This is a highly current and engaging, multicultural, critical overview of the teaching profession in the late twentieth century-both its challenges and its joys. Jeannie Oakes is a leading education researcher and director of the UCLA teacher education program. Martin Lipton is an education writer and consultant and has taught in public schools for 31 years. Together, they bring an excellent blend of theory and applications to the book. This ground-breaking book responds to the current national crisis in teaching and teacher education, considers the values and politics that pervade education, and asks critical questions about how conventional thinking and practice came to be and who benefits from them. The book takes the position that a hopeful, democratic future depends on whether all students learn. It pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and looks for alternatives to the inequalities. The text provides a solid research base and practical treatment of essential topics that locates these topics within cognitive, sociocultural, and constructivist perspectives on learning, and within democratic values. The text infuses issues of diversity throughout its discussion of traditional elements of schools and teaching-learning, curriculum, instruction, etc. It presents educational foundations and history as alive and active in today's schools, and treats them as useful concepts for students to use as they think about and respond to more transitory, current "headline" issues, such as charter schools, vouchers, standards, and bilingual education. Central to the book is the belief that schools can and must be places of extraordinary educational quality and institutions for social justice. The authors explore the tensions between the democratic aims of schools and competition for always scarce high quality opportunities. Throughout the chapters are boxed personal observations of a diverse group of first-year teachers who voice their analyses and personal anecdotes about their own struggles to transform theory into practice. "Digging Deeper" sections that end each chapter feature scholars who are working on issues raised in the chapter. An innovative Instructor's Manual provides ways to teach the course consistent with cognitive and sociocultural learning theory, culturally diverse pedagogy, and authentic assessment.
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Teaching to Change the World receives Critics Choice Award.
The American Educational Studies Association (AESA) has awarded Teaching to Change the World its Critics Choice Award. AESA is comprised of college and university professors who teach and research in the field of education. Its role is to provide a cross-disciplinary forum for the discussion of broad policy issues relating to education. ABOUT THE BOOK Teaching to Change the World argues that a hopeful, democratic future depends on whether all students experience academic rigor and social justice in school. This book is used widely as a college text for Introduction to Education, Social foundations of Education, and Multicultural Education courses. However, the authors groundbreaking approach, engaging prose, and devastating directness will guide the general reader to a far deeper understanding of how they can and why they must argue for rigorous WHAT OTHERS ARE SAYING ABOUT THE BOOK: The overall approach, its organization, coverage, and inviting and readable level, is spectacular. It is a work of love and respect for all who selflessly enter the field of education and who will live, learn, and teach in the next millennium. Rudolfo Chavez, Chavez, New Mexico State University I actually felt relieved while reading it because it consolidated contemporary educational history while attending to important past roots and new branches. I think the argument itself-to teach for both academic rigor and social justiceis profoundly important and admirably done here. This book stands alone in my mind. It is more comprehensive than the books Ive read on multiculturalism, on caring, on classroom discipline. . .The fact that these arguments are gathered in one place is wonderful and extremely helpful. Patricia A. Wasley, Dean of the Graduate School, Bank Street College of Education Its treatment of the most recent theories regarding human development and learning, combined with historical-to-present analysis of schooling in this country is unique. [Oakes and Lipton} challenge the reader to make sense of why school/education is the way it is. Eugene Garcia, Dean of the School of Education, University of California, BerkeleyAbout the Author:
Jeannie Oakes is Professor and Assistant Dean for Teacher Education in the Graduate School of Education and Information Studies at the University of California, Los Angeles. She also directs Center X-Where Research and Practice Intersect for Urban School Professionals--the home for UCLA's programs for teachers. Formerly a senior social scientist at RAND, Oakes received her Ph.D. in Education from UCLA in 1980 after a 7-year career as a public school English teacher. Professor Oakes has written five books, several research monographs, and scores of academic and professional articles. Her research examines inequalities in U.S. schools, and follows the progress of equity-minded reform. This work is the subject of her widely read book, KEEPING TRACK: How Schools Structure Inequality, (Yale University Press) and numerous articles. Dr. Oakes' National Science Foundation study, MULTIPLYING INEQUALITIES (Rand Corp., 1990) documents the uneven distribution of resources, curriculum, and teachers in mathematics and science nationwide, and how it affects poor and minority students. Dr. Oakes' studies have been widely cited in newspapers and magazines (e.g., The New York Times, Wall Street Journal, Parents) and on television (e.g., "American Agenda" on ABC World News Tonight; "American Agenda," PBS "Frontline," and "60 Minutes"), as well as in scholarly journals. In 1986, her writing won a Distinguished Achievement Award from the Educational Press Association of America. In 1990, the American Educational Reserach Association awarded her the highly prestigious Raymond B. Cattell Award for achievement in research, and in 1997 AERA awarded her the Palmer O. Johnson Award for the Outstanding Research Article. In 1996 the Southern Christian Leadership Conference presented her with the Ralph David Abernathy Award for public service. Her current studies follow the progress of educators across the nation attempting to eliminate inequalities in their schools. Martin Lipton taught high school English for 31 years and has served as a mentor teacher. He has taught disaffected students in special, separate school programs as well as college-bound students in high wealth school districts. He has contributed to numerous articles on educational research, bringing a practitioner's perspective to theory and policy. Lipton is co-author with Jeannie Oakes, of "Making the Best of Schools" (Yale University Press, 1990).
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Book Description Mcgraw-Hill College, 1999. Paperback. Book Condition: New. book. Bookseller Inventory # 0072546344
Book Description Mcgraw-Hill College, 1999. Paperback. Book Condition: New. Bookseller Inventory # DADAX0072546344
Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97800725463471.0