Learning to Teach Everyone's Children Equity, Empowerment, and Education That Is Multicultural

ISBN-10: 0534644678

ISBN-13: 9780534644673

Edition: 2006

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Description: Future educators who plan to teach in the United States face unique challenges posed by this era's great technological, geopolitical, economic, demographic and educational change. Grant and Gillette's LEARNING TO TEACH EVERYONE'S CHILDREN, a new introduction to education text focusing on teaching and learning in the United States, takes these changes into account in a comprehensive manner. Grant and Gillette have created a unique framework, combining the dual themes of Power and Education that is Multicultural and Social Reconstructionist. These themes provide an illuminating lens to learn about the policies, practices, knowledge, and skills of becoming a teacher. The text focuses on the U.S. educational system as a power-laden institution. Taking the position that power and issues of ethnicity, gender, social class, ability, language, and sexual orientation influence educational opportunities and responsibilities for teachers and students, administrators, parents, and members of the wider community, Grant and Gillette crafted a text that, in their own words, "embraces the ideals and values fundamental to our way of life in the United States: social justice, equality, liberty, democracy. Similarly, it challenges educators to strive to make education better for ALL students."

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Book details

List price: $159.95
Copyright year: 2006
Publisher: Wadsworth
Publication date: 7/28/2005
Binding: Paperback
Pages: 520
Size: 7.50" wide x 9.25" long x 0.75" tall
Weight: 1.694
Language: English

Carl A. Grant is Hoefs-Bascom Professor of teacher education in the Department of Curriculum and Instruction at the University of Wisconsin--Madison. His work for more than thirty years has been with teachers and administrators who commit to improve students' achievement, enrich their knowledge and skill set in multicultural social justice, culturally responsive curriculum development, and teaching. He has written several books and many articles for teachers that address student achievement, curriculum development, teaching strategies, and parent-teacher engagement.

Maureen Gillette is currently Dean of the College of Education at Northeastern Illinois University in Chicago. Dr. Gillette has a Ph.D. from the University of Wisconsin-Madison and was formerly Associate Dean of the College of Education at William Paterson University (NJ) and Chair of Teacher Education at the College of St. Rose (NY). She has been actively involved in the recruitment and retention of teachers of color for urban school districts and is a consultant on urban teacher education issues. She is currently an evaluator for two accreditation agencies and has served as a board member for the National Association for Multicultural Education.

