Jeannie Oakes, Martin Lipton, Lauren Anderson

Teaching to Change the World

• Broschiertes Buch

Produktbeschreibung

Teaching to Change the World is an up-to-the-moment, engaging, social-justice oriented introduction to education and teaching, and the challenges and opportunities they present.

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Produktdetails

• Verlag: Routledge
• 5th edition
• Seitenzahl: 516
• Erscheinungstermin: 9. Februar 2018
• Englisch
• Abmessung: 254mm x 178mm x 27mm
• Gewicht: 916g
• ISBN-13: 9781138569362
• ISBN-10: 1138569364
• Artikelnr.: 51118506

Autorenporträt

Jeannie Oakes is Presidential Professor (Emeritus) in Educational Equity at UCLA's Graduate School of Education and Information Studies and founding director of UCLA's Center X: Where Research and Practice Intersect for Urban School Professionals. Martin Lipton is an education writer and consultant, a communications analyst at UCLA's Institute for Democracy, Education, and Access, and a former public high school teacher. Lauren Anderson is an associate professor of education at Connecticut College and a former upper-elementary teacher. Jamy Stillman is an associate professor of educational equity and cultural diversity at the University of Colorado Boulder and a former bilingual elementary teacher.

Inhaltsangabe

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

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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