Overview

"This is a highly current and engaging, multicultural, introduction to education and teaching -- 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 text. This ground-breaking text 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 text takes the position that a hopeful, democratic future depends on whether all students learn, and 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."

Full Product Details

Author:   Jeannie Oakes ,  Martin Lipton
Publisher:   McGraw-Hill Education - Europe
Imprint:   McGraw Hill Higher Education
Edition:   3rd Revised edition
Dimensions:   Width: 16.50cm , Height: 2.10cm , Length: 23.10cm
Weight:   0.714kg
ISBN:  

9780071107099

ISBN 10:   0071107096
Pages:   512
Publication Date:   01 June 2006
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Unknown
Availability:   Out of stock  

Table of Contents

Chapter 1: Schooling: Wrestling with History and Tradition Chapter 2: Traditional Learning Theories: Transmission, Training, and IQ Chapter 3: Contemporary Learning Theories: Problem Solving, Understanding, and Participation Chapter 4: Curriculum: Philosophy, History, and Politics: What Should Students Learn? Chapter 5: Curriculum Content: The Subject Matters Chapter 6: Instruction and Assessment: Classrooms as Learning Communities Chapter 7: Classroom Management: Caring and Democratic Communities Chapter 8: Grouping and Categorical Programs: Can Schools Teach All Students Well? Chapter 9: The School Culture: Where Good Teaching Makes Sense Chapter 10: Connections with Families and Communities Chapter 11: Teaching to Change the World: A Profession and a Hopeful Struggle

Reviews

Author Information

"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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