The Changing Face of Teaching and Learning
Focus Questions
Vignette - Miranda's Decision: Choosing What Is Best for a Student
Primary Reasons for Teaching: A Calling, the Love of Children, and the Desire to Help
Why Do Students Go to School? The Three Purposes of Schooling
Preserving and Transmitting the Cultural Heritage
Selecting and Preparing Students for Occupational Status Levels
Preparing Students to Build a Better Society
Changes Influencing Teaching and Learning
Recent Changes in the Public's View of Teaching
Changes in Student Demographics
Changes in Teachers' Work
Ways of Teaching
Standards and Accountability
Increased Teachers' Voice
Back to Miranda's Case: An Analysis
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
Becoming an Effective Teacher
Focus Questions
Vignette - Becoming an Effective Teacher
Focus on Effective Teachers
The Knowledge Base of Effective Teachers
Culturally Responsive Teaching
Knowledge of Yourself: Self-Understanding and Self-Acceptance
Knowledge About Why You Are Teaching: A Well-Developed Philosophy of Education
Knowledge of Curricular Content: A Strong Subject Matter Base
Knowledge About Teaching: Pedagogical Content Knowledge
Knowledge About Technology: Are Virtual Teachers the Wave of the Future?
Knowledge About How Students Learn and Grow: Educational Psychology
Knowledge About the Community: Connecting Students to the World Outside of School
The Skills of Effective Teachers
Pedagogical Skills: The Ability to Put It All Together
Reflective Skills: The Ability to Analyze and Act on Teacher-Generated Data
Communication and Collaboration Skills: The Ability to Build Relationships
Management Skills: The Ability to Arrange Successful Learning Environments
Technological Skills: The Ability to Use Technology as a Teaching/Learning Tool
The Attitudes and Dispositions of Effective Teachers
The Reflective Teacher: Open-Mindedness, Wholeheartedness, and Responsibility
An Ethic of Caring: Creating Relationships and Learning Communities
Back to Ms. Mac's Dilemma
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
The Dilemmas of Discipline and Classroom Management
Focus Questions
Vignette - Carol's Discipline Dilemma
Discipline and Management: A Dilemma for Teachers
Classroom Management and Discipline: What's the Difference?
Classroom Management: Creating an Environment for Learning
Discipline: Fostering Individual and Collective Responsibility
Discipline and Management: What's the Past Got to Do With It?
Colonial Schools: Spare the Rod?
The 1800s: Changing Times, Changing Attitudes
Horace Mann and the Debate Over Discipline
Colonial and Postcolonial Schooling: Diversity and Power
The 1900s: John Dewey and Progressivism Versus the Status Quo
Making Connections: Past to Present
The Canters: Assertive Discipline
Alfie Kohn: Classroom as Community
School Violence: Challenges to the School Community
Today's Classroom: Where Do You Stand?
Back to Carol's Dilemma
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Notes
Curriculum
Focus Questions
Vignette - Curriculum and Turkey: Marcy, Mrs. Platt, and Joanna
Curriculum: Does It Mean What You Think It Means?
Definitions of Curriculum
Who Owns the Curriculum?
Curriculum Standards
The Overt Curriculum
The Overt Curriculum and Social Responsibility
The Hidden Curriculum
Curriculum: A Major Source of Educational Debate
The "What Knowledge" Debate
The "Whose Knowledge" Debate
The Canon Debate
Student Teaching and the "Whose Knowledge" Debate
Curriculum Organization
Societal Level
Institutional Level
Instructional Level
Ideological Level
Commonplaces in Curriculum Organization
Scope, Continuity, Sequence, and Integration
Curriculum and Teacher Preparation
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
Teaching, Planning, and Assessment
Focus Questions
Vignette - Teach as I Say, Not as I Teach
Teaching
Instruction 1890-2000
Connecting Teaching and Curriculum: Instructional Engagement
Planning
Levels of Planning
Planning and Education That Is Multicultural and Social Reconstructionist
Procedures for Planning
Assessment of Instruction
Authentic Assessment
Portfolio Assessment
Exhibition Assessment
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
Teaching: The Profession
Focus Questions
Vignette - The Debate Over Professionalism Is an Annoyance at Times
Teachers as Professionals
Teacher Licensing and Certification
Traditional License
Alternative Teacher Certification
National Certification
Searching for a Teaching Position
Placement and Career Services Office
When to Use a Letter of Inquiry
Personal Interview
Teachers' Salaries
Dollar Amounts
Comparison With Other Professions
Benefits
Signing the Contract
Teaching Opportunities
Career Opportunities in Education
Substitute Teaching
Administration
Pupil Personnel and Guidance Services
Librarian and Technology/Media Specialist
Specialized Teachers
Paraprofessionals
Volunteer Personnel
Nonteaching School Personnel
Teacher Supply and Demand
Professional Associations and Organizations
The National Education Association (NEA)
The American Federation of Teachers (AFT)
Possible Merger
Subject Matter and Grade Level Organizations
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
