Автор: Andrew Miller Название: Raging against the Mass-Schooling Machine: An Autoethnography of a Beginning Teacher ISBN: 9463008497 ISBN-13(EAN): 9789463008495 Издательство: Brill Рейтинг: Цена: 37190.00 T Наличие на складе: Невозможна поставка. Описание: The biggest danger for beginning teachers is to teach as they were taught. In order to create teaching identities capable of resisting the mind-numbing orthodoxies of the mass-schooling machine, beginning teachers need to interrogate the theories and practices that have shaped them as teachers. Raging against the Mass-Schooling Machine is a compelling autoethnographic account of one beginning teacher’s struggle to transform his future teaching identity by unpacking the bruising encounters that shaped him as a student. This is a must-read book for all teachers wishing to ‘teach against the grain.’ The journey from student to teacher involves almost two decades of junior, primary, secondary, and tertiary education. Few of us critique this journey to see what emotional legacies and taken-for-granted assumptions we carry from one identity to the other. If we remain unconscious of the social and cultural discourses and practices that have shaped and defined us as students and teachers, we may unwittingly reproduce the inequalities, prejudices, and traumas we experienced or observed while growing up, or resort to transmission teaching and authoritarian control because this is the formula of schooling most of us know. Empowering education relies on teachers resisting these toxic scripts and becoming agents of change.
Автор: Andrew Miller Название: Raging against the Mass-Schooling Machine: An Autoethnography of a Beginning Teacher ISBN: 9463008500 ISBN-13(EAN): 9789463008501 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: The biggest danger for beginning teachers is to teach as they were taught. In order to create teaching identities capable of resisting the mind-numbing orthodoxies of the mass-schooling machine, beginning teachers need to interrogate the theories and practices that have shaped them as teachers. Raging against the Mass-Schooling Machine is a compelling autoethnographic account of one beginning teacher’s struggle to transform his future teaching identity by unpacking the bruising encounters that shaped him as a student. This is a must-read book for all teachers wishing to ‘teach against the grain.’ The journey from student to teacher involves almost two decades of junior, primary, secondary, and tertiary education. Few of us critique this journey to see what emotional legacies and taken-for-granted assumptions we carry from one identity to the other. If we remain unconscious of the social and cultural discourses and practices that have shaped and defined us as students and teachers, we may unwittingly reproduce the inequalities, prejudices, and traumas we experienced or observed while growing up, or resort to transmission teaching and authoritarian control because this is the formula of schooling most of us know. Empowering education relies on teachers resisting these toxic scripts and becoming agents of change.
Название: Black female teachers ISBN: 1787144623 ISBN-13(EAN): 9781787144620 Издательство: Emerald Рейтинг: Цена: 112470.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience.
Автор: Martine Derivry-Plard, George Alao, Soyoung Yun-Roger, Elli Suzuki Название: Dispositifs educatifs en contexte mondialise et didactique plurilingue et pluriculturelle ISBN: 3034315503 ISBN-13(EAN): 9783034315500 Издательство: Peter Lang Рейтинг: Цена: 67850.00 T Наличие на складе: Невозможна поставка. Описание: Suite au Precis du Plurilinguisme et du Pluriculturalisme (2008), et en continuite avec l'ouvrage Didactique plurilingue et pluriculturelle : l'acteur en contexte mondialise (2012), le debat didactique se poursuit et continue de deconstruire et de revisiter les categories habituelles de l'enseignement et de l'apprentissage des langues et des cultures. De nouvelles notions emergent et des trames se tissent. Cet ouvrage centre son attention sur les dispositifs en contexte mondialise : il met en relation une variete de langues et d'approches en s'appuyant sur des contextes educatifs et sociaux participant au processus de mondialisation multiforme. Il s'agit d'identifier des interstices et des interfaces entre les acteurs, les institutions educatives, les lieux, les langues et les dispositifs d'enseignement et d'apprentissage en presence. C'est ici que se jouent les changements et les frictions de la mondialisation, entre paradigme monolingue et paradigme plurilingue. Ces points de contacts permanents, structurants ou bien a l'oppose discontinus et ephemeres, permettent de percevoir comment se construit une didactique plurilingue et pluriculturelle posant d'emblee comme principe epistemologique et heuristique, la diversite, le multiple et le pluridimensionnel. C'est ce que proposent les contributions de cet ouvrage.
