Info
Reclaiming education for democracy : thinking beyond No Child Left Behind / / Paul Shaker and Elizabeth E. Heilman
| Reclaiming education for democracy : thinking beyond No Child Left Behind / / Paul Shaker and Elizabeth E. Heilman |
| Autore | Shaker Paul |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York : , : Routledge, , 2008 |
| Descrizione fisica | 1 online resource (257 pages) |
| Disciplina | 379.73 |
| Altri autori (Persone) | HeilmanElizabeth E |
| Collana | Sociocultural, political, and historical studies in education |
| Soggetto topico |
Democracy and education - United States
Education and state - United States Education - Political aspects - United States |
| ISBN |
1135597057
1281395390 9786611395391 0203894510 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Foreword; Preface; Acknowledgements; Acknowledgements, continued; Introduction: The changing vision of education in our democratic society; Part I Mechanisms and motivations of education policy; Chapter 1 Political advocacy versus academic authority: Defining educational inquiry and defending public education; Chapter 2 Policy as propaganda: A critical examination of NCLB; Chapter 3 The cultural psychology of the right; Part II Distortions of the advocates; Chapter 4 The myth of scientifically based research; Chapter 5 The "science" of teacher testing;
Chapter 6 Contested visions of public schooling for a democratic societyChapter 7 Left back: Punditry or history?; Part III Visions for change; Chapter 8 A renewed vision of good teaching and good schools; Chapter 9 Rediscovering and reclaiming public education in a democratic society; References; Index. |
| Record Nr. | UNINA-9910962514403321 |
Shaker Paul
|
||
| New York : , : Routledge, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Social studies and diversity education : what we do and why we do it / / edited by Elizabeth E. Heilman ; with Ramona Fruja Amthor, and Matthew T. Missias
| Social studies and diversity education : what we do and why we do it / / edited by Elizabeth E. Heilman ; with Ramona Fruja Amthor, and Matthew T. Missias |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York : , : Routledge, , 2010 |
| Descrizione fisica | 1 online resource (431 p.) |
| Disciplina | 300.71/073 |
| Altri autori (Persone) |
AmthorRamona Fruja
HeilmanElizabeth E MissiasMatthew T |
| Soggetto topico |
Social sciences - Study and teaching - United States
Multicultural education - United States Critical pedagogy - United States Teachers - Training of - United States |
| ISBN |
1-135-23115-X
1-135-23116-8 1-282-50370-7 9786612503702 0-203-87144-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Acknowledgments; Foreword: Contribution to Teacher Education; Foreword: Contribution to Social Studies; Foreword: A Contribution to Multicultural Pedagogy; Introduction: How to Use Th is Book; SECTION 1 Purposes, Beliefs, and Contexts for Social Education: Introduction; 1 Developing a Pedagogic Creed through Critical Social Reflection; 2 The Metaphors We Teach By; 3 Exploring Three Orientations to the Social Studies; 4 Pedagogic Creed as Foundation; 5 The Social Studies Topical Index
6 Exploring Taylorism and Its Continued Influence on Work and Schooling7 Purposes, Possibilities, and Complexities of Teaching Secondary Social Studies; 8 Four-Way Street: Fusing Curriculum, Pedagogy, Content, and Purpose to Advance the Common Good; SECTION 2 Democratic Values and Government: Introduction; 9 Those Pesky Little Words: How to Teach Abstract Civic Concepts; 10 Understanding and Teaching Core Democratic Concepts; 11 Studying Authority in a Secondary Teacher Education Class; 12 Using Children's Books to Explore Power, Tyranny, and Justice 13 Learning to Teach the Cultures, Covenants, and Controversies of Universal Human Rights14 Feelings Exploration in Social Justice Education; 15 Teaching Procedural Democracy in the Classroom; 16 Preparing Teachers and Educating Citizens: The Simulated Congressional Hearing; 17 Service Learning Field Placements as Community Based Instruction/Action; SECTION 3 Evidence, Sources, and Interpretation in History: Introduction; 18 Generating Effective Teaching through Primary Sources; 19 Incorporating Archives in Social Studies Methods 20 Historical Perspective, Causality, and Significance: The Historical Scene Investigation Project21 Writing from Visual Prompts: Animating Imagination for Social Studies and Diversity Education; 22 Using Content Resources to Analyze a Historical Decision; 23 The First Day of Class: Developing an Awareness of Inference in History and Culture; 24 Gazing on the Past: Examining the Pedagogical Purposes of Public History; SECTION 4 History in Social Contexts: Introduction; 25 The Nature of Evidence and Interpretation in History 26 A Boston Massacre in Room 202: Understanding the Construction of Historical Narratives27 Oral Histories in Social Education; 28 Designing an Interactive Learning Center Museum in the School Context; 29 Scaffolding Conceptual Reasoning about History; 30 Teaching Historical Understanding with Christopher Columbus; 31 Addressing Subjectivity in Historical Thinking: Who was Christopher Columbus?; SECTION 5 Perspective Consciousness about Identity, Power, and Culture: Introduction; 32 Exploring Identity, Commonality, and Difference; 33 Who Are We?: Exploring Our Class as a Cultural Demographic 34 It's All in Your Name: Seeing Ourselves in Historical and Cultural Context |
| Record Nr. | UNINA-9910963160403321 |
| New York : , : Routledge, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||