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Educational Foundations: An Anthology of Critical Readings

by

Educational Foundations: An Anthology of Critical Readings Cover

 

Synopses & Reviews

Publisher Comments:

Why Teach? Who Are Today s Students?What Makes a Good Teacher? Educational Foundations: An Anthology of Critical Readings, Second Edition 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 schools and schooling.In this Second 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. For a complete list of contributors, please see the Table of Contents.Key FeaturesEncourages discussion and debate through provocative essays that provide readers with opportunities to think critically about teaching and learningIncludes brief introductory vignettes that raise probing questions about teaching and learning and provide context for the essays that follow

Book News Annotation:

This anthology for students and new teachers collects 25 classic and new essays by educators, education scholars, authors, activists, and others to help them critically reflect on schools and schooling before entering the classroom. Instead of focusing on instructional practices as other foundations texts do, essays take a stand on teaching practices and delve into important questions, asking why they should teach, who students are, what makes a good teacher, what good schools look like, how student learning should be assessed, and how to develop a critical voice. In this edition, Canestrari and Marlowe (education, educational psychology, and special education, Roger Williams U.) add new essays by Herbert Kohl, Frank McCourt, Deborah Meier, Carol Ann Tomlinson, Lois Weiner, Kelly Donnell, and Ann Gibson Winfield, and remove essays not directly related to the chapter's question. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

The second edition of this anthology of critical readings is for students entering the teaching profession as well as those interested in carefully examining schools and schooling. The text features contributions by provocative, engaging authors whose writing and opinions matter because their ideas work and their achievements as teachers, principals, and policy shapers are notable. The reader is organized around the following questions: Why teach? Who are today's students? What makes a good teacher? How should we assess student learning? What does a good school look like? How does one develop a critical voice (in the face of State mandates, administrative edicts, and the continuous cycle of reform and retrenchment)? 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.

Product Details

ISBN:
9781412974387
Author:
Canestrari, Alan S.
Publisher:
Sage Publications (CA)
Editor:
Marlowe, Bruce A.
Subject:
Aims & Objectives
Subject:
Teachers
Subject:
Teaching
Subject:
Essays
Subject:
Education-General
Copyright:
Publication Date:
20090431
Binding:
TRADE PAPER
Language:
English
Pages:
256
Dimensions:
8.70x6.00x.60 in. .75 lbs.

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Education » Assessment
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Textbooks » General

Educational Foundations: An Anthology of Critical Readings Used Trade Paper
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Product details 256 pages Sage Publications (CA) - English 9781412974387 Reviews:
"Synopsis" by , The second edition of this anthology of critical readings is for students entering the teaching profession as well as those interested in carefully examining schools and schooling. The text features contributions by provocative, engaging authors whose writing and opinions matter because their ideas work and their achievements as teachers, principals, and policy shapers are notable. The reader is organized around the following questions: Why teach? Who are today's students? What makes a good teacher? How should we assess student learning? What does a good school look like? How does one develop a critical voice (in the face of State mandates, administrative edicts, and the continuous cycle of reform and retrenchment)? 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.
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