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Teach like Your Hair's on Fire: The Methods and Madness Inside Room 56
by Rafe EsquithThis book is an inspiring guide to transforming every child's education. In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56.
Teach, Breathe, Learn: Mindfulness in and out of the Classroom
by Meena SrinivasanIn Teach, Breathe, Learn, Meena Srinivasan highlights how mindfulness can be an effective tool in the classroom. What makes this book truly unique is her perspective as a classroom teacher, wrestling daily with the conditions about which she writes. <P> <P> "Teach, Breathe, Learn provides accessible, practical application of mindfulness to overcome challenges faced during the school day." Testimonials from students and colleagues are woven throughout the book. Teach, Breathe, Learn is designed for educators at all levels, parents interested in sharing mindfulness with their children, and anyone curious about how to cultivate their own mindfulness practice and eventually teach mindfulness to others.Part 1 helps teachers develop compassion and shift from "reacting" to "responding" to demands.Part 2 offers techniques for cultivating loving-kindness, gratitude and seeing students, colleagues, and parents as oneself.The last section of the book introduces a curriculum teachers can use to incorporate mindfulness into their classroom, replete with lesson plans, handouts, and homework assignments.
Teachability and Learnability: Can Thinking Be Taught? (Routledge International Studies in the Philosophy of Education #40)
by Paul FairfieldDeep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.
Teacher As Stranger: Educational Psychology for the Modern Age
by Maxine GreeneTeacher as Stranger" is for the teacher or teacher-to-be as a detailed philosophical look at teaching and education through essays examining: "Being and Learning", "Knowledge: Science and Subjectivity", "Approaches to Truth and Belief", "Moral Dilemmas and Commitments", etc.
Teacher Burnout from a Complex Systems Perspective: Contributors, Consequences, Contexts and Coping Strategies
by Carol GriffithsThis edited book investigates the factors contributing to teacher burnout and its potential consequences. Topics include the relationship of burnout to cultural identity, modality and job satisfaction, and chapters discuss various settings such as the English as a Medium of Instruction (EMI) classroom, secondary and primary schools. The book aims to provide possible solutions and ways forward for tackling the issue of burnout, both at a personal and systemic level. It will be of interest to students and scholars in the fields of teacher education, wellbeing, school and schooling, as well as practising teachers and school leadership.
Teacher Development Policy in China: Multiple Dimensions (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)
by Jian Li Eryong XueThis book comprehensively explores the teacher development policy in China from multiple dimensions. It examines the leading value of 'Four Good Teachers', teacher salary management policy, teacher evaluation policy, teachers’ professional title appointment policy, teachers’ ethic policy in China’s education system, 'County management and school recruitment' policy in teacher management, teachers’ honor recognition policy, and teachers’ qualification management and policy in China. This book not only shares in-depth understanding to epitomize teacher development policies in China contextually, but also provides specific suggestions to address various challenges of teacher development policies both nationally and locally.
Teacher Education and Its Discontents: Politics, Knowledge, and Ethics (Local/Global Issues in Education)
by Anne M. Phelan Gunnlaugur Magnússon Stephen Heimans Ruth UnsworthThis unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a “standard of dissensus” for teacher education.This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volume contributes to further reflection and in-depth discussion in education, to the formulation of new areas for educational research and to critical resistance to hegemonic discourses of education.Making an important contribution to contemporary education discourse, this book is a useful guide for education researchers and theorists, teacher educators and postgraduate and higher degree research students in education.
Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice (Teacher Education, Learning Innovation and Accountability)
by Denise Mifsud Stephen P. DayThis edited book provides a critical re-reading of the concept of teacher education, in addition to a re-thinking of the sole focus on Initial Teacher Education (ITE), with implications for education policy, theory, and practice. This book presents new investigations that explore the concept of teacher education from ITE to retirement and how this is being enacted within the various distinct European and international education contexts. It demonstrates teaching and teacher education as a deeply contested field within European education and within the different national contexts of Europe. Contributions in this book expose teacher education as a continuum of teacher learning that is set off from the beginning of the teachers’ own schooling and continues throughout their entire teaching career. The chapters deal with various issues, namely teacher induction and mentoring; teacher agency; teachers as researchers; the role of the head teacher; schools as learning communities; and distinct ITE practices. It is intended for postgraduate students and researchers with an interest in teaching and teacher education, educational policies and politics, and educational philosophy, as well as practitioners.
Teacher Education for Critical and Reflexive Interculturality
by Fred Dervin Andreas JacobssonThis book deals with the importance of interculturality in teacher education and training. It is mostly through the concept of intercultural competence that interculturality has been constructed and problematized for educators. However, different approaches and paradigms are available and differ and/or share similarities in terms of ideology, method, practice, theoretical frameworks, and ethical considerations. There is no global agreement on the meanings of interculturality in teacher education and training, although some principles might be common across national borders. There is thus a need for educators to consider these aspects of interculturality in education to be able to become better teachers in a diverse world like ours.
Teacher Education in Globalised Times: Local Responses in Action
by Jillian Fox Colette Alexander Tania AsplandThis book provides commentary on the influence of multi-layered political contexts that surround the work of teacher educators worldwide. It addresses the drawbacks of the massification, standards-based movements and marketisation of universal business that threaten authenticity, innovation and entrepreneurship within teacher education on a global scale. The chapters celebrate the richly described local stories that explore the often tacit political activity that underpins teacher educators’ work. The book highlights the commitment of both teachers and teacher educators to social justice, and human rights and critical consciousness as central to the process of teacher development. Teacher formation, teacher education policies and curriculum development in an era of globalisation, super-diversity and the positioning of Indigenous populations, and national regulation and localisation are topics that are explored in this book.
Teacher Education in Professional Learning Communities: Lessons from the Reciprocal Learning Project (Intercultural Reciprocal Learning in Chinese and Western Education)
by Xuefeng HuangThis book explores the unique experiences of a sister school network in Canada and China contextualized through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange program of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network. The book juxtaposes teacher learning and comparative education research from Shanghai and Ontario as teachers in the two places interact and provides detailed descriptions of teacher collaboration to show how these collaborations were initiated, developed, and sustained, as well as the impact brought about from these collaborations. The book offers a unique opportunity to examine how Canadian and Chinese teachers receive and react to opportunities of cross-cultural collaboration and learning.
Teacher Power in the Digital Age: The Fight for the Soul of American Public Education in the Early 21st Century (Social Movements and Transformation)
by Matt ReichelThis book is an examination of the confluence of social, political, and communicative forces animating the teachers&’ uprising of the last decade: beginning with the accession of a militant slate to the Chicago Teachers Union (CTU) in 2011 and continuing with myriad strikes, walkouts and other protest actions taken throughout the country since then. During this time, thousands of teachers have participated in protest actions in dozens of states and jurisdictions throughout the country, thus ending a lengthy period of relative dormancy on the part of teachers&’ unions as a political organizing force. This movement is situated amongst the other digitally-enabled &“movements of the squares&” that have occurred in recent years, including the Occupy movement and the Arab Spring, which all emerge out of the ongoing crisis of neoliberal capitalism, though this book argues that the teachers&’ movement has been central to this wave of contestation due its institutional grounding. This book will be of interest to readers with a background in Political Sociology, Education Policy, Political Communication and related fields.