The Organizational Structures of Schooling in the United States
Focus Questions
Vignette - Mrs. Fowler's Story
The Organization of Schooling: What Does It Mean?
Control of Schools and Decision Making: Power in Action
The First State Superintendent and the Rise of School Boards
Organizing the School Year: Meeting the Needs of Society
The Agrarian Model
Year-Round Schools
Organizing a District: Choices, Choices, Choices
Neighborhood Schools: Building Community in the Local Area
Magnet Schools: Building Community Around a Theme
Centric Schools: Shifting the Lens Through Which Students View the World
Two-Way Bilingual Schools: Se Hablamos Ingles y Espanol
Charter Schools: Choice Within Public Education
Organizing Students for Instruction: Considering Age
The Graded System: Grouping Students by Age
The Ungraded School: Learning Across the Ages
Organizing Students by Ability: Whose Needs Are Served?
Homogeneous Grouping: Keeping on Track
Heterogeneous Grouping: In the Mix
Organizational Patterns Within the School Building
Team Teaching: Doing It Better, Together
Looping: Two Years Are Better Than One
Multi-Age Grouping: Learning From Mixed-Aged Peers
The House or Team Approach: We're All in This Together
Privatization: Inside and Outside the Public Domain
Back to Mrs. Fowler's Story
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
Pursuing an Educational Philosophy
Focus Questions
Vignette - Getting Started on My Educational Philosophy
Philosophy: What Is It?
Is Philosophy a Part of the Sciences or the Humanities?
The Value of Philosophy
Who Are Philosophers and What Do They Do?
Early History
Western Philosophy
Far Eastern Philosophy
Indian Philosophy
Different, but Much in Common
New Age for Philosophical Beliefs
The Influence of Philosophy on a Developing United States
Educational Philosophy Is Shaped by Events and Conditions
Educational Philosophies
Perennialism
Essentialism
Experimentalism
Social Reconstructionism
Existentialism
Postmodernism
Reason for Developing a Philosophy of Education
Questions to Guide the Development of Your Philosophy of Education
Behaviors to Carry Out a Philosophy
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
Governance of Education: Who Controls Education?
Focus Questions
Vignette - Ally and Regina: Who Controls Education?
Federal Governance of Education
The History of the Federal Government's Role in Education
The Executive Branch: The President's "Bully Pulpit"
The Department of Education
The Legislative Branch
State Governance of Education
When and How Did State Governance Start?
State Boards of Education
The Chief State School Officer
The State Department of Education
The Governor
Local Governance of Education
The Local School District
The Local Board of Education
The Superintendent of Schools
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
Teachers' and Students' Rights and Responsibilities
Focus Questions
Vignette - What Are My Rights Anyway?
Teachers' Rights
Licensing and Certification
Contracts
Tenure
Due Process in Relation to Discharge
Collective Bargaining
Academic Freedom
Tort Liability
Freedom to Be Yourself Outside of School
Teachers' Responsibilities: Equity in Classrooms and Schools
Racial Integration
Gender Equity
Elimination of Sexual Harassment
Language Equity
Disability Equity
Students' Rights
School Attendance
Freedom From Arbitrary Suspension
Freedom of Speech and Distribution of Literature
Dress and Grooming
Pregnancy and Marriage
Freedom From Unreasonable Search and Seizure
Student Records
Church, State, and Students
Students' Responsibilities
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
Educational Finance: Who Pays?
Focus Questions
Vignette - It Takes Your Money to Run the Educational System
Education Is a Big Financial Enterprise
The Development of the Free Public Education Idea
Federal Support of Education
Where Do Federal Dollars Go?
Periods of Federal Support
Need for Federal Dollars
Methods of Federal Support
State Support of Education
When and How State Support Began
Forms of Taxation and Lottery
What Factors Affect States' Ability or Willingness to Pay for Schooling?
How Do States Fund Local School Districts?
Where Do State Funds Go?
Local Support of Education
Property Tax
User Fees
Funding Concepts
Increasing Cost of Education
Courts and Educational Finances
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
We're All in This Together: Meaningful Family and Community Involvement in Schools
Focus Questions
Vignette - Parents Just Don't Care
The Changing Nature of Families
Parents and Teachers: The Importance of Listening to Each Other
Comprehensive Community Involvement in Schools: The Community Schools Concept
Strategies for Working Effectively With Families and Communities
What Schools and Districts Can Do
What Teachers Can Do
Back to the Vignette: Implementing Simple Solutions to the Problem
Finding a Voice
Summing Up
Key Terms
Questions for Reflection
Activities
Getting Connected
Suggested Resources
Notes
Epilogue: Ten Things You Can Do Now to Begin Your Professional Journey
Maureen's Story
Carl's Story
Carl and Maureen's Top Ten List
Seeing Your Students as the Future
Note
Name Index
Subject Index
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