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Marilyn Cochran-Smith,Molly Cummings Carney,Elizabeth Stringer Keefe,Stephani Burton,Wen-Chia Chang,M. Beatriz Fernández,Andrew F. Miller,Juan Gabriel Sánchez,Megina Baker
Author : Marilyn Cochran-Smith,Molly Cummings Carney,Elizabeth Stringer Keefe,Stephani Burton,Wen-Chia Chang,M. Beatriz Fernández,Andrew F. Miller,Juan Gabriel Sánchez,Megina Baker Publisher : Teachers College Press Page : 241 pages File Size : 51,7 Mb Release : 2018-04-20 Category : Education ISBN : 9780807759318
Reclaiming Accountability in Teacher Education by Marilyn Cochran-Smith,Molly Cummings Carney,Elizabeth Stringer Keefe,Stephani Burton,Wen-Chia Chang,M. Beatriz Fernández,Andrew F. Miller,Juan Gabriel Sánchez,Megina Baker Pdf
Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability. They critique major accountability initiatives, exposing the lack of evidence behind these policies and the negative impact they have on teacher education. They also offer an achievable alternative based on a commitment to equity and democracy.
What is wrong with education? Why do educational reforms always miss their target? How can we create a better education system? And what can we learn from other countries? Reclaiming Education tackles the challenges facing education that really matter - hte ones that academics often ignore, parents demand solution to and politicians need to confront. Drawing on his global research, James Tooley shows that there is an alternative to poor quality and wasteful inefficiency in education, and that education can be radically transformed to guarantee freedom and higher standards. "Tooley radically challenges any complacency we may have about education in the 21st century." Sir Bob Salisbury "Tooley is an extremist: some of his ideas are outrageous!" Professor Geoffrey Walford, University of Oxford "This is truly a radical book. It should be read by everyone who thinks deeply about education." Sir Christopher Ball
This book is an appeal to those directly and indirectly involved in education reform to reconsider the very nature of education as a process of transformation and not, as the neoliberal corporate model insists upon, as a “product.” By using Paulo Freire’s fundamental principle of understanding “education as the practice of freedom,” and expanding upon it with bell hooks’ own spiritual understanding of that principle, this book offers readers the opportunity to rethink what education is, and what it is not. Utilizing the work of diverse thinkers and critics, the book lays out a criticism of neoliberalism’s profound influence on education reform and our culture generally. It reaffirms the political and ethical import of education for individuals and for our nation as a whole.
Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives--first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color.
Author : Cynthia Ulrich Tobias,Mary Jo Dean Publisher : Focus on the Family Page : 155 pages File Size : 42,9 Mb Release : 2024-03-19 Category : Family & Relationships ISBN : 9781646071319
Reclaiming Education by Cynthia Ulrich Tobias,Mary Jo Dean Pdf
Are you satisfied that your children's current educational environment is bringing out their best potential? In a world where traditional education systems make little or no accommodation for individual learning styles (such as auditory or visual learning), and they're failing to teach even the basics, it's time for parents to take charge of their children's education. In Reclaiming Education, parents are equipped with practical and immediately useful tools to work in partnership with their children to identify and develop their learning styles and strengths. If you want to help learners build the kind of confidence that inspires lifelong learning, get them involved in the solutions for their own success. In this book, both parents and children can learn how to Identify learning style strengths Develop strategies for adapting to less than ideal circumstances Design an effective study space environment that's tailored to your child's needs Motivate even the most resistant learners A great faith-based parenting resource for anyone who feels like the traditional education system has failed their children, and for anyone interested in homeschooling or simply helping their children to succeed in any type of school setting. Say goodbye to a one-size-fits-all education and unlock your child's full learning potential.