Teacher Professional Learning in an Age of Compliance
by Susan Groundwater-Smith Nicole MocklerTeacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been 'hijacked' for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers' work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model - engineered from less enduring materials - to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today's conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
Teacher Selection: Evidence-Based Practices
by Robert M. Klassen Lisa E. KimMarketing text: This book combines theory and research from educational and organizational psychology to provide guidance on improving the teacher selection process and, subsequently, educational outcomes for all students. The book identifies the characteristics of effective teachers, analyzes research on selection practices, and examines new approaches to teacher selection, recruitment, and development. The central premise of the book is that improving the effectiveness of teachers – and, thus, students’ educational outcomes – can be achieved by making the recruitment and selection process more effective and more efficient. Accordingly, the book describes how to identify and select individuals for the teaching profession who display both strong cognitive attributes (e.g., subject knowledge) and essential non-cognitive attributes such as resilience, commitment to the profession, and motivation for teaching. Key topics Teacher selection practices from the viewpoint of organizational and educational psychology Teacher effectiveness and the role of individual attributes Situational judgment tests (SJTs) and multiple mini-interviews (MMIs) for teacher selection Implementation of teacher selection programs Teacher recruitment and development Given its scope, the book represents an essential reference guide for scholars, educational leaders and policymakers, and graduate students in educational leadership programs, as well as professionals in child and school psychology, educational psychology, teaching and teacher education.
Teacher Strategies: Explorations in the Sociology of the School (Routledge Library Editions: Education)
by Peter WoodsThis book takes as its focus the key interactionist concept of ‘strategy’, a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. ‘Strategy’ bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment. The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.
Teacher Training and the Education of Black Children: Bringing Color into Difference (Routledge Research in Education #110)
by Uvanney MaylorThis book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children's education and achievement. Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls for Black children’s underachievement to be (re)theorised and (re)conceptualised within teacher education, and for students and teachers to become more "race"- and "difference"-minded in their practice.
Teacher Unions, Social Movements and the Politics of Education in Asia: South Korea, Taiwan and the Philippines (Routledge Revivals)
by John P. SynottThis title was first published in 2003:In the globalizing world, South Korea is widely regarded as a model example of how a school education system can enhance national economic development. Similar claims are made for other Asian NICs such as Taiwan. However, less understood is how the education system in South Korea became a site of intense conflict as, in the decade from 1989-99, a large movement of teachers battled with the government over development-related issues such as democratic reforms and human rights in schooling, in a struggle that divided this education-oriented society and at times plunged the nation’s schools into chaos. This book analyses the emergence of the National Teachers’ Union of Korea, Chunkyojo, and traces its struggle for educational reforms. The book examines the South Korean education system within national and global contexts and the historical experiences that have shaped the modern nation - such as its Confucianist history, its experiences of colonialism and the legacy of the Cold War conflict with North Korea. As South Korea searches for pathways for reunification, economic growth and the consolidation of democratic civil society, important new perspectives on the role of education emerge through this analysis of the teachers’ social movement. This book also presents separate chapters on teacher movements in Taiwan and the Philippines, that provide interesting comparisons to the South Korean case, while revealing the distinctive political and historical experiences that have shaped education in these societies and the emergence of reformist teacher movements. In a valuable appendix, the author discusses methodological and theoretical aspects of the research in this book.
Teachers As Cultural Workers
by Paulo FreireIn Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. Freire's words challenge all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. He shows why a teacher's success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By opening themselves to recognition of the different roads students take in order to learn, teachers will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom.In essays new to this edition, well-known and respected educators Peter McLaren, Joe Kincheloe, and Shirley Steinberg add their reflections on the relevance of Freire's work to the study and practice of education across the globe.
Teachers Time Management for the Digital and Green Age: A Practical Guide to Transforming European Education
by Fabrice SerodesThis timely and essential study examines how the twin transitions of digitalisation and ecological responsibility are reshaping the foundations of contemporary education. The book explores the systemic shifts in school organisation, professional roles, and working conditions, positioning itself at the intersection of educational management, sustainability, and technological change. It identifies persistent structural barriers that have been a hindrance to the implementation in recent years, ranging from inadequate infrastructure to institutional resistance. It also highlights innovative practices that have emerged through cross-disciplinary collaboration and pedagogical experimentation. Furthermore, it offers solutions that will help overcome the obstacles. Drawing on extensive empirical research and actual case studies, it captures the pressures placed on educators, particularly during crises, and the potential for renewal. A central focus lies in rethinking time use, task coordination, and teacher well-being, advocating for adaptive strategies and institutional support. In alignment with the European Union's strategic agenda, the book calls for an education system that is not only future-ready but also equitable, humane, and resilient.
