Educational Foundations

An Anthology of Critical Readings
Fourth Edition
Alan S. Canestrari - Roger Williams University
Bruce A. Marlowe - University of South Carolina, Beaufort
Educational Foundations
August 2020 | 264 pages | Sage US
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Description

Why teach? Who are today’s students? What makes a good teacher? Educational Foundations: An Anthology of Critical Readings aims to answer such questions by helping new and future teachers develop habits of critical reflection about schools and schooling before entering the classroom. Editors Alan S. Canestrari and Bruce A. Marlowe feature an array of provocative, engaging authors who, as teachers, principals, and policy shapers, provide the latest perspectives in the field. The thoroughly revised Fourth Edition features an array of bold new essays discussing today’s most relevant issues, including diversity, school safety, data in schools, and teacher strikes.

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Editors

About the Editors

About the Contributors

About the Contributors

Foreword

Foreword

PART I: WHY TEACH?

  • Chapter 1. My Need to Teach
  • Chapter 2. Why Teach?
  • Chapter 3. Becoming a MISTER

PART II: WHO ARE TODAY’S STUDENTS?

  • Chapter 4. Making the Most of the Classroom Mosaic: A Constructivist Approach to Embracing Student Diversity
  • Chapter 5. The Complexity of Labels: Considering Refugee Youth in the United States
  • Chapter 6. Translanguaging to Teach Toward Justice for Multilingual Students

PART III: WHAT MAKES A GOOD TEACHER?

  • Chapter 7. On Stir-and-Serve Recipes for Teaching
  • Chapter 8. Psst . . . It Ain’t About the Tests: It’s Still About Great Teaching
  • Chapter 9. Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy

PART IV: WHAT DO GOOD SCHOOLS LOOK LIKE?

  • Chapter 10. Lockdowns, Detectors, Guards, and Teachers With Guns?
  • Chapter 11. Success in East Harlem: How One Group of Teachers Built a School That Works
  • Chapter 12. How, and How Not, to Improve the Schools

PART V: HOW SHOULD WE ASSESS STUDENT LEARNING?

  • Chapter 13. A Mania for Rubrics
  • Chapter 14. Grading: The Issue Is Not How but Why?
  • Chapter 15. The Data Pandemic: Rethinking the Supremacy of Measurement in Education

PART VI: HOW DOES ONE DEVELOP A CRITICAL VOICE?

  • Chapter 16. Teachers as Transformative Intellectuals
  • Chapter 17. Resistance and Courage: A Conversation With Deborah Meier
  • Chapter 18. From Silence to Dissent: Fostering Critical Voice in Teachers

PART VII: HOW DO WE MOVE FORWARD?

  • Chapter 19. Necessary Muddles: Children’s Language Learning in the Classroom
  • Chapter 20. The 2018 Wave of Teacher Strikes: A Turning Point for Our Schools?
  • Chapter 21. Teachers as Social Justice Warriors: An Imperative for Meeting the Demands of the 21st Century

Epilogue

Epilogue

The Quest: Achieving Ideological Escape Velocity—Becoming an Activist Teacher

The Quest: Achieving Ideological Escape Velocity—Becoming an Activist Teacher

Index

Index

Description

Why teach? Who are today’s students? What makes a good teacher? Educational Foundations: An Anthology of Critical Readings aims to answer such questions by helping new and future teachers develop habits of critical reflection about schools and schooling before entering the classroom. Editors Alan S. Canestrari and Bruce A. Marlowe feature an array of provocative, engaging authors who, as teachers, principals, and policy shapers, provide the latest perspectives in the field. The thoroughly revised Fourth Edition features an array of bold new essays discussing today’s most relevant issues, including diversity, school safety, data in schools, and teacher strikes.

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Editors

About the Editors

About the Contributors

About the Contributors

Foreword

Foreword

PART I: WHY TEACH?

  • Chapter 1. My Need to Teach
  • Chapter 2. Why Teach?
  • Chapter 3. Becoming a MISTER

PART II: WHO ARE TODAY’S STUDENTS?

  • Chapter 4. Making the Most of the Classroom Mosaic: A Constructivist Approach to Embracing Student Diversity
  • Chapter 5. The Complexity of Labels: Considering Refugee Youth in the United States
  • Chapter 6. Translanguaging to Teach Toward Justice for Multilingual Students

PART III: WHAT MAKES A GOOD TEACHER?

  • Chapter 7. On Stir-and-Serve Recipes for Teaching
  • Chapter 8. Psst . . . It Ain’t About the Tests: It’s Still About Great Teaching
  • Chapter 9. Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy

PART IV: WHAT DO GOOD SCHOOLS LOOK LIKE?