Reclaiming Education for Democracy by Paul Shaker,Elizabeth E. Heilman Pdf
Reclaiming Education for Democracy subjects the prophets and doctrines of educational neoliberalism to scrutiny in order to provide a rationale and vision for public education beyond the limits of No Child Left Behind. The authors combine a history of recent education policy with an in- depth analysis of the origins of such policy and its impact on professional educators. The public face of these policies is separated from motives rooted in politics, profit, and ideology. The book also searches for new insights in understanding the neoliberal and managerialist assault on education by examining the psychology of advocates who demonstrate a special animus toward universal public education. The manipulation of public education by No Child Left Behind is a case study in the general approach to public institutions taken by the politicians and theorists in these camps. K-12 education has been subjected to deceptive descriptive analyses, marginalization of its professional leadership, manipulation of its goals, the imposition of illegitimate quality markers, a grab on its resources by corporate profiteers, and a demoralization of its rank and file. This book helps us think beyond this new commonsense of education. Recipient: 2009 AERA Division K Award for Exemplary Research in Teaching and Teacher Education
Why School? is a little book driven by big questions. What does it mean to be educated? What is intelligence? How should we think about intelligence, education, and opportunity in an open society? Drawing on forty years of teaching and research and "a profound understanding of the opportunities, both intellectual and economic, that come from education" (Booklist), award-winning author Mike Rose reflects on these and other questions related to public schooling in America. He answers them in beautifully written chapters that are both rich in detail and informed by an extensive knowledge of history, the psychology of learning, and the politics of education. This paperback edition includes three new chapters showing how cognitive science actually narrows our understanding of learning, how to increase college graduation rates, and how to value the teaching of basic skills. An updated introduction by Rose, who has been hailed as "a superb writer and an even better storyteller" (TLN Teachers Network), reflects on recent developments in school reform. Lauded as "a beautifully written work of literary nonfiction" (The Christian Science Monitor) and called "stunning" by the New Educator Journal, Why School? offers an eloquent call for a bountiful democratic vision of the purpose of schooling.
Reclaiming Education in the Age of PISA by Vasco d'Agnese Pdf
Reclaiming Education in the Age of PISA provides a critical analysis of the OECD’s educational agenda and its main tool, namely, PISA (Programme for International Student Assessment). Based on an analysis of the OECD’s public documents, including publications, webpages, and videos, d’Agnese argues that PISA is not just an assessment tool, but rather an all-encompassing framework that intends to govern education, schooling, living and society worldwide. This creation of what d’Agnese calls a life-brand raises concerns that education and learning are becoming wares and that, consequently, we run the risk of transforming schools into providers and teachers into agents of preconceived learning packages. In pursuing only one concept of education, and a very narrow one at that, d’Agnese argues that OECD not only narrows down education to a mere reproductive process, but that such an approach also erases the basic rules by which living develops and evolves. In this sense PISA is but another form of authoritarian teaching, authoritarian teaching being understood as any and every educational project which sets aims and purposes of education without giving the possibility to discuss and challenge such aims and purposes. Reclaiming Education in the Age of PISA suggests a different educational logic, emphasizing that schooling is not just a place to produce the correct skills, but is also a matter of experimentation, hesitation and wait, one in which teachers and students attempt to dwell in pure potentiality for growth. Providing a strong argument that a different way to conceive of schooling deserves our attention, this book will be essential reading for academics, researchers and postgraduates in the fields of educational philosophy and theory, inclusive education and social justice. It should also be of interest to policymakers and educational activists.
