Synopses & Reviews
This comprehensive collection of high-interest readings drawn from a wide range of sources (contemporary, classic, academic, and popular) is designed to correlate with the goals of Introduction to Education and Foundations in Education courses. Accompanying pedagogical features, such as introductions, focus questions, post-reading notes, discussion questions, and a glossary, engage students and guide them in thinking critically about the readings. With 30 percent new readings, the Eleventh Edition provides current viewpoints on such important topics as classroom management, teacher salaries, accountability, standardized tests, sources of student diversity, gender equity, inclusion, multicultural education, and education of gifted and talented students.
Review
"Many pedagogical features lend themselves to good teaching. The postnotes and discussion questions for each article are timely and appropriate. Students find them helpful and, as an instructor, I find them beneficial."
Synopsis
This text features high-interest readings drawn from contemporary, classic, academic, and popular sources. Many of the newer readings explore current trends in teacher education, such as standards, assessment, diversity, and social issues. The pedagogy includes introductions, post-notes, discussion questions, and a glossary and helps students get the most out of each reading.
About the Author
KEVIN RYAN is a former professor of education at Boston University who earned his PhD from Stanford Univeristy. He is also the founding director of the well-known Center for the Advancement of Ethics and Character. Dr. Ryan, a former high school English teacher, has written and edited 20 books and over 100 articles on teacher and character education. His distinguished career includes having been on the faculties of the University of Chicago, Ohio State University, and the University of Lisbon, Portugal. He is also the author of the new text, Teaching for Student Learning: Becoming a Master Teacher,(c) 2008 (Cengage) and Those Who Can, Teach 12/e, (c) 2010 (Cengage).JAMES M. COOPER is Professor Emeritus from the Curry School of Education at the University of Virginia, where he served as Commonwealth Professor of Education (1984-2004) and Dean of the School (1984-1994). As Dean of the Curry School of Education, he led the initiative to restructure the teacher education program, moving to an innovative five-year program that integrates the study of arts and sciences, professional education and field experiences. In addition, he has authored, co-authored, or edited over 60 book chapters, journal articles, monographs, and books, including the new text, Teaching for Student Learning: Becoming a Master Teacher, (c) 2008 (Cengage) and Those Who Can, Teach 12/e, (c) 2010 (Cengage) with Kevin Ryan. He is also author of Classroom Teaching Skills, 8/e, (c)2006 (Cengage) and series editor of the Educator's Guide series (Cengage). His books and articles address the areas of teacher education, supervision of teachers, case studies in teacher education, and technology and teacher education. Cooper has also received many honors, including a Fulbright-Hays Award for Lecturing in Portugal and recognition as one of the nation's Distinguished Teacher Educators from the Association of Teacher Educators.
Table of Contents
I. Teachers 1. Mihaly Csikszentmihalyi and Jane McCormack, The Influence of Teachers 2. Simon Hole and Grace Hall McEntee, Reflection Is at the Heart of Practice 3. Robert Fried, The Heart of the Matter 4. Edward R. Ducharme, The Great Teacher Question: Beyond Competencies 5. Martin Haberman, Selecting "Star" Teachers for Children and Youth in Urban Poverty 6. Arthur E. Wise, Creating a High-Quality Teaching Force 7. Kenneth Wolf, Developing an Effective Teaching Portfolio 8. Molly Ness, Lessons of a First-Year Teacher 9. Patricia Houghton, Finding Allies: Sustaining Teachers' Health and Well-Being 10. Margaret Metzger, Calling in the Cosmos 11. John C. Crowley, Letter from a Teacher II. Students 12. Robert D. Barr, Who Is This Child? 13. Marian Wright Edelman, Leaving No Child Behind 14. D. Stanley Eitzen, Problem Students: The Sociocultural Roots 15. Jacqueline Woods, Hostile Hallways 16. M. Mark Wasicsko and Steven M. Ross, How to Create Discipline Problems 17. Dennis L. Cates, Marc A. Markell, and Sherrie Bettenhausen, At Risk for Abuse: A Teacher's Guide for Recognizing and Reporting Child Neglect and Abuse 18. Richard Strong, Harvey F. Silver, and Amy Robinson, What Do Students Want (and What Really Motivates Them)? III. Schools 19. Roland S. Barth, The Culture Builder 20. David Elkind, The Cosmopolitan School 21. Larry Cuban, A Tale of Two Schools 22. Rosetta Marantz Cohen, Schools Our Teachers Deserve 23. Patricia A. Wasley, Small Classes, Small Schools: The Time Is Now 24. Margaret Finders and Cynthia Lewis, Why Some Parents Don't Come to School 25. Sandra L. Hofferth and Zita Jankuniene, Life After School 26. Patricia M. Lines, Home Schooling Comes of Age IV. Curriculum and Standards 27. J. Abner Peddiwell, The Saber-Tooth Curriculum 28. Scott Thompson, The Authentic Standards Movement and Its Evil Twin 29. Mortimer J. Adler, The Paideia Proposal: Rediscovering the Essence of Education 30. E.D. Hirsch, Jr., Seeking Breadth and Depth in the Curriculum 31. William Glasser, The Quality School Curriculum 32. Warren A. Nord, The Relevance of Religion to the Curriculum 33. Nel Noddings, Teaching Themes of Care 34. Kevin Ryan, Mining the Values in the Curriculum 35. Douglas Kirby, What Does the Research Say About Sexuality Education? V. Instruction 36. Katie Haycock, Closing the Achievement Gap 37. Anne Wescott Dodd, Engaging Students: What I Learned Along the Way 38. Margaret M. Clifford, Students Need Challenge, Not Easy Success 39. David Perkins, The Many Faces of Constructivism 40. Thomas R. Guskey, Making the