley “This view of the intellectual and personal work of teaching is a major counter to the contemporary emphasis on testing and packaged curricula.” —Cynthia Ballenger, reading specialist, Cambridge Public Schools “Once again Cochran-Smith, Lytle, and their colleagues bring us an invaluable book on the enormous possibilities of practitioner research.” —Luis C. Moll, College of Education, University of Arizona
Author: James D. Kirylo
Publisher: Rowman & Littlefield
ISBN: 1475827075
Category : Education
Languages : en
Pages : 144
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Book Description
This book suggests that traditional teacher education programs must deeply reflect on solidifying the place, power, and necessity of its purpose.
Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 0807777102
Category : Education
Languages : en
Pages :
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Book Description
Teacher accountability has been a major strategy for “fixing” education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes that reproduce inequity, and sustains multi-layered collaboration with diverse communities. The authors analyze and critique major accountability initiatives, including Department of Education regulations, CAEP accreditation procedures, NCTQ teacher preparation reviews, and edTPA, and expose the lack of evidence behind these policies, as well as the negative impact they are having on teacher education. However, the book does not conclude that accountability is the wrong direction for the next generation of teacher education. Instead, the authors offer a clear and achievable vision of accountability for teacher education based on a commitment to equity and democracy. “This book should be at the center of teacher education conversations everywhere.” —Gloria Ladson-Billings, professor emerita, University of Wisconsin-Madison “This is one of the most brilliant books in education, period.” —Kevin Kumashiro, education consultant “In these frightening days of uncertainty, chaos, and conflict, this timely volume dares to call for hope and collective action.” —A. Lin Goodwin, Teachers College, Columbia University “This very important book exposes the lack of evidence supporting dominant accountability policies in teacher education. It is a must-read for teacher educators and policymakers.” —Ken Zeichner, University of Washington
Author: William Ayers
Publisher: Beacon Press
ISBN: 0807036676
Category : Education
Languages : en
Pages : 240
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Book Description
Overturns common misconceptions about charter schools, school "choice," standardized tests, common core curriculum, and teacher evaluations. Three distinguished educators, scholars, and activists flip the script on many enduring and popular myths about teachers, teachers' unions, and education that permeate our culture. By unpacking these myths, and underscoring the necessity of strong and vital public schools as a common good, the authors challenge readers--whether parents, community members, policy makers, union activists, or educators themselves--to rethink their assumptions.
Author: Alfie Kohn
Publisher: Beacon Press
ISBN: 0807001414
Category : Education
Languages : en
Pages : 196
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Book Description
Mind-opening writing on what kids need from school, from one of education’s most outspoken voices Almost no writer on schools asks us to question our fundamental assumptions about education and motivation as boldly as Alfie Kohn. The Washington Post says that “teachers and parents who encounter Kohn and his thoughts come away transfixed, ready to change their schools.” And Time magazine has called him “perhaps the country’s most outspoken critic of education’s fixation on grades [and] test scores.” Here is challenging and entertaining writing on where we should go in American education, in Alfie Kohn’s unmistakable voice. He argues in the title essay with those who think that high standards mean joylessness in the classroom. He reflects thoughtfully on the question “Why Self-Discipline Is Overrated.” And in an essay for the New York Times, which generated enormous response, he warns against the dangers of both punishing and praising children for what they do instead of parenting “unconditionally.” Whether he’s talking about school policy or the psychology of motivation, Kohn gives us wonderfully provocative—and utterly serious—food for thought. This new book will be greeted with enthusiasm by his many readers, and by teachers and parents seeking a refreshing perspective on today’s debates about kids and schools.
