Culture and Teaching

Author: Daniel P. Liston
Publisher: Routledge
ISBN: 1135469989
Format: PDF, Kindle
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This is the second volume in the "Reflective Teaching and the Social Conditions of Schooling" series. Reflection in the area of culture and teaching necessarily takes teachers on both an introspective journey and an examination of the social conditions of schooling. There is a need to know not only what they believe but also what schools do. It has long been charged that our educational system privileges some and disenfranchises others. Schools are not the equitable institutions that one would hope them to be--a feature of schooling and one that deserves a great deal more attention. This work facilitates an examination of its readers' own beliefs, acquaints them with the sentiments and arguments of others, and encourages them to look further into the social conditions of schooling.

Reflective Teaching

Author: Kenneth M. Zeichner
Publisher: Routledge
ISBN: 1136763570
Format: PDF, Mobi
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This volume outlines the assumptions and beliefs that distinguish the concept of the reflective teacher from the view of the teacher as passive and a mere technician -- a view that teacher education programs and schools have historically promoted. The authors demonstrate how various conceptions of reflective teaching differ from one another. They believe that it is only through teachers' reflections on their own teaching that they become more skilled, more capable, and in general better teachers. This is the first volume in the "Reflective Teaching and the Social Conditions of Schooling" series. The major goal of both this book and of all of the volumes to follow in this series is to help teachers explore and define their own positions with regard to the topics and issues at hand within the context of the aims of education in a democratic society.

Teaching as If Life Matters

Author: Christopher Uhl
Publisher: JHU Press
ISBN: 1421400383
Format: PDF
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What would it be like to teach as if life matters? To move beyond the typical regimen of classroom exercises, homework, and standardized tests and to guide students through life’s most important lessons? Dissatisfied with traditional educational models, Christopher Uhl and Dana L. Stuchul asked themselves these questions. What they discovered will open the eyes of today’s educators to a whole new way of teaching. The authors promote an approach that fosters self-knowledge, creativity, curiosity, and an appreciation for our planet. Central to their philosophy is the question of what we humans need in order to live meaningful lives. The answer: healthy relationships with ourselves, each other, and the world. Teaching as if Life Matters is an open letter to teachers offering guidance and encouragement for nurturing students in ways that make teaching and learning meaningful. In short, it is a passionate plea for transformative teaching. Informed by the alternative educational philosophies of John Dewey, Maria Montessori, Rudolf Steiner, and Ivan Illich, this book invites teachers and students to participate in a new culture of education. This fascinating and urgently needed book will inspire today’s educators to inspire their students.

Mathematics and Teaching

Author: Michele D. Crockett
Publisher: Routledge
ISBN: 1135705135
Format: PDF, Mobi
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Mathematics and Teaching uses case studies to explore complex and pervasive issues that arise in teaching. In this volume, school mathematics is the context in which to consider race, equity, political contexts and the broader social and cultural circumstances in which schooling occurs. This book does not provide immediate or definitive resolutions. Rather, its goal is to provoke and facilitate thoughtful discussion about critical issues for professional decision-making in mathematics teaching. This is the 7th volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. Part I includes four case studies of classroom experiences: "Race and Teacher Expectations"; "Mathematics for All?"; "Culture and School Mathematics"; and "Politics and School Mathematics." Each case is followed by a space for readers’ own reactions and reflections, school stakeholders’ reactions, and a summary with additional questions for further discussion. Part II presents three public arguments representing different views about the issues that arise in mathematics teaching: conservative, liberal and radical multiculturalist. Part III offers the authors’ reflections on the centrality of culture in teaching mathematics, resources and exercises for further reflection, and a bibliography for further reading. Mathematics and Teaching is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It is appropriate for any undergraduate and graduate course addressing mathematics teaching issues.

Reflective Teaching in Higher Education

Author: Paul Ashwin
Publisher: Bloomsbury Publishing
ISBN: 1441147233
Format: PDF, ePub, Docs
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Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk, promote the expertise of teaching within higher education.

