Considering the values and politics that pervade education, this book asks questions about how conventional thinking and practice came to be and who benefits from them. It pays attention to inequalities associated with race, social class, language, gender, and other social categories and looks for alternatives to the inequalities.
Considering the values and politics that pervade education, this book asks questions about how conventional thinking and practice came to be and who benefits from them. It pays attention to inequalities associated with race, social class, language, gender, and other social categories and looks for alternatives to the inequalities.
Jeannie Oakes is Professor and Assistant Dean for Teacher Education in the Graduate School of Education and Information Studies at the University of California, Los Angeles. She also directs Center X-Where Research and Practice Intersect for Urban School Professionals--the home for UCLA's programs for teachers. Formerly a senior social scientist at RAND, Oakes received her Ph.D. in Education from UCLA in 1980 after a 7-year career as a public school English teacher. Professor Oakes has written five books, several research monographs, and scores of academic and professional articles. Her research examines inequalities in U.S. schools, and follows the progress of equity-minded reform. This work is the subject of her widely read book, KEEPING TRACK: How Schools Structure Inequality, (Yale University Press) and numerous articles. Dr. Oakes' National Science Foundation study, MULTIPLYING INEQUALITIES (Rand Corp., 1990) documents the uneven distribution of resources, curriculum, and teachers in mathematics and science nationwide, and how it affects poor and minority students. Dr. Oakes' studies have been widely cited in newspapers and magazines (e.g., The New York Times, Wall Street Journal, Parents) and on television (e.g., 'American Agenda' on ABC World News Tonight; 'American Agenda,' PBS 'Frontline,' and '60 Minutes'), as well as in scholarly journals. In 1986, her writing won a Distinguished Achievement Award from the Educational Press Association of America. In 1990, the American Educational Reserach Association awarded her the highly prestigious Raymond B. Cattell Award for achievement in research, and in 1997 AERA awarded her the Palmer O. Johnson Award for the Outstanding Research Article. In 1996 the Southern Christian Leadership Conference presented her with the Ralph David Abernathy Award for public service. Her current studies follow the progress of educators across the nation attempting to eliminate inequalities in their schools.
Inhaltsangabe
CHAPTER: 1: SCHOOLING: WRESTLING WITH TRADITION The Teaching Challenge of the 21st Century Metaphors and Myths That Shape American Schools Hope and Struggle in a Postmodern World Digging Deeper CHAPTER 2: TRADITIONAL LEARNING THEORIES: IQ, TRAINING, & TRANSMISSION The Bell Curve: Debates Rage about Intelligence and Learning Changing Conceptions of Learning Intelligence, Learning, and Merit: You Get What You Deserve Learning as Behavioral Training Schooling as Behavioral Training The Limits of Transmission and Training Digging Deeper CHAPTER 3: CONTEMPORARY LEARNING THEORIES: PROBLEM-SOLVING & UNDERSTANDING Learning as Thinking and Understanding The Cognitive Revolution Learning is Social and Cultural Why Do Children Learn? Cognition, Culture, and Teaching to Change the World Digging Deeper CHAPTER 4: THE CURRICULUM: WHAT SHOULD STUDENTS LEARN? Why Do We Have to Learn This? Traditions and Debates The Struggle for a 21st Century Curriculum Late 20th Century Opposition to Constructivism and Multiculturalism Struggling for a Socially Just Curriculum Digging Deeper CHAPTER 5: CURRICULUM: THE SUBJECT MATTERS What Knowledge? Whose Knowledge? Knowledge for Whom? Mathematics English Language Arts Social Studies Science The Struggle for the Subject Matter Digging Deeper CHAPTER 6: INSTRUCTION & ASSESSMENT: CLASSROOMS AS LEARNING COMMUNITIES Seeking a Sociocultural Pedagogy Confidence in a Context of Difference Active and Social Instruction Assessment for Learning No Easy Recipes Digging Deeper CHAPTER 7: CLASSROOM MANAGEMENT: BUILDING CARING & DEMOCRATIC COMMUNITIES Management, Discipline, and Control: Lasting Legacies Caring and Democracy-A Second Legacy Socially Just Classrooms Like Everything Else in Teaching; It's a Struggle Digging Deeper CHAPTER 8: GROUPING & CATEGORICAL PROGRAMS: CAN SCHOOLS TEACH ALL STUDENTS WELL? Making Distinctions History, Diversity, and Homogeneous Grouping Contemporary Grouping Practices: Ability by Many Other Names Dilemmas with Homogeneous Grouping Controversy Surrounds Homogeneous Grouping Accommodating Diversity without Sorting Technical Skills, Norms and Beliefs, Politics and Power The Struggle for Heterogeneous Grouping Digging Deeper CHAPTER 9: THE SCHOOL CULTURE: WHERE GOOD TEACHING MAKES SENSE Structures, Norms, and Politics Enable and Constrain Access and Opportunity to Learn Expectations and Press Caring Connections with the Community Conditions For Teaching Efficacy Necessary, But Not Sufficient Digging Deeper CHAPTER 10: TEACHING TO CHANGE THE WORLD
