The Beat of a Different Drummer

Essays on Educational Renewal in Honor of John I. Goodlad
Herausgegeben:Sirotnik, Kenneth A.; Soder, Roger

• Broschiertes Buch

Produktbeschreibung

The Beat of a Different Drummer: Essays on Educational Renewal in Honor of John I. Goodlad is a collection of essays by friends, colleagues, and scholars who have been profoundly influenced by Goodlad's seminal thinking and half century of research and scholarship on educational change and school improvement. With diversity in styles and topics, these writers contribute to this festschrift by focusing on one or more key ideas in Goodlad's work, while extending and complementing them in the context of their own research and scholarship. Although the primary purpose of this volume is to celebrate the work of one of America's preeminent educators, readers will find a series of provocative essays that will help to keep alive the essential conversation about the problems of, and hopes for, educational renewal in our democratic society.

Produktdetails

• Verlag: Peter Lang
• Artikelnr. des Verlages: 64593
• 1999.
• Seitenzahl: 320
• Englisch
• Abmessung: 18mm x 152mm x 229mm
• Gewicht: 450g
• ISBN-13: 9780820445939
• ISBN-10: 0820445932
• Artikelnr.: 24447102

Autorenporträt

The Editors: Kenneth A. Sirotnik is Professor of Education and Director of the Institute for the Study of Educational Policy in the College of Education at the University of Washington.
Roger Soder is Co-Director (with John I. Goodlad) of the Center for Educational Renewal in the College of Education at the University of Washington.

Inhaltsangabe

Contents: Kenneth A. Sirotnik: On Inquiry and Education - Robert H. Anderson: Invigorating Elementary Schooling: Savoring a Long-term Partnership - M. Frances Klein/John M. Bahner: Curriculum Change in Concert: The Englewood School Project - Dorothy M. Lloyd: Preparing Exemplary Teachers for the Twenty-first Century: Challenges and Opportunities to Use What We Know - Kenneth A. Tye: Global Education at the Beginning of the Twenty-first Century - Richard C. Williams: K-12 Educational Change: Building Responsive Schools - Seymour B. Sarason: Bringing Coals to John Goodlad in Newcastle - Theodore R. Sizer: Back to A Place Called School - Janice M. Reeder: Renewing High Schools: What John Goodlad Says... - Jeannie Oakes/Martin Lipton: Access to Knowledge: Challenging the Techniques, Norms, and Politics of Schooling - Zhixin Su: John I. Goodlad and John Dewey: Implications of Their Ideas for Education and Democracy in China - Paul E. Heckman: Connecting Education and Community - Gary D Fenstermacher: Teaching on Both Sides of the Classroom Door - Richard W. Clark/Wilma F. Smith: Partnerships, Centers, and Schools - Allen D. Glenn: Reflections on Renewal: The Research University and Teacher Education - Arturo Pacheco: Moving Toward Democracy: Lessons Learned - Calvin Frazier: Goodlad and Educational Policy - L. Scott Miller/Edward F. Ahnert: Educational Renewal and the Improvement of Private Grantmaking - James G. March: Yo sé quien soy - Roger Soder: In Keeping with Character - Jianping Shen: A Selected and Annotated Bibliography of John I. Goodlad's Publications.

Rezensionen

«John Goodlad's steadfast faith in public education as a cornerstone of our democracy, as well as his positive approach to educational reforms, serve as refreshing counterpoints to the strident criticism that schools, teachers and teacher education programs have increasingly been subjected. This tribute to him celebrates his profound professional and personal commitment to children and the schools that serve them: it conveys both the substance and the fundamental spirit of his work.» (Diana Natalicio, President, University of Texas at El Paso)
«Inspired by John Goodlad's remarkable half century as an educational thinker and practitioner, twenty-two essayists provide an unparalleled panorama of educational issues - past, present, and future. Through their words of tribute, Goodlad emerges as the American educator who has today inherited the mantle of John Dewey.» (Howard Gardner, Professor of Education, Harvard Graduate School of Education)