Reclaiming Personalized Learning by Paul Emerich France Pdf
Put the person back in personalization with a touch of humanity. It’s a paradox: technology to individualize curriculum has made classrooms less personal. In the second edition of this groundbreaking book, Paul France presents a vision of humanized personalization that rejects the corporate mindset and instead holds equity and inclusion at its center. Features include: Practical guidance on designing inclusive learning environments for diverse groups Sustainable applications for humanized personalization in curriculum design, assessment, and instruction Real-life stories from the author’s experience on both sides of the personalization debate A multitude of classroom tools, adaptable to a variety of instructional contexts
Reclaiming Freedom in Education by Max A. Hope Pdf
Reclaiming Freedom in Education examines the notion of ‘freedom’ within educational settings. Following an investigation of the new ‘Free Schools’ in the UK, it argues that this name is a misnomer, and instead explores the original free schools of the 1960s and 1970s, using these models as a lens through which to explore contemporary examples of radical schooling, notably those which describe themselves as democratic and/or progressive. By arguing that in radical educational contexts both ‘positive freedom’ and ‘negative freedom’ are apparent, and that the notion that ‘responsible freedom’ is more pertinent than that of ‘absolute freedom’, this book posits that freedom can be seen to operate in a number of ways including ‘freedom to be’, ‘freedom to think’, ‘freedom to choose’ and ‘freedom to self-govern’. The book: Describes how freedom can be used to inform educational structures, policies, pedagogies and practices across a range of settings Features illustrative case studies of radical free schools and alternative education spaces which have been underpinned by a commitment to freedom and to advancing social justice Critiques the current policy agenda to use ‘freedom’ to make education more competitive through claims that it correlates with higher test scores and academic success Considers some of the challenges for teachers, educators and students of offering and experiencing freedom in education, and argues that despite these, the case for advancing freedom is both urgent and compelling Creating discussions about the new meaning and role that ‘freedom’ can have in improving education, Reclaiming Freedom in Education is a practical contribution to educational activism, which will be a key point of reference for teachers, parents, researchers and students on undergraduate and postgraduate courses in Education Studies, Early Childhood Studies and doctorates.
Reclaiming the University for the Public Good by Malcolm Noble,Cilla Ross Pdf
This book asks how we can reclaim the university for the public good. The editors and contributors argue that the sector is in crisis, accelerated by the passing of the UK Higher Education Research Act in 2017 and made visible during the University and College Union strikes in April 2018. In response to this, there are widespread demands to reclaim the university and protect education as a public good, using co-operative structures. Taking an interdisciplinary and social justice perspective, the editors and contributors offer concrete examples of alternative higher education: in doing so, analysing how the future of the university can be recovered. This intersectional volume discusses a broad range of approaches to higher education while disseminating new ideas. It will be of interest and value to those disenchanted with the current state of higher education in the UK and beyond, as well as activists and policy makers.
Reclaiming Education in the Age of PISA by Vasco D'Agnese Pdf
PISA's Violence provides a critical analysis of the OECD's Programme for International Student Assessment (PISA). Based on an analysis of the OECD's public documents, including publications, webpages, and videos, d'Agnese argues that PISA is not just an assessment tool, but rather an all-encompassing framework that intends to govern education, schooling, living and society worldwide.
Reclaiming the University for the Public Good by Malcolm Noble,Cilla Ross Pdf
This book asks how we can reclaim the university for the public good. The editors and contributors argue that the sector is in crisis, accelerated by the passing of the UK Higher Education Research Act in 2017 and made visible during the University and College Union strikes in April 2018. In response to this, there are widespread demands to reclaim the university and protect education as a public good, using co-operative structures. Taking an interdisciplinary and social justice perspective, the editors and contributors offer concrete examples of alternative higher education: in doing so, analysing how the future of the university can be recovered. This intersectional volume discusses a broad range of approaches to higher education while disseminating new ideas. It will be of interest and value to those disenchanted with the current state of higher education in the UK and beyond, as well as activists and policy makers.
Reclaiming Indigenous Research in Higher Education by Robin Zape-tah-hol-ah Minthorn,Heather J. Shotton Pdf
Indigenous students remain one of the least represented populations in higher education. They continue to account for only one percent of the total post-secondary student population, and this lack of representation is felt in multiple ways beyond enrollment. Less research money is spent studying Indigenous students, and their interests are often left out of projects that otherwise purport to address diversity in higher education. Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.
Author : Albert E. Greene Publisher : Assn of Christian Schools International Page : 345 pages File Size : 48,6 Mb Release : 1998-01-01 Category : Religion ISBN : 1583310002
Reclaiming the Future of Christian Education by Albert E. Greene Pdf
Reclaiming the Future of Christian Education is a walk through the philosophical and cultural history of education that emphasizes the goal of Christian schooling.