Disability and Teaching

Author: Susan Gabel
Publisher: Routledge
ISBN: 113513751X
Format: PDF, ePub, Mobi
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Disability and Teaching highlights issues of disability in K-12 schooling faced by teachers, who are increasingly accountable for the achievement of all students regardless of the labels assigned to them. It is designed to engage prospective and practicing teachers in examining their personal theories and beliefs about disability and education. Part I offers four case studies dealing with issues such as inclusion, over-representation in special education, teacher assumptions and biases, and the struggles of novice teachers. These cases illustrate the need to understand disability and teaching within the contexts of school, community, and the broader society and in relation to other contemporary issues facing teachers. Each is followed by space for readers to write their own reactions and reflections, educators’ dialogue about the case, space for readers’ reactions to the educators’ dialogue, a summary, and additional questions. Part II presents public arguments representing different views about the topic: conservative, liberal-progressive, and disability centered. Part III situates the authors’ personal views within the growing field of Disability Studies in education and provides exercises for further reflection and a list of resources. Disability and Teaching is the 8th volume in the Reflective Teaching and the Social Conditions of Schooling Series, edited by Daniel P. Liston and Kenneth M. Zeichner. This series of small, accessible, interactive texts introduces the notion of teacher reflection and develops it in relation to the social conditions of schooling. Each text focuses on a specific issue or content area in relation to teaching and follows the same format. Books in this series are appropriate for teacher education courses across the curriculum.

Gender and Teaching

Author: Frances A. Maher
Publisher: Routledge
ISBN: 1135677557
Format: PDF, Mobi
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Gender and Teaching provides a vivid, focused, and interactive overview of the important gender issues in education today. This is accomplished through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches to the issues. Gender and Teaching is the third volume in the "Reflective Teaching and the Social Conditions of Schooling" series edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. Part I includes four cases dealing with related aspects of gendered experiences in schools (nonsexist elementary school curricula, gender and race implications of special education assignment practices, homophobia in high schools and classrooms, and teaching as a woman's profession), followed by a set of teachers', administrators', and professors' reactions to each case. Part II is an elaboration of four "public arguments"--conservative, liberal, women-centered, and radical multicultural--pertaining to the issues raised in the cases in Part I. These arguments exemplify clusters of orientations, organized around general values rather than hard and fast principles. Part III presents the authors' own interpretations of the issues raised throughout the work and provides activities and topics for reflection and an annotated bibliography of additional resources. Content and Pedagogical Features: *Readers are encouraged throughout to interact with the text. They can respond to each case and compare their responses to those of others in the field. *The cases and discussions that follow help students begin to evolve their own "practical theories"; explore and perhaps modify some of their basic beliefs and assumptions; become acquainted with other points of view; and look further into the connections and intersections of gender with other structural dynamics and practices--those of race, class, and culture--as intrinsic to their explorations into the social conditions of schooling. *The major strands in feminist theory about women and education are presented so that students can analyze the differences among them, come up with positions of their own, and learn to defend them. *Although the authors draw on historical and sociological frameworks that show how women have historically been discriminated against in our schools and in our society, their goal is an education that is equally fair to everyone, boys as well as girls. Gender and Teaching is pertinent for all prospective and practicing teachers at any stage of their training. It can be used in any undergraduate or graduate course that addresses issues of gender and teaching.

Religion and Teaching

Author: Ronald D. Anderson
Publisher: Routledge
ISBN: 0805851623
Format: PDF
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This text engages preservice and practicing teachers in considering some of the complex issues related to religion and teaching that all educators face in their interactions with students, parents, administrators, and fellow teachers. The questions are not just about what is legal and what is not, but how a teacher should act in the best interests of all students, both those who are religious and those who are not. This book does not provide answers. Its goal is to cause readers to reflect deeply on issues related to their professional decisions and actions regarding religion and teaching. Religion and Teaching is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses issues of religion and teaching.

Linguistic Diversity and Teaching

Author: Nancy L. Commins
Publisher: Routledge
ISBN: 1135683158
Format: PDF, ePub, Mobi
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Linguistic Diversity and Teaching raises questions and provides a context for reflection regarding the complex issues surrounding new English learners in the schools. These issues exist within a highly charged political climate and involve not only language, but also culture, class, ethnicity, and the persistent inequities that characterize our educational system. The text addresses these issues through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches. It is designed to engage readers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Throughout, readers are encouraged to interact with the text and to develop their own perspective on the issue of linguistic diversity and teaching. This is the fourth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. *Part I includes four cases dealing with different aspects of the impacts of the changing demographics of public schools. Each case is followed by space for readers to write their own reactions and reflections, and a set of reactions to the cases written by prospective and practicing teachers, administrators, and professors. *Part II presents three public arguments representing very different views about linguistic diversity: in public schools, English should be the only language of instruction; all children should receive instruction in both their first language and English; planning for instruction should be based not on absolutes, but on what is realistically possible in particular settings. *Part III offers the authors' own interpretations of the issues raised throughout the text, outlines a number of ways in which teachers can continue to explore these topics, and includes exercises for further reflection. A glossary and annotated bibliography are provided. This text is pertinent for all prospective and practicing teachers at any stage of their training. It can be used in any undergraduate or graduate course that addresses issues of language diversity and teaching.