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. The book's diversity of articles and writers -- from the classic John Dewey and Carl Rogers to the contemporary Diane Ravitch, Elliot Eisner, Linda Darling-Hammond, and Alfie Kohn -- makes it highly flexible and responsive to a broad variety of course needs. Topic areas include students and teachers; schools and instruction; curriculum and standards; foundations, philosophy, and reform; educational technology; and diversity and social issues.
About the Author
Kevin Ryan, Ph.D., Stanford University, is Professor Emeritus of Education at Boston University School of Education. He is also the founding director of the Center for Character and Social Responsibility. A former high school English teacher, Dr. Ryan was a tenured faculty member at the University of Chicago and the Ohio State University before moving to Boston University. In 1970 Ryan was granted an Alfred North Whitehead Fellowship at Harvard University. Since then he received the Boston University Scholar-Teacher Award, the National Award of Distinction by the University of Pennsylvania Graduate School of Education, and the Paideia Society's Award for Educational Excellence. Ryan has written and edited 22 books and over 100 articles on teacher and character education. He is also the author of TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER (with James M. Cooper, ©2012, Cengage); THOSE WHO CAN, TEACH, 14th Edition (with James M. Cooper and Cheryl Bolick, ©2016, Cengage); and the editor of KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION, 13th Edition (with James Cooper, © 2012, 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 TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER (with Kevin Ryan, © 2012, Cengage); THOSE WHO CAN, TEACH, 14th Edition (with Kevin Ryan and Cheryl Bolick, © 2016, Cengage); KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION, 13th Edition (with Kevin Ryan, © 2012, Cengage), and CLASSROOM TEACHING SKILLS (©2014, Cengage), for which he served as editor and one of the authors. He is also 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
PART I: TEACHERS. 1. Simon Hole and Grace Hall McEntee: Reflection Is at the Heart of Practice. 2. Edward R. Ducharme: The Great Teacher Question: Beyond Competencies. 3. Thomas S. Mawhinney and Laura L. Sagan: The Power of Personal Relationships. 4. Leslie Baldacci: Why New Teachers Leave. 5. Susan Moore Johnson: ...and Why New Teachers Stay. 6. Henry Giroux: Teachers as Transformative Intellectuals. PART II: STUDENTS. 7. Donna M. San Antonio and Elizabeth A. Salzfass: How We Treat One Another in School. 8. Paris S. Strom and Robert D. Strom: Cheating in Middle and High School. 9. Carol S. Dweck: The Perils and Promises of Praise. 10. M. Mark Wasicsko and Steven M. Ross: How to Create Discipline Problems. 11. 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. PART III: SCHOOLS. 12. Joan Lipsitz and Teri West: What Makes a Good School? 13. Larry Cuban: A Tale of Two Schools. 14. Deborah Meier: 'As Though They Owned the Place': Small Schools as Membership Communities. 15. Alfie Kohn: Safety from the Inside Out: Rethinking Traditional Approaches. 16. Karin Chenoweth: Uncovering Academic Success. 17. Margaret Finders and Cynthia Lewis: Why Some Parents Don't Come to School. PART IV: CURRICULUM AND STANDRADS. 18. W. James Popham: Curriculum Matters. 19. J. Abner Peddiwell: The Saber-Tooth Curriculum. 20. Chester E. Finn, Jr.: Faulty Engineering. 21. William Glasser: The Quality School Curriculum. 22. John I. Goodlad: Teaching What We Hold to Be Sacred. 23. Warren A. Nord: The Relevance of Religion to the Curriculum. 24. E. D. Hirsch, Jr.: The Core Knowledge Curriculum--What's Behind Its Success? 25. Nel Noddings: Teaching Themes of Care. PART V: INSTRUCTION. 26. David Gardner: Confronting the Achievement Gap. 27. Robert J. Marzano and Jana S. Marzano: The Key to Classroom Management. 28. Margaret M. Clifford: Students Need Challenge, Not Easy Success. 29. Jay McTighe and Ken O'Connor: Seven Practices for Effective Learning. 30. Martin G. Brooks and Jacqueline Grennon Brooks: The Courage to Be Constructivist. 31. Seana Moran, Mindy Kornhaber, and Howard Gardner: Orchestrating Multiple Intelligences. 32. David W. Johnson and Roger T. Johnson: Making Cooperative Learning Work. 33. Carol Ann Tomlinson: Mapping a Route Toward Differentiated Instruction. 34. Lorrie A. Shepard: Linking Formative Assessment to Scaffolding. PART VI: FOUNDATIONS. 35. John Dewey: My Pedagogic Creed. 36. Carl Rogers: Personal Thoughts on Teaching and Learning. 37. Ernest L. Boyer: The Educated Person. 38. Lawrence Baines and Hal Foster: A School for the Common Good. 39. William Damon: Good? Bad? or None of the Above? 40. Kenneth A. Strike: The Ethics of Teaching. 41. Thomas R. McDaniel: The Teacher's Ten Commandments: School Law in the Classroom. PART VII: EDUCATIONAL REFORM. 42. Jack Jennings and Diane Stark Rentner: Ten Big Effects of the No Child Left Behind Act on Public School. 43. Linda Darling-Hammond: What Matters Most: A Competent Teacher for Every Child. 44. Elliot W. Eisner: The Kind of Schools We Need. 45. Richard Rothstein: Class and the Classroom. 46. Karen Hawley Miles: Putting Money Where It Matters. PART VIII: EDUCATIONAL TECHNOLOGY. 47. Lowell W. Monke: The Overdominance of Computers. 48. Paul Gow: Technology and the Culture of Learning. 49. Marc Prensky: Listen to the Natives. PART 9: DIVERSITY AND SOCIAL ISSUES. 50. Diane Ravitch: A Considered Opinion: Diversity, Tragedy, and the Schools. 51. James A. Banks, Peter Cookson, Geneva Gay, Willis D. Hawley, Jacqueline Jordan Irvine, Sonia Nieto, Janet Ward Schofield, and Walter G. Stephan: Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society. 52. Charles Glenn: The Challenge of Diversity and Choice. 53. James M. Kauffman, Kathleen McGee, and Michele Brigham: Enabling or Disabling? Observations on Changes in Special Education. 54. Richard A. Villa and Jacqueline S. Thousand: Making Inclusive Education Work. 55. Michael Gurian and Kathy Stevens: With Boys and Girls in Mind.