List of Figures, Concept Tables, and Focal Points Preface Acknowledgments Part I: Democracy, Diversity, and Inequity 1. The U.S. Schooling Dilemma: Diversity, Inequity, and Democratic Values 2.History and Culture: How Expanding Expectations and Powerful Ideologies Shape Schooling in the United States 3. Politics and Philosophy: The Struggle over the School Curriculum 4. Policy and Law: Rules That Schools Live By Part II: The Practice of Teaching to Change the World 5. The Subject Matters: Constructing Knowledge Across the Content Areas 6. Instruction: Teaching and Learning Across the Content Areas 7. Assessment: Measuring What Matters 8. Classrooms as Communities: Developing Caring and Democratic Relationships Part III: The Context of Teaching to Change the World 9. The School Culture: Where Good Teaching Makes Sense 10. School Structure: Sorting Students and Opportunities to Learn 11. The Community: Engaging with Families and Neighborhoods 12. Teaching to Change the World: A Profession and a Hopeful Struggle Bibliography Index
CHAPTER: 1: SCHOOLING: WRESTLING WITH TRADITION The Teaching Challenge of the 21st Century Metaphors and Myths That Shape American Schools Hope and Struggle in a Postmodern World Digging Deeper CHAPTER 2: TRADITIONAL LEARNING THEORIES: IQ, TRAINING, & TRANSMISSION The Bell Curve: Debates Rage about Intelligence and Learning Changing Conceptions of Learning Intelligence, Learning, and Merit: You Get What You Deserve Learning as Behavioral Training Schooling as Behavioral Training The Limits of Transmission and Training Digging Deeper CHAPTER 3: CONTEMPORARY LEARNING THEORIES: PROBLEM-SOLVING & UNDERSTANDING Learning as Thinking and Understanding The Cognitive Revolution Learning is Social and Cultural Why Do Children Learn? Cognition, Culture, and Teaching to Change the World Digging Deeper CHAPTER 4: THE CURRICULUM: WHAT SHOULD STUDENTS LEARN? Why Do We Have to Learn This? Traditions and Debates The Struggle for a 21st Century Curriculum Late 20th Century Opposition to Constructivism and Multiculturalism Struggling for a Socially Just Curriculum Digging Deeper CHAPTER 5: CURRICULUM: THE SUBJECT MATTERS What Knowledge? Whose Knowledge? Knowledge for Whom? Mathematics English Language Arts Social Studies Science The Struggle for the Subject Matter Digging Deeper CHAPTER 6: INSTRUCTION & ASSESSMENT: CLASSROOMS AS LEARNING COMMUNITIES Seeking a Sociocultural Pedagogy Confidence in a Context of Difference Active and Social Instruction Assessment for Learning No Easy Recipes Digging Deeper CHAPTER 7: CLASSROOM MANAGEMENT: BUILDING CARING & DEMOCRATIC COMMUNITIES Management, Discipline, and Control: Lasting Legacies Caring and Democracy-A Second Legacy Socially Just Classrooms Like Everything Else in Teaching; It's a Struggle Digging Deeper CHAPTER 8: GROUPING & CATEGORICAL PROGRAMS: CAN SCHOOLS TEACH ALL STUDENTS WELL? Making Distinctions History, Diversity, and Homogeneous Grouping Contemporary Grouping Practices: Ability by Many Other Names Dilemmas with Homogeneous Grouping Controversy Surrounds Homogeneous Grouping Accommodating Diversity without Sorting Technical Skills, Norms and Beliefs, Politics and Power The Struggle for Heterogeneous Grouping Digging Deeper CHAPTER 9: THE SCHOOL CULTURE: WHERE GOOD TEACHING MAKES SENSE Structures, Norms, and Politics Enable and Constrain Access and Opportunity to Learn Expectations and Press Caring Connections with the Community Conditions For Teaching Efficacy Necessary, But Not Sufficient Digging Deeper CHAPTER 10: TEACHING TO CHANGE THE WORLD
List of Figures, Concept Tables, and Focal Points Preface Acknowledgments Part I: Democracy, Diversity, and Inequity 1. The U.S. Schooling Dilemma: Diversity, Inequity, and Democratic Values 2.History and Culture: How Expanding Expectations and Powerful Ideologies Shape Schooling in the United States 3. Politics and Philosophy: The Struggle over the School Curriculum 4. Policy and Law: Rules That Schools Live By Part II: The Practice of Teaching to Change the World 5. The Subject Matters: Constructing Knowledge Across the Content Areas 6. Instruction: Teaching and Learning Across the Content Areas 7. Assessment: Measuring What Matters 8. Classrooms as Communities: Developing Caring and Democratic Relationships Part III: The Context of Teaching to Change the World 9. The School Culture: Where Good Teaching Makes Sense 10. School Structure: Sorting Students and Opportunities to Learn 11. The Community: Engaging with Families and Neighborhoods 12. Teaching to Change the World: A Profession and a Hopeful Struggle Bibliography Index
Rezensionen
'Teaching to Change the World is the perfect text for new teachers. It is squarely realistic while also inviting; it is information-packed and at the same time engaging. Teaching to Change the World makes me think of jazz - it is multivocal, it highlights classroom improvisation, and it is bound together with a deep rhythm of equity, justice, research, and democracy.'
-Christine Sleeter, Professor Emerita California State University Monterey Bay
'It is rare to find a book that deals so elegantly with the historical, social, philosophical and legal foundations of schooling while also providing tangible strategies for developing exemplary curriculum and instruction and for connecting learning in schools to families, communities, and civic engagement. Oakes, Lipton, Anderson and Stillman's thoughtful illumination of the "hopeful struggle" is ideal for teachers and school leaders who refuse to choose between their commitments to social justice and academic excellence.'
-Ernest Morrell, University of Notre Dame
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