Learning, Teaching, and Community

Contributions of Situated and Participatory Approaches to Educational Innovation
Herausgeber: Pease-Alvarez, Lucinda; Schecter, Sandra R

• Gebundenes Buch

Produktbeschreibung

Part II, "Professional Learning for Diversity," centers on the authors' experiences in facilitating opportunities for working with prospective and practicing teachers to develop situated pedagogies, highlighting both the challenges that emerge and the transformations that occur. Part III, "Learning in Community (and Community in Learning), illustrates how educational innovation can extend beyond the realm of schools and classrooms by elucidating ways in which individuals construct learning venues in out-of-school settings. Learning, Teaching, and Community: Contributions of Situated and Participatory Approaches to Educational Innovation, is a compelling and timely text ideally suited for courses focused on teacher education and development, informal learning, equity and education, multilingual and multicultural education, language and culture, educational foundations, and school reform/educational restructuring, and will be equally of interest to faculty, researchers, and professionals in these areas.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 336
• Erscheinungstermin: 20. Juli 2005
• Englisch
• Abmessung: 237mm x 159mm x 23mm
• Gewicht: 567g
• ISBN-13: 9780805848670
• ISBN-10: 0805848673
• Artikelnr.: 22140093

Autorenporträt

Lucinda Pease-Alvarez (University of California, Santa Cruz) (Author), Sandra R. Schecter (Edited by)

Inhaltsangabe

Content: C. Sleeter
Foreword. Preface. Part I: Linking Pedagogy to Communities.K.A. Davis
S. Bazzi
H-s. Cho
M. Ishida
J. Soria
"It's Our Kuleana": A Critical Participatory Approach to Language-Minority Education. C. Ballenger
"I Would Sing Every Day": Skepticism and the Imagination. M.A. Gibson
It's All About Relationships: Growing a Community of College-Oriented Migrant Youth. A. Henry
Writing in the Margins of Classroom Life: A Teacher/Researcher Partnership Using Dialogue Journals. C. Haig-Brown
Toward a Pedagogy of the Land: The Indigenous Knowledge Instructors' Program. Part II: Professional Learning for Diversity.S.W. Freedman
Teacher Research
Professional Growth
and School Reform. L. Pease-Alvarez
C. Angelillo
P. Chavajay
Working Through Dilemmas About Homework in an After-School Program: Integrating Theory
Research
and Practice. P. Chavajay
C. Angelillo
L. Pease-Alvarez
Teachers
Mentors
Friends?: Undergraduates' Engagements With Latino Children in an After-School Program. R.P. Solomon
R.K. Manoukian
J. Clarke
From an Ethnic of Altruism to Possibilities of Transformation in Teacher Candidates' Community Involvement. J. Willet
C. Rosenberger
Critical Dialogue: Transforming the Discourses of Educational Reform. Part III: Learning in Community (and Community in Learning).C.E. James
Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants. K.P. Jiménez
Lengua Latina: Latina Canadians (Re)constructing Identity Through a Community of Practice. R.C. Henze
Veronica's Story: Reflections on the Limitations of "Support Systems." S. Roy
Who's Got the Norm?: Community and the New Work Order.