Teaching for Understanding: Challenges for Policy and Practice

ISBN-13: 9781555425159 / Angielski / Twarda / 1993 / 315 str.

James Ed. Cohen;McLaughlin;Talbert

Opis

Leading experts on teaching and policy research provide concrete illustrations of what teaching for understanding entails.

Spis treści

1. Introduction: New Visions of Teaching(Milbrey W. McLaughlin, Joan E. Talbert)
Part One: Views from the Classroom
2. Collaboration as a Context for Joining Teacher Learning with Learning about Teaching(Deborah L. Ball, Sylvia S. Rundquist)
3. Learning to Hear Voices: Inventing a New Pedagogy of Teacher Education(Ruth M. Heaton, Magdalene Lampert)
4. Deeply Rooted Change: A Tale of Learning to Teach Adventurously(Suzanne M. Wilson with Carol Miller and Carol Yerkes)
5. Creating Classroom Practice Within the Contexts of a Restructured Professional Development School(Sarah J. McCarthey, Penelope L. Peterson)
Part Two: Enabling Teaching for Understanding
6. Understanding Teaching in Context(Joan E. Talbert, Milbrey W. McLaughlin)
7. Pedagogy and Policy(David K. Cohen, Carol A. Barnes)
8. Conclusion: A New Pedagogy for Policy?(David K. Cohen, Carol A. Barnes)

O autorze

DAVID K. COHEN is the John A. Hannah Distinguished Professor of Education and Social Policy at Michigan State University. MILBREY W. MCLAUGHLIN is professor of education and public policy and director of the Center for Research on the Context of Secondary School Teaching at Stanford University. JOAN E. TALBERT is senior research scholar and associate director of the Center for Research on the Context of Secondary School Teaching at Stanford University.

Blurb

In this book, leading experts on teaching and policy research provide concrete illustrations of what teaching for understanding entails. They show how, for example, to foster, sustain, and support the knowledge, capacity, and professional beliefs essential for teachers moving beyond a "teach and test" approach to analytic reflection on classroom life and their relationship with students′ learning. And they describe the collegial relations and institutional arrangements that support or inhibit the process of teachers and students working together to develop knowledge.