Teaching as Principled Practice

Informationen zum Autor Linda R. Kroll, Ph.D. is a professor in the Department of Education at Mills College. She has taught at Mills since 1988 and served for two years as Dean and Chair of the department. She co-directs the Early Childhood portion of the Teachers for Tomorrow's Schools program known as Developmental Perspectives in Teaching. Her research interests focus on applying developmental and constructivist theory to understanding and facilitating children's and teachers' learning. She has been a preschool teacher for emotionally disturbed children, and an elementary school teacher in Vallejo, California where she taught combined classes of kindergarteners through third graders for 9 years. She has been a teacher educator since 1979, where she helped found the UC Berkeley Developmental Teacher Education Program. Her work with children focused on urban settings with children with special needs, English Language Learners and children of color who are traditionally underserved. Her work with teachers has focused on urban school settings and in the Mills College Laboratory School. She is a contributing author to Reframing Teacher Education: Dimensions of a Constructivist Approach edited by Julie Rainer and to How Students Learn: Reforming Schools Through Learner-Centered Education edited by Lambert and McCombs. She is currently president of the Association for Constructivist Teaching. Klappentext Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors' work with pre-service teachers, and is intended to guide one's practice in the classroom. The text's primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children. Zusammenfassung Discusses about a practical vision for effective teacher development for social justice and excellent outcomes for children and youth! but especially those who have been traditionally underserved by the educational institutions of our country. Inhaltsverzeichnis Preface - Linda R. Kroll Foreword - Rebecca Akin 1. Teaching and Learning to Teach as Principled Practice - Linda R. Kroll and Tomás Galguera 2. Learning to Negotiate the Moral Terrain of Teaching - Anna Ershler Richert 3. Preparing and Supporting the Reflective Practitioner - David M. Donahue 4. Constructivism in Teacher Education: Rethinking How We Teach Teachers - Linda R. Kroll 5. Preparing to Teach Content : "Not Just a Series of Fun Activities" - Vicki Kubler LaBoskey 6. Teaching to Collaborate, Collaborating to Teach - Ruth Cossey and Philip Tucher 7. Learning to See the Invisible: Power, Authority, and Language in the Classroom - Tomás Galguera 8. Principled Practice in a World of Standards: Some Concluding Thoughts - Vicki Kubler LaBoskey, Anna Ershler Richert, and Linda R. Kroll Index Acknowledgments ...

Autorentext

Linda R. Kroll, Ph.D. is a professor in the Department of Education at Mills College. She has taught at Mills since 1988 and served for two years as Dean and Chair of the department. She co-directs the Early Childhood portion of the Teachers for Tomorrow's Schools program known as Developmental Perspectives in Teaching. Her research interests focus on applying developmental and constructivist theory to understanding and facilitating children's and teachers' learning. She has been a preschool teacher for emotionally disturbed children, and an elementary school teacher in Vallejo, California where she taught combined classes of kindergarteners through third graders for 9 years. She has been a teacher educator since 1979, where she helped found the UC Berkeley Developmental Teacher Education Program. Her work with children focused on urban settings with children with special needs, English Language Learners and children of color who are traditionally underserved. Her work with teachers has focused on urban school settings and in the Mills College Laboratory School. She is a contributing author to Reframing Teacher Education: Dimensions of a Constructivist Approach edited by Julie Rainer and to How Students Learn: Reforming Schools Through Learner-Centered Education edited by Lambert and McCombs. She is currently president of the Association for Constructivist Teaching.

Klappentext

Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors' work with pre-service teachers, and is intended to guide one's practice in the classroom. The text's primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children.

Zusammenfassung
Discusses about a practical vision for effective teacher development for social justice and excellent outcomes for children and youth, but especially those who have been traditionally underserved by the educational institutions of our country.

Inhalt

Preface - Linda R. Kroll
Foreword - Rebecca Akin

1. Teaching and Learning to Teach as Principled Practice - Linda R. Kroll and Tomás Galguera
2. Learning to Negotiate the Moral Terrain of Teaching - Anna Ershler Richert
3. Preparing and Supporting the Reflective Practitioner - David M. Donahue
4. Constructivism in Teacher Education: Rethinking How We Teach Teachers - Linda R. Kroll
5. Preparing to Teach Content : "Not Just a Series of Fun Activities" - Vicki Kubler LaBoskey
6. Teaching to Collaborate, Collaborating to Teach - Ruth Cossey and Philip Tucher
7. Learning to See the Invisible: Power, Authority, and Language in the Classroom - Tomás Galguera
8. Principled Practice in a World of Standards: Some Concluding Thoughts - Vicki Kubler LaBoskey, Anna Ershler Richert, and Linda R. Kroll
   Index
   Acknowledgments