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Teacher Personal Theorizing Connecting Curriculum Practice, Theory, and Research

Ross, E. Wayne Cornett Jeffrey McCutcheon Gail
Heftet / 1992 / Engelsk

Produktdetaljer

ISBN
9780791411261
Publisert
1992-09-09
Utgiver
Vendor
State University of New York Press
Vekt
472 gr
Høyde
229 mm
Bredde
152 mm
Dybde
25 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
324

Redaktør
Ross, E. Wayne
Cornett Jeffrey
McCutcheon Gail

Biographical note

E. Wayne Ross is Associate Professor of Education at the State University of New York at Binghamton. Jeffrey W. Cornett is Assistant Professor of Education at the University of Central Florida, Orlando. Gail McCutcheon is Associate Professor of Education at The Ohio State University.

Teacher Personal Theorizing Connecting Curriculum Practice, Theory, and Research

Ross, E. Wayne Cornett Jeffrey McCutcheon Gail
Heftet / 1992 / Engelsk
Ross, E. Wayne Cornett Jeffrey McCutcheon Gail
Heftet / 1992 / Engelsk
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"It is our opinion that this book represents an important contribution that is well worth reading. We urge the readers of Teaching and Teacher Education to take the time to find this text and read through the chapters themselves. We expect that you will find them to be interesting, provocative, and well worth the effort it takes to search for the book." — Teaching and Teacher Education

This book examines the relationship between teacher theorizing and teacher action as illustrated by the curricular and instructional practices of teachers. The authors show that all teaching is guided by theory developed by the teachers. Teachers could not begin to practice without some knowledge of the context of their practice and without ideas about what can and should be done in those circumstances. In this sense, teachers are guided by personal, practical theories that structure their activities and guide them in making decisions.This literature is very significant in explaining and interpreting many phenomena of schooling such as why teachers alter curriculum documents and other policies, how inservice education can be improved, how supervisors can help teachers to improve their practices, and how administrators can become leaders to improve education. This perspective has broad and specific implications for every facet of education. Those interested in teacher education and development, in supervision, in curriculum, and in administration will find it especially relevant.
Les mer
Preface PART I: Teacher Personal Theorizing and Curriculum Inquiry 1. Teacher Personal Theorizing and Research on Curriculum and Teaching E. Wayne Ross, Jeffrey W. Cornett, and Gail McCutcheon 2. Philosophy, Meaning Constructs and Teacher Theorizing Lynda Stone 3. Teachers' Stories: Autobiography and Inquiry William Ayers PART II: Research on Teacher Personal Theorizing 4. Learning How to Teach Language Arts: A Cultural Model Audrey M. Kleinsasser 5. Personal Theorizing of an Intern Teacher Sharon L. Pape 6. How Do Elementary Teachers Decide What to Teach in Social Studies Stephen J. Thornton 7. Bricolage: Teachers Do It Daily Walter C. Parker and Janet E. McDaniel 8. An Interpretation of High School Science Teaching Based on Metaphors and Beliefs for Specific Roles Kenneth Tobin and Sarah Ulerick LaMaster 9. Insights from the Analysis of Our Own Theorizing: The Viewpoints of Seven Teachers Jeffrey W. Cornett, K. Sue Chase, Patricia Miller, Debbie Schrock, Betty J. Bennett, Alan Goins, and Christopher Hammond PART III: Implications of Research on Teacher Personal Theorizing for Educational Practice 10. The Cognitive Requisites for Improving the Performance of Elementary Mathematics and Science Teaching Kenneth Tobin and Elizabeth Jakubowski 11. Teacher Personal Theorizing and Reflective Practice in Teacher Education E. Wayne Ross 12. Facilitating Teacher Personal Theorizing Gail McCutcheon 13. Reflective Teaching and the Problem of School Organization Thomas M. Skrtic and Linda P. Ware 14. Reflections on Practice: Implications for Administrator Preparation John C. Daresh PART IV: Reflections on Teacher Personal Theorizing 15. The Personal and the Social in Education Landon E. Beyer 16. Personal Theorizing About Teacher Personal Theorizing William H. Schubert Documentation Contributors Name Index Subject Index
Les mer
"It is our opinion that this book represents an important contribution that is well worth reading. We urge the readers of Teaching and Teacher Education to take the time to find this text and read through the chapters themselves. We expect that you will find them to be interesting, provocative, and well worth the effort it takes to search for the book." — Teaching and Teacher Education
Les mer

