Educational Foundations: An Anthology of Critical Readings

Why Teach? Who Are Today's Students? What Makes a Good Teacher? Educational Foundations: An Anthology of Critical Readings answers these questions and more, providing an exciting alternative to other foundations textbooks. This anthology is aimed at students about to enter the teaching profession, those new to the profession, and anyone interested in carefully examining—and improving—schools and schooling. In this Third Edition, editors Alan S. Canestrari and Bruce A. Marlowe add new essays by classic and contemporary policy shapers and teachers. The readings are bold and refreshing, and their authors eschew unquestioning compliance. By taking a hard look at traditional educational practice, the contributors to this anthology serve as models for the kind of reflective practitioners that its editors hope that students will become while in the field.

Table of Contents:
Preface Acknowledgements About the Editors About the Contributors Part I. Why Teach? Vignette 1. Letters to a Young Teacher - Jonathan Kozol 2. The Green Monongahela - John Taylor Gatto 3. Why Teach? - Herbert Kohl Part II. Who Are Today's Students? Vignette 4. What Should Teachers Do? Ebonics and Culturally Responsive Instruction - Lisa Delpit 5. Racism, Discrimination, and Expectations of Students' Achievement - Sonia Nieto 6. Inclusion: Rejecting Instruction That Disables - Bruce A. Marlowe and Marilyn Page 7. Lesbian, Gay, Bisexual, and Transgender Students: Percieved Social Support in the High School Environment - Corrine Plaza Munoz, Sandra C. Quinn, and Kathleen A. Rounds Part III. What Makes a Good Teacher? Vignette 8. The Banking Concept of Education - Paulo Freire 9. On Stir-and-Serve Recipes for Teaching - Susan Ohanian 10. Psst... It Ain't About the Tests: It's Still About Great Teaching - Robert DiGiulio Part IV. What Do Good Schools Look Like? Vignette 11. The Idea of Summerhill - A.S. Neill 12. Success in East Harlem: How One Group of Teachers Built a School That Works - Deborah Meier 13. Beyond the Deficit Paradigm: An Ecological Orientation to Thriving Urban Schools - Kelly Donnell Part V. How Should We Assess Teaching and Learning? Vignette 14. A Mania For Rubrics - Thomas Newkirk 15. Grading: The Issue is Not How But Why? - Alfie Kohn 16. Confessions of a 'Bad' Teacher - William Johnson 17. How, and How Not, to Improve the Schools - Diane Ravitch Part VI. How Does One Develop a Critical Voice? Vignette 18. Teachers as Transformative Intellectuals - Henry Giroux 19. Resistance and Courage: A Conversation With Deborah Meier - Alan S. Canestrari and Bruce A. Marlowe 20. From Silence to Dissent: Fostering Critical Voice in Teachers - Alan S. Canestrari and Bruce A. Marlowe Part VII. How Do We Move Foward? 21. Poor Teaching for Poor Children... In the Name of Reform - Alfie Kohn 22. Necessary Muddles - Darlene Witte-Townsend 23. Teacher Unionism Reborn - Louis Weiner Epilogue. The Quest: Achieving Ideological Escape Velocity - Becoming an Activist Teacher - Ann Gibson Winfield

About the Author :
Alan Canestrari Alan S. Canestrari, Ed.D, Boston University, a veteran social studies practitioner and Professor of Education at Roger Williams University, is co-editor (with Bruce Marlowe) of Educational Foundations: An Anthology of Critical Readings (Sage) and Educational Psychology in Context: Readings for Future Teachers (Sage). Educational Foundations was awarded the 2005 American Educational Studies Association Critics Choice Award. Canestrari had a long career in public schools and universities as a history teacher, department chair, adjunct professor at Rhode Island College, and mentor in the Brown University Masters of Teaching Program. He was the RI Social Studies Teacher of the Year in 1992. Bruce A. Marlowe Bruce A. Marlowe earned his Ph.D. in Educational Psychology from The Catholic University of America in Washington, D.C. where he also completed two years of postdoctoral training in neuropsychological assessment. He is the co-author (with Marilyn Page) of Creating and Sustaining the Constructivist Classroom (Corwin Press) and of a 6- part video series entitled, Creating the Constructivist Classroom (The Video of Journal Education). He is also the co-editor (with Alan Canestrari) of Educational Psychology in Context: Readings for Future Teachers. He has taught at the elementary, secondary and University levels and is currently Professor of Educational Psychology and Special Education at Roger Williams University.