Teachers and Crisis: Urban School Reform and Teachers' Work Culture (Routledge Library Editions: Urban Education #1)
by Dennis CarlsonAdvocates of the ‘back-to-basics’ movement argue that a basic skills programme ensures that students are educated to a minimum level of literacy required to enter the labour force. Critics charge that these efforts only increase school bureaucracy and undermine teachers’ autonomy in the classroom. First published in 1992, this book moves beyond the rhetoric surrounding the basic skills debate by providing a thorough yet critical examination of urban education, urban school reform, and teachers’ work culture. Beginning with a sparkling theoretical discussion of the problems and pitfalls of back-to-basics reform efforts, author Dennis Carlson argues persuasively that the movement’s exclusive emphasis on functional literacy skills rather than higher-order thinking assures that students will remain on the lower rungs of the socio-economic ladder. He then proceeds with an empirical study of two urban high school districts in which he documents the latent effects of back-to-basics on teachers’ work lives as well as staff-administration clashes over efforts to implement restructuring programmes. This book offers a sensible and sophisticated treatment of some of the important issues facing urban education and will be of great interest to anyone working in Education.
Teachers and Philosophy: Essays on the Contact Zone (SUNY series, Horizons in the Philosophy of Education)
by Cara E. Furman; Tomas de Rezende RochaPhilosophers and educators come together to address contemporary issues in education.Teachers and Philosophy showcases the potential of education practitioners and philosophers of education working and writing together. Following Mary Louise Pratt, this meeting space is referred to as a "contact zone," and contributors demonstrate the power and benefit of writing from this liminal space. Introductory and concluding chapters provide an argument for the value of bringing together philosophers and practitioners as well as tips for facilitating these interactions. Situated amid the COVID-19 pandemic, the volume grapples with the challenges that practitioners face around teaching controversial topics, crafting inclusive curricula, indigeneity, dis/ability, urban schooling, nature-based education, rural education, mental health, coping with feelings of anger, and more. Each chapter ends with suggestions for further reading or engagement, questions for reflection and discussion, and an activity that a class or reading group can move through together.
Teachers and Teaching: Time and the Creative Tension
by Kaustuv RoyAgainst the backdrop of a historical debate between science and philosophy with regard to the nature of time, this book argues that our commonsense understanding of time is inadequate—especially for education. Teachers’ work is heavily imbued with the effects of clock time, and yet there is another time—duration—which remains out of sight precisely because our sights are filled with temporal things and projections of futurality. The book rests primarily on Henri Bergson’s work on time, and works toward intuition as phenomenological method for the discovery of a creative time in experience.
Teachers as Cultural Workers
by Paulo FreireIn Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. Freire’s words challenge all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. He shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By opening themselves to recognition of the different roads students take in order to learn, teachers will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. In essays new to this edition, well-known and respected educators Peter McLaren, Joe Kincheloe, and Shirley Steinberg add their reflections on the relevance of Freire’s work to the study and practice of education across the globe.
Teachers as Cultural Workers
by Paulo FreireIn Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. Freire’s words challenge all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. He shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By opening themselves to recognition of the different roads students take in order to learn, teachers will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. In essays new to this edition, well-known and respected educators Peter McLaren, Joe Kincheloe, and Shirley Steinberg add their reflections on the relevance of Freire’s work to the study and practice of education across the globe.
Teachers as Cultural Workers: Letters to Those Who Dare Teach
by Paulo FreireThis book challenges all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. Freire speaks directly to teachers about lessons he has learned during a lifetime of experience as an educator.