Relaterte produkter

"It is our opinion that this book represents an important contribution that is well worth reading. We urge the readers of Teaching and Teacher Education to take the time to find this text and read through the chapters themselves. We expect that you will find them to be interesting, provocative, and well worth the effort it takes to search for the book." — Teaching and Teacher Education

This book examines the relationship between teacher theorizing and teacher action as illustrated by the curricular and instructional practices of teachers. The authors show that all teaching is guided by theory developed by the teachers. Teachers could not begin to practice without some knowledge of the context of their practice and without ideas about what can and should be done in those circumstances. In this sense, teachers are guided by personal, practical theories that structure their activities and guide them in making decisions.This literature is very significant in explaining and interpreting many phenomena of schooling such as why teachers alter curriculum documents and other policies, how inservice education can be improved, how supervisors can help teachers to improve their practices, and how administrators can become leaders to improve education. This perspective has broad and specific implications for every facet of education. Those interested in teacher education and development, in supervision, in curriculum, and in administration will find it especially relevant.
Les mer
Preface PART I: Teacher Personal Theorizing and Curriculum Inquiry 1. Teacher Personal Theorizing and Research on Curriculum and Teaching E. Wayne Ross, Jeffrey W. Cornett, and Gail McCutcheon 2. Philosophy, Meaning Constructs and Teacher Theorizing Lynda Stone 3. Teachers' Stories: Autobiography and Inquiry William Ayers PART II: Research on Teacher Personal Theorizing 4. Learning How to Teach Language Arts: A Cultural Model Audrey M. Kleinsasser 5. Personal Theorizing of an Intern Teacher Sharon L. Pape 6. How Do Elementary Teachers Decide What to Teach in Social Studies Stephen J. Thornton 7. Bricolage: Teachers Do It Daily Walter C. Parker and Janet E. McDaniel 8. An Interpretation of High School Science Teaching Based on Metaphors and Beliefs for Specific Roles Kenneth Tobin and Sarah Ulerick LaMaster 9. Insights from the Analysis of Our Own Theorizing: The Viewpoints of Seven Teachers Jeffrey W. Cornett, K. Sue Chase, Patricia Miller, Debbie Schrock, Betty J. Bennett, Alan Goins, and Christopher Hammond PART III: Implications of Research on Teacher Personal Theorizing for Educational Practice 10. The Cognitive Requisites for Improving the Performance of Elementary Mathematics and Science Teaching Kenneth Tobin and Elizabeth Jakubowski 11. Teacher Personal Theorizing and Reflective Practice in Teacher Education E. Wayne Ross 12. Facilitating Teacher Personal Theorizing Gail McCutcheon 13. Reflective Teaching and the Problem of School Organization Thomas M. Skrtic and Linda P. Ware 14. Reflections on Practice: Implications for Administrator Preparation John C. Daresh PART IV: Reflections on Teacher Personal Theorizing 15. The Personal and the Social in Education Landon E. Beyer 16. Personal Theorizing About Teacher Personal Theorizing William H. Schubert Documentation Contributors Name Index Subject Index
Les mer
"It is our opinion that this book represents an important contribution that is well worth reading. We urge the readers of Teaching and Teacher Education to take the time to find this text and read through the chapters themselves. We expect that you will find them to be interesting, provocative, and well worth the effort it takes to search for the book." — Teaching and Teacher Education
Les mer

Produktdetaljer

ISBN
9780791411261
Publisert
1992-09-09
Utgiver
Vendor
State University of New York Press
Vekt
472 gr
Høyde
229 mm
Bredde
152 mm
Dybde
25 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
324

Redaktør
Ross, E. Wayne
Cornett Jeffrey
McCutcheon Gail

Biographical note

E. Wayne Ross is Associate Professor of Education at the State University of New York at Binghamton. Jeffrey W. Cornett is Assistant Professor of Education at the University of Central Florida, Orlando. Gail McCutcheon is Associate Professor of Education at The Ohio State University.

Relaterte produkter