Teaching for Understanding

Challenges for Policy and Practice
1. Auflage 1993
ISBN: 978-1-55542-515-9
Verlag: Wiley

Buch, Englisch, 315 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 668 g

Leading experts on teaching and policy research provide concrete illustrations of what teaching for understanding entails.

Autoren/Hrsg.

Cohen, David K.

McLaughlin, Milbrey W.

Talbert, Joan E.

Inhaltsverzeichnis

1. Introduction: New Visions of Teaching(Milbrey W. McLaughlin,Joan E. Talbert)
Part One: Views from the Classroom
2. Collaboration as a Context for Joining Teacher Learning withLearning about Teaching(Deborah L. Ball, Sylvia S. Rundquist)
3. Learning to Hear Voices: Inventing a New Pedagogy of TeacherEducation(Ruth M. Heaton, Magdalene Lampert)
4. Deeply Rooted Change: A Tale of Learning to TeachAdventurously(Suzanne M. Wilson with Carol Miller and CarolYerkes)
5. Creating Classroom Practice Within the Contexts of aRestructured Professional Development School(Sarah J. McCarthey,Penelope L. Peterson)
Part Two: Enabling Teaching for Understanding
6. Understanding Teaching in Context(Joan E. Talbert, Milbrey W.McLaughlin)
7. Pedagogy and Policy(David K. Cohen, Carol A. Barnes)
8. Conclusion: A New Pedagogy for Policy?(David K. Cohen, Carol A.Barnes)

Über Autor(innen)

DAVID K. COHEN is the John A. Hannah Distinguished Professor of Education and Social Policy at Michigan State University. MILBREY W. MCLAUGHLIN is professor of education and public policy and director of the Center for Research on the Context of Secondary School Teaching at Stanford University. JOAN E. TALBERT is senior research scholar and associate director of the Center for Research on the Context of Secondary School Teaching at Stanford University.