Автор: Robert L. Dahlgren Название: From Martyrs to Murderers: Images of Teachers and Teaching in Hollywood Films ISBN: 9463009639 ISBN-13(EAN): 9789463009638 Издательство: Brill Рейтинг: Цена: 37190.00 T Наличие на складе: Невозможна поставка. Описание: In From Martyrs to Murderers, the author explores the connections between the dark, unflattering representations of public schools, teachers and teaching in popular Hollywood films and the conservative attacks on public education that have culminated in a generation of neo-liberal standards reform measures. The author’s analysis is based on a survey of 60 movies that feature significant interactions between public school teachers and their students. This study employed a textual analysis method involving viewing the films alongside original script material, which reveals that the narratives involving public schools during the late 20th century and early 21st century are distinct from those involving other types of schools or eras. Rather than the romantic figures of earlier portraits, such as Eve Arden’s beloved Our Miss Brooks in the 1940s and 1950s radio and television serial, these teachers are consistently portrayed as negative archetypes, thus providing a rationale for the school reform agenda of the 1980s. The sheer repetition of these damaging images in Hollywood products of the period made the American public more susceptible to the deceptive arguments outlined in A Nation at Risk, the seminal 1983 report that provided the blueprint for the standards reform movement that has dominated education policy for the past generation. This work thus develops upon the critical perspectives of educational historians and social studies educators who have probed this turning point in the history of American schooling. It also offers an alternative means of viewing the reality of life in the nation’s public institutions.
Автор: Robert L. Dahlgren Название: From Martyrs to Murderers: Images of Teachers and Teaching in Hollywood Films ISBN: 9463009647 ISBN-13(EAN): 9789463009645 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: In From Martyrs to Murderers, the author explores the connections between the dark, unflattering representations of public schools, teachers and teaching in popular Hollywood films and the conservative attacks on public education that have culminated in a generation of neo-liberal standards reform measures. The author’s analysis is based on a survey of 60 movies that feature significant interactions between public school teachers and their students. This study employed a textual analysis method involving viewing the films alongside original script material, which reveals that the narratives involving public schools during the late 20th century and early 21st century are distinct from those involving other types of schools or eras. Rather than the romantic figures of earlier portraits, such as Eve Arden’s beloved Our Miss Brooks in the 1940s and 1950s radio and television serial, these teachers are consistently portrayed as negative archetypes, thus providing a rationale for the school reform agenda of the 1980s. The sheer repetition of these damaging images in Hollywood products of the period made the American public more susceptible to the deceptive arguments outlined in A Nation at Risk, the seminal 1983 report that provided the blueprint for the standards reform movement that has dominated education policy for the past generation. This work thus develops upon the critical perspectives of educational historians and social studies educators who have probed this turning point in the history of American schooling. It also offers an alternative means of viewing the reality of life in the nation’s public institutions.
Автор: Heejung An Название: Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers ISBN: 1522510575 ISBN-13(EAN): 9781522510574 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 277200.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Study abroad programs offer a unique opportunity for students to immerse themselves within different cultural backgrounds as they continue to further their education. Efficacy and Implementation of Study Abroad Programs for P-12 Teachers highlights program developments geared towards pre-service and in-service teachers.
Название: Indigenous Education: A Learning Journey for Teachers, Schools and Communities ISBN: 9460918875 ISBN-13(EAN): 9789460918872 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school.Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities.This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.
Автор: James C. Jupp Название: Becoming Teachers of Inner-city Students: Life Histories and Teacher Stories of Committed White Teachers ISBN: 9462093709 ISBN-13(EAN): 9789462093706 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: Winner of the Outstanding Book Award 2014 from the Society of Professors of Education! (April 2014) “Makes many valuable contributions to our understanding of the varied issues at work in preparing White teachers for work in the inner-city … I highly recommend it as a resource for education scholars and teacher educators involved in the preparation of White teachers for work in inner-city schools. Becoming Teachers of Inner-City Students offers a detailed and fascinating examination of identifications, concepts, and contexts that emerged from the stories of White teachers committed to inner-city schools. Jupp’s research and the stories on which it is based make visible the complex nature, the existing contradictions, and the messy space of inner-city teaching and learning and of efforts to prepare White teachers to work effectively and equitably in urban schools while also pointing the way to essential concepts and practices for effective and positive teaching in inner-city schools.”