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Educational Foundations
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Educational Foundations
An Anthology of Critical Readings

Fourth Edition
Edited by:


August 2020 | 264 pages | SAGE Publications, Inc
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.

 
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

“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
Key features
NEW TO THIS EDITION:
  • New essays provide provocative discourse of timely, new topics, including making the decision to become a teacher, embracing student diversity, multilingual students, school security, refugee youth in the United States, the 2018 teacher strikes, data expansion in schools, and teaching as a political act.
  • A new foreword by Ann G. Winfield frames the historical significance of the foundations of education.

KEY FEATURES:

  • The anthology is organized around essential questions, including: Why teach? Who are today's students? What makes a good teacher? How should we assess student learning? How does one develop a critical voice?
  • The readings offer a platform for discussion and debate that may be used to increase student knowledge of pedagogy and provide authentic opportunities for potential teachers to think critically about teaching and learning.
  • This anthology offers readings by authors who have discovered their critical voices so that new and future teachers can begin to develop their own.
  • The essays were chosen for their accessibility, and their ability to engage, and provoke, students preparing to teach.


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