  • Chapter 10. Lockdowns, Detectors, Guards, and Teachers With Guns?
  • Chapter 11. Success in East Harlem: How One Group of Teachers Built a School That Works
  • Chapter 12. How, and How Not, to Improve the Schools

PART V: HOW SHOULD WE ASSESS STUDENT LEARNING?

  • Chapter 13. A Mania for Rubrics
  • Chapter 14. Grading: The Issue Is Not How but Why?
  • Chapter 15. The Data Pandemic: Rethinking the Supremacy of Measurement in Education

PART VI: HOW DOES ONE DEVELOP A CRITICAL VOICE?

  • Chapter 16. Teachers as Transformative Intellectuals
  • Chapter 17. Resistance and Courage: A Conversation With Deborah Meier
  • Chapter 18. From Silence to Dissent: Fostering Critical Voice in Teachers

PART VII: HOW DO WE MOVE FORWARD?

  • Chapter 19. Necessary Muddles: Children’s Language Learning in the Classroom
  • Chapter 20. The 2018 Wave of Teacher Strikes: A Turning Point for Our Schools?
  • Chapter 21. Teachers as Social Justice Warriors: An Imperative for Meeting the Demands of the 21st Century

Epilogue

Epilogue

The Quest: Achieving Ideological Escape Velocity—Becoming an Activist Teacher

The Quest: Achieving Ideological Escape Velocity—Becoming an Activist Teacher

Index

Index

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Educational Foundations

An Anthology of Critical Readings

Alan S. Canestrari , Bruce A. Marlowe
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August 2020 | 264 pages | Sage US

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Why teach? Who are today’s students? What makes a good teacher? Educational Foundations: An Anthology of Critical Readings aims to answer such questions by helping new and future teachers develop habits of critical reflection about schools and schooling before entering the classroom. Editors Alan S. Canestrari and Bruce A. Marlowe feature an array of provocative, engaging authors who, as teachers, principals, and policy shapers, provide the latest perspectives in the field. The thoroughly revised Fourth Edition features an array of bold new essays discussing today’s most relevant issues, including diversity, school safety, data in schools, and teacher strikes.


Table Of Contents:

  • Preface
  • Acknowledgments
  • About the Editors
  • About the Contributors
  • Foreword
  • PART I: WHY TEACH?
  • Chapter 1. My Need to Teach
  • Chapter 2. Why Teach?
  • Chapter 3. Becoming a MISTER
  • PART II: WHO ARE TODAY’S STUDENTS?
  • Chapter 4. Making the Most of the Classroom Mosaic: A Constructivist Approach to Embracing Student Diversity
  • Chapter 5. The Complexity of Labels: Considering Refugee Youth in the United States
  • Chapter 6. Translanguaging to Teach Toward Justice for Multilingual Students
  • PART III: WHAT MAKES A GOOD TEACHER?
  • Chapter 7. On Stir-and-Serve Recipes for Teaching
  • Chapter 8. Psst . . . It Ain’t About the Tests: It’s Still About Great Teaching
  • Chapter 9. Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy
  • PART IV: WHAT DO GOOD SCHOOLS LOOK LIKE?
  • Chapter 10. Lockdowns, Detectors, Guards, and Teachers With Guns?
  • Chapter 11. Success in East Harlem: How One Group of Teachers Built a School That Works
  • Chapter 12. How, and How Not, to Improve the Schools
  • PART V: HOW SHOULD WE ASSESS STUDENT LEARNING?
  • Chapter 13. A Mania for Rubrics
  • Chapter 14. Grading: The Issue Is Not How but Why?
  • Chapter 15. The Data Pandemic: Rethinking the Supremacy of Measurement in Education
  • PART VI: HOW DOES ONE DEVELOP A CRITICAL VOICE?
  • Chapter 16. Teachers as Transformative Intellectuals
  • Chapter 17. Resistance and Courage: A Conversation With Deborah Meier
  • Chapter 18. From Silence to Dissent: Fostering Critical Voice in Teachers
  • PART VII: HOW DO WE MOVE FORWARD?
  • Chapter 19. Necessary Muddles: Children’s Language Learning in the Classroom
  • Chapter 20. The 2018 Wave of Teacher Strikes: A Turning Point for Our Schools?
  • Chapter 21. Teachers as Social Justice Warriors: An Imperative for Meeting the Demands of the 21st Century
  • Epilogue
  • The Quest: Achieving Ideological Escape Velocity—Becoming an Activist Teacher
  • Index

Recent Product Reviews:

We had used a previous version of the textbook and the updates to the text are appreciated and will be used to update course curriculum and to add more timely information to the course.
Dr Richard O'Dell Garris, Education Dept, Hiram College
“Really good at raising important questions. Great jumping off points for in-depth class discussions.”
Kristan Morrison, Radford University
“Grounded in contemporary issues.”
Shannon Calderone, Washington State University

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