—Teachers College Record, November 2014 Becoming Teachers of Inner-city Students takes on the continuing challenges of White teachers in increasingly de facto re-segregated schools of the present. Drawing on the author’s eighteen years of experience as a classroom teacher and his research on White teachers of inner-city students, Becoming Teachers provides key discussions on professional identity for preservice teachers, professional educators, and researchers interested in diversity education or urban education.Driving at complex recognitions of race, class, culture, language, and gender as a basis for teaching and learning with diverse urban students, the author’s and other White teachers’ life and teaching stories move beyond prescriptive models of professional identity for preservice and professional teachers to “follow.” Instead, life and teaching stories in Becoming Teachers demonstrate again and again that in teaching the personal is political, professional knowledges are forged in practice, and—overall—that becoming a professional teacher is a process that draws on one’s experiences and inner-most convictions. Becoming Teachers, updating Vivian Paley’s White Teacher and reworking Christine Sleeter’s multicultural research on White teachers’ race-evasive identities, moves discussions on White teacher identity toward a second wave of race-visible professional identity for White teachers in the present. WINNER! —"Outstanding Book Award" 2014 - Society of Professors of Education NOMINATIONS —"Outstanding Book Award" 2014 - American Educational Research Association —"Outstanding Publication Award" 2014 - American Educational Research Association
Автор: James C. Jupp Название: Becoming Teachers of Inner-city Students: Life Histories and Teacher Stories of Committed White Teachers ISBN: 9462093695 ISBN-13(EAN): 9789462093690 Издательство: Brill Рейтинг: Цена: 37190.00 T Наличие на складе: Невозможна поставка. Описание: Winner of the Outstanding Book Award 2014 from the Society of Professors of Education! (April 2014) “Makes many valuable contributions to our understanding of the varied issues at work in preparing White teachers for work in the inner-city … I highly recommend it as a resource for education scholars and teacher educators involved in the preparation of White teachers for work in inner-city schools. Becoming Teachers of Inner-City Students offers a detailed and fascinating examination of identifications, concepts, and contexts that emerged from the stories of White teachers committed to inner-city schools. Jupp’s research and the stories on which it is based make visible the complex nature, the existing contradictions, and the messy space of inner-city teaching and learning and of efforts to prepare White teachers to work effectively and equitably in urban schools while also pointing the way to essential concepts and practices for effective and positive teaching in inner-city schools.”—Teachers College Record, November 2014 Becoming Teachers of Inner-city Students takes on the continuing challenges of White teachers in increasingly de facto re-segregated schools of the present. Drawing on the author’s eighteen years of experience as a classroom teacher and his research on White teachers of inner-city students, Becoming Teachers provides key discussions on professional identity for preservice teachers, professional educators, and researchers interested in diversity education or urban education.Driving at complex recognitions of race, class, culture, language, and gender as a basis for teaching and learning with diverse urban students, the author’s and other White teachers’ life and teaching stories move beyond prescriptive models of professional identity for preservice and professional teachers to “follow.” Instead, life and teaching stories in Becoming Teachers demonstrate again and again that in teaching the personal is political, professional knowledges are forged in practice, and—overall—that becoming a professional teacher is a process that draws on one’s experiences and inner-most convictions. Becoming Teachers, updating Vivian Paley’s White Teacher and reworking Christine Sleeter’s multicultural research on White teachers’ race-evasive identities, moves discussions on White teacher identity toward a second wave of race-visible professional identity for White teachers in the present. WINNER! —"Outstanding Book Award" 2014 - Society of Professors of Education NOMINATIONS —"Outstanding Book Award" 2014 - American Educational Research Association —"Outstanding Publication Award" 2014 - American Educational Research Association
Название: Indigenous Education: A Learning Journey for Teachers, Schools and Communities ISBN: 9460918867 ISBN-13(EAN): 9789460918865 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school.Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities.This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.
Автор: Kyle Greenwalt Название: Home/Schooling: Creating Schools That Work for Kids, Parents and Teachers ISBN: 9463004734 ISBN-13(EAN): 9789463004732 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: During the nineteenth century, social reformers took hold of an already existing institution—the school—and sought to make it compulsory. In the process, they supplanted parents and domestic life—the home—as the primary educational force for children. As education was taken out of the home, American classrooms were at the same time remade into a particular kind of home life—one based upon a sentimentalized maternity, where love can always triumph over the “public” and “masculine” forces of competition, merit, and hierarchy. And so love entered into the discourse of teaching … In this model, a good teacher loves her students. She makes her classroom into a home. Like a good mother, she sacrifices for them, enduring long hours of isolation, low pay, and little public support or recognition. Students, in their turn, should love their teacher. To please her, they should learn the values that would sustain a more virtuous republic. Parenting, through all of this, was redefined as a private activity. Battle lines were drawn and the stakes were love, learning and control. It doesn’t need to be this way. It is time to rethink the ways in which parents and teachers interact with one another. It is time to redefine “homeschooling” as something all families engage in and that all public schools should seek to support.
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