LEADER 04173nam 2200577 a 450 001 9910964409103321 005 20200520144314.0 010 $a1-4384-0815-3 010 $a0-585-09189-7 035 $a(CKB)111004366795906 035 $a(MiAaPQ)EBC3406981 035 $a(Au-PeEL)EBL3406981 035 $a(CaPaEBR)ebr10032052 035 $a(OCoLC)42628683 035 $a(BIP)76147532 035 $a(BIP)904359 035 $a(EXLCZ)99111004366795906 100 $a19921102d1993 ub 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLaura and Jim and what they taught me about the gap between educational theory and practice /$fDona M. Kagan, with James R. Chesnut ... [et al.] 205 $a1st ed. 210 $aAlbany, N.Y. $cState University of New York Press$dc1993 215 $a1 online resource (ix, 165 pages) 311 0 $a0-7914-1656-9 320 $aIncludes bibliographical references (p. 153-161) and index. 327 $aIntro -- Contents -- Tables -- Introduction -- 1. Motivation and Method -- Method and Overview -- The Utility of This Project -- Acknowledgments -- How This is a Different Kind of Educational Research -- The School Context -- 2. What I Saw in Laura's Classroom -- The Cognition Underlying Laura's Practice -- 3. Beth's Course on Methods of Teaching Seconding English -- Beth Evaluates My Description of Laura's Practice -- 4. Laura's Response to Beth -- 5. What I Saw in Jim's Classroom -- The Cognition Underlying Jim's Practice -- 6. Liza's Course on Methods of Teaching Secondary Social Studies -- Liza Evaluates My Description of Jim's Classroom Practice -- 7. Jim's Response to Liza -- 8. Where and Why the Professors and the Teachers Disagreed -- Points of Difference: Comparing the Two Perspectives -- Interviews with the Student Teachers -- Echoes in the Literature of Teaching and Teacher Education: The Functional Value of Each Perspective -- Inferences and Implications -- Where We Might Go from Here: The Moral of the Story -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- W -- Y -- Z. 330 $aMany teachers do not conform to the views of teaching espoused by professors of education. Yet these teachers are often judged as outstanding by colleagues, students, parents, and administrators. This thoughtful, timely book is a qualitative inquiry that addresses this contradiction. It focuses on two outstanding high school teachers, Laura and Jim, who were observed and interviewed by Kagan over a five month period. Two education professors who teach methods courses in corresponding fields (English, social studies) were also interviewed. Kagan juxtaposes the two entirely different views of teaching that emerged from her observations and examines the functional value of each. This book then is ultimately about the politics of teaching: the power to define 'good' teaching and determine how novices will be prepared for the classroom. Laura and Jim represent a silent underground of practitioners who have lost the right to legislate their own profession. This is their story. Dona M. Kagan is Professor of Education at the University of Alabama. 606 $aHigh school teachers$zUnited States$vCase studies 606 $aCollege teachers$zUnited States$vCase studies 606 $aTeaching$xPolitical aspects 606 $aTeachers$xTraining of$xPolitical aspects$zUnited States 606 $aEducation$zUnited States$xPhilosophy 615 0$aHigh school teachers 615 0$aCollege teachers 615 0$aTeaching$xPolitical aspects. 615 0$aTeachers$xTraining of$xPolitical aspects 615 0$aEducation$xPhilosophy. 676 $a373.11/00473 700 $aKagan$b Dona M.$f1946-$01861245 701 $aChesnut$b James R$01861246 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910964409103321 996 $aLaura and Jim and what they taught me about the gap between educational theory and practice$94467341 997 $aUNINA