Overview

"In 1998, the first edition of Teaching To Change The World broke new ground in teacher education by positioning the foundations and practices of American schooling in the context of the struggle for social justice, democratic communities, and a better world. Indeed, ""teaching to change the world"" has become more than a book title; for thousands of individuals and for entire teacher education programs it is an everyday expression that embodies rigorous preparation and the highest professional aspirations for becoming a teacher. Author Jeannie Oakes was the founding director of UCLA's Center X--the institutional home of the university's teacher education program--a program based on the research and principles that Teaching To Change The World represents. Oakes draws from her distinguished research career as a sociologist of education to integrate the components of educational foundations into a thematic and ideological whole. The result is a sustainable theory of education that positions new teachers to be highly competent in the classroom, lifelong education reformers, and education leaders and partners with students and families. Co-author Martin Lipton brings to this book 31 years of classroom experience and a parallel career as education writer and consultant. His photographs of the book's featured teachers and their students reveal that social justice classrooms are both ordinary and inspired."

Full Product Details

Author:   Jeannie Oakes ,  Martin Lipton
Publisher:   McGraw-Hill Education - Europe
Imprint:   McGraw Hill Higher Education
Edition:   3rd Revised edition
Dimensions:   Width: 16.20cm , Height: 2.20cm , Length: 23.10cm
Weight:   0.728kg
ISBN:  

9780072982008

ISBN 10:   0072982004
Pages:   576
Publication Date:   22 May 2006
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   Awaiting stock  

Table of Contents

Part 1: The Foundations of American Schooling Chapter 1: The American Schooling Dilemma: Diversity, Inequality, and Democratic Values Chapter 2: History and Culture: Wrestling with the Traditions of American Education Chapter 3: Philosophy and Politics: The Struggle for the American Curriculum Part 2: The Practice of Teaching to Change the World Chapter 4: The Subject Matters: Making School Knowledge Meaningful Chapter 5: Instruction: Classrooms as Learning Communities Chapter 6: Assessment: Measuring What Matters Chapter 7: Classroom Management: Caring, Respectful, and Democratic Relationships Chapter 8: Grouping, Tracking, and Categorical Programs: Can Schools Teach All Children Well? Part 3: The Context of Teaching to Change the World Chapter 9: The School Culture: Where Good Teaching Makes Sense Chapter 10: The Community: Engaging with Families and Neighborhoods Chapter 11: Policy and Law: Rules to Make Schools Effective, Efficient, and Equitable Part 4: Teaching for the Long Haul Chapter 12: 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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