Why teach? Who are today’s students? What makes a good teacher?
Educational Foundations: An Anthology of Critical Readings aims to answer such questions by helping new and future teachers develop habits of critical reflection about schools and schooling before entering the classroom. Editors Alan S. Canestrari and Bruce A. Marlowe feature an array of provocative, engaging authors who, as teachers, principals, and policy shapers, provide the latest perspectives in the field. The thoroughly revised
Fourth Edition features an array of bold new essays discussing today’s most relevant issues, including diversity, school safety, data in schools, and teacher strikes.
Tabela de Conteúdo
Preface
Acknowledgments
About the Editors
About the Contributors
Foreword
PART I: WHY TEACH?
Chapter 1. My Need to Teach
Chapter 2. Why Teach?
Chapter 3. Becoming a MISTER
PART II: WHO ARE TODAY’S STUDENTS?
Chapter 4. Making the Most of the Classroom Mosaic: A Constructivist Approach to Embracing Student Diversity
Chapter 5. The Complexity of Labels: Considering Refugee Youth in the United States
Chapter 6. Translanguaging to Teach Toward Justice for Multilingual Students
PART III: WHAT MAKES A GOOD TEACHER?
Chapter 7. On Stir-and-Serve Recipes for Teaching
Chapter 8. Psst . . . It Ain’t About the Tests: It’s Still About Great Teaching
Chapter 9. Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy
PART IV: WHAT DO GOOD SCHOOLS LOOK LIKE?
Chapter 10. Lockdowns, Detectors, Guards, and Teachers With Guns?
Chapter 11. Success in East Harlem: How One Group of Teachers Built a School That Works
Chapter 12. How, and How Not, to Improve the Schools
PART V: HOW SHOULD WE ASSESS STUDENT LEARNING?
Chapter 13. A Mania for Rubrics
Chapter 14. Grading: The Issue Is Not How but Why?
Chapter 15. The Data Pandemic: Rethinking the Supremacy of Measurement in Education
PART VI: HOW DOES ONE DEVELOP A CRITICAL VOICE?
Chapter 16. Teachers as Transformative Intellectuals
Chapter 17. Resistance and Courage: A Conversation With Deborah Meier
Chapter 18. From Silence to Dissent: Fostering Critical Voice in Teachers
PART VII: HOW DO WE MOVE FORWARD?
Chapter 19. Necessary Muddles: Children’s Language Learning in the Classroom
Chapter 20. The 2018 Wave of Teacher Strikes: A Turning Point for Our Schools?
Chapter 21. Teachers as Social Justice Warriors: An Imperative for Meeting the Demands of the 21st Century
Epilogue
The Quest: Achieving Ideological Escape Velocity—Becoming an Activist Teacher
Index
Sobre o autor
Bruce A. Marlowe Bruce A. Marlowe earned his Ph.D. in Educational Psychology from The Catholic University of America in Washington, D.C. where he also completed two years of postdoctoral training in neuropsychological assessment. He is the co-author (with Marilyn Page) of Creating and Sustaining the Constructivist Classroom (Corwin Press) and of a 6- part video series entitled, Creating the Constructivist Classroom (The Video of Journal Education). He is also the co-editor (with Alan Canestrari) of Educational Psychology in Context: Readings for Future Teachers. He has taught at the elementary, secondary and University levels and is currently Professor of Educational Psychology and Special Education at Roger Williams University.
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