Learning to Teach A Critical Approach to Field Experiences 2nd Edition by Natalie Adams, Christine Mary Shea, Delores Liston, Bryan Deever 1138136204 9781138136205

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ISBN 10: 1138136204

ISBN 13: 9781138136205

Author: Natalie G. Adams; Christine Mary Shea; Delores D. Liston; Bryan Deever

This text is designed to assist preservice and inservice teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment. It engages readers in a series of classroom and school-based activities, observations, and exercises that can be used in any teacher education course with a field component. Different from other field experience guides, this text aims to disrupt traditional conceptions of teacher education and field experiences–by emphasizing the problematic nature and dynamics of public schooling, and encouraging readers to seek a greater awareness of their own attitudes toward and connections with these educational processes.Learning to Teach: A Critical Approach to the Field Experience, Second Edition: *dramatically reconceptualizes the field experience by asking preservice and inservice teachers to be active and critical researchers of classroom practices and processes; *provides a coherent framework for analyzing both structural and cultural aspects of schooling; *provides specific exercises to help preservice and inservice teachers evaluate and understand the intersections of race, class, gender, and culture in “real life” school settings; and *grounds the observations of everyday school life within critical, feminist, and poststructuralist discourses. New in the Second Edition: A new section,”No Child Left Untested,” has been added to help preservice teachers explore the implications of a very changed post-September 11world in which xenophobia, violence, patriotism, citizenship, and democracy have taken on new meanings. The introduction to the book as a whole, the section introductions, the retained activities in existing sections, and the references have been throughly updated.

Learning to Teach A Critical Approach to Field Experiences 2nd Table of contents:

SECTION 1: PREOBSERVATIONAL ACTIVITIES: THE EXPLORATION OF SELF

INTRODUCTION

Related Readings

CALLED TO TEACH

Background

Activity

Reflective Narrative

Related Readings

SIGNIFICANT PAST SCHOOL EXPERIENCES

Background

Activity

Reflective Narrative

Related Readings

FINDING A SENSE OF PLACE

Background

Activity

Reflective Narrative

Related Readings

MULTICULTURAL SELF

Background

Activity

Reflective Narrative

Related Readings

PREVAILING PRIVILEGES

Background

Activity

Reflective Narrative

Related Readings

CULTURAL PORTRAIT

Background

Activity

Reflective Narrative

Related Readings

NOTES

SECTION 2: REGULATING THE “SCHOOLED” BODY

INTRODUCTION

SEATING ARRANGEMENTS

Background

Activity

Reflective Narrative

Related Readings

THE SICK BUILDING/CLASSROOM SYNDROME: OBSERVING CLASSROOM DESIGN AND CLIMATE FACTORS

Background

Activity

Reflective Narrative

Related Readings

READING THE PHYSICAL STRUCTURE OF THE SCHOOL

Background

Activity

Reflective Narrative

Related Readings

TEACHER MOVEMENT IN THE CLASSROOM

Background

Activity

Reflective Narrative

Related Readings

REGULATING THE FEMALE BODY

Background

Activity

Reflective Narrative

Related Readings

REGULATING THE MALE BODY

Background

Activity

Reflective Narrative

Related Readings

REGULATING THE TEACHER BODY

Background

Activity

Reflective Narrative

Related Readings

COMPULSORY HETEROSEXUALITY IN SCHOOLS

Background

Activity

Reflective Narrative

Related Readings

DRESS CODES

Background

Activity

Reflective Narrative

Related Readings

RITUALS OF SCHOOLING

Background

Activity

Reflective Narrative

Related Readings

FIGHTING VIOLENCE IN THE SCHOOLS

Background

Activity

Reflective Narrative

Related Readings

TAKING CONTROL OF THE CLASSROOM

Background

Activity

Reflective Narrative

Related Readings

SCHOOL PUNISHMENT

Background

Activity

Reflective Narrative

Related Readings

NOTES

SECTION 3: PEDAGOGY AND SCHOOL CULTURES: ISSUES OF RACE, CLASS, AND GENDER

INTRODUCTION

The Hidden Curriculum: Problems and Possibilities

Teacher-Student Dialogical Processes

Students’ Interests and Dilemmas

TEXTBOOK ANALYSIS

Background

Activity

Reflective Narrative

Related Readings

MORAL MESSAGES IN EVERYDAY INSTRUCTION

Background

Activity

Reflective Narrative

Related Readings

TEACHER WAIT TIME

Background

Activity

Reflective Narrative

Related Readings

BRAIN-COMPATIBLE CLASSROOM EXERCISE

Background

Activity

Reflective Narrative

Related Readings

CLASSROOM DIALOGUE 1: FREQUENCY

Background

Activity

Reflective Narrative

Related Readings

CLASSROOM DIALOGUE 2: CONTENT

Background

Activity

Reflective Narrative

Related Readings

CLASSROOM CHARACTERISTICS AND CLIMATE

Background

Activity

Reflective Narrative

Related Readings

SHADOWING A STUDENT

Background

Activity

Reflective Narrative

Related Readings

STUDENT RESISTANCE

Background

Activity

Reflective Narrative

Related Readings

STUDENT RIDICULE AND HARASSMENT

Background

Activity

Reflective Narrative

Related Readings

NOTES

SECTION 4: THE SCHOOL AS AN ECOSYSTEM

INTRODUCTION

Metaphorical Images of Schooling

Studying About Your Host School’s Power Structures

Exploring School-Community Linkages

METAPHORS OF CLASSROOM PRAXIS

Background

Activity

Reflective Narrative

Related Readings

IMAGES IN THE CLASSROOM

Background

Activity

Reflective Narrative

Related Readings

Video Recordings

STUDENT GOVERNANCE AND DECISION MAKING

Background

Activity

Reflective Narrative

Related Readings

FACULTY AND STAFF GOVERNANCE

Background

Activity

Reflective Narrative

Related Readings

ROLE OF LOCAL SCHOOL BOARDS

Background

Activity

Reflective Narrative

Related Readings

POLITICS OF EDUCATIONAL DECISION MAKING

Background

Activity

Reflective Narrative

Related Readings

ASSESSING FAMILY-SCHOOL RELATIONSHIPS

Background

Activity

Assessing the Family-School Relationship Checklist

Principle 1: School Climate

Principle 2: Communication

Principle 3: Parents as Collaborators and Problem Solvers

Principle 4: Parents as Advisors and Decision Makers

Principle 5: Outreach to All Families

Principle 6: Promoting a Philosophy of Partnership

Principle 7: Volunteer Participation

Reflective Narrative

Related Readings

ASSESSING THE PARENT-TEACHER RELATIONSHIP

Background

Activity

Assessing Parent-Teacher Relationships Checklist

Principle 1: Classroom Climate

Principle 2: Communication

Principle 3: Parents as Collaborators

Principle 4: Parents as Advisors and Decision Makers

Principle 5: Outreach to All Families

Principle 6: Volunteers

Reflective Narrative

Related Readings

SCHOOL-TO-WORK LINKAGES

Background

Activity

Reflective Narrative

Related Readings

EXTRACURRICULAR SCHOOL ACTIVITIES

Background

