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Novice Teachers Embracing Wobble in Standardized Schools
A critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions, this book explores moments of wobble—key events that called attention to practice in the context of inflexible schooling systems—that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences. This book advocates for the continued use and enhancement of mentoring and induction initiatives, particularly those that recogn...
Race Lessons
In a follow up to the book, Doing Race in Social Studies (2015), this new volume addresses practical considerations of teaching about race within the context of history, geography, government, economics, and the behavioral sciences.
Doing Race in Social Studies
Race and racism are a foundational part of the global and American experience. With this idea in mind, our social studies classes should reflect this reality. Social studies educators often have difficulties teaching about race within the context of their classrooms due to a variety of institutional and personal factors. Doing Race in Social Studies: Critical Perspectives provides teachers at all levels with research in social studies and critical race theory (CRT) and specific content ideas for how to teach about race within their social studies classes. The chapters in this book serve to fill the gap between the theoretical and the practical, as well as help teachers come to a better under...
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Transformative Pedagogies for Teacher Education
This is the second book in the series Transformative Pedagogies for Teacher Education. Like the first book in the series it is geared towards practitioners in the field of teacher education. This second book focuses on action, agency and dialogue. It features chapters by a collection of teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences with teacher candidates to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, particularly diverse contexts. Given demographic shifts and the need for educators to respond to growing diversity in schools, ed...
Learning through Collaboration in Self-Study
Self-study is inherently collaborative. Such collaboration provides transparency, validity, rigor and trustworthiness in conducting self-study. However, the ways in which these collaborations are enacted have not been sufficiently addressed in the self-study literature. This book addresses these gaps in the literature by placing critical friendship, collaborative self-study and community of practice at the forefront of the self-study of teaching. It highlights these forms of collaboration, how the collaboration was developed and enacted, the challenges and tensions that existed in the collaboration, and how practice and identity developed through the use of these forms of collaboration. The chapters serve as exemplars of enacting these forms of collaboration and provide researchers with an additional base of literature to draw upon in their scholarly writing, teaching of self-study, and their enactment of collaborative self-study spaces.
Social Studies and Diversity Education
This one-of-a-kind resource features ideas from over one hundred of our nation’s most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers learn to teach.
American Educational History Journal
The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well articulated argument that deals substantively with questions of educational history. AEHJ accepts original papers of two types. The first consists of pa...
Teaching Social Studies
Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: > Summary of the task > Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) > Description of how students respond to the activity > Description of how the task fits into the overall course > List of readings and references > Appendix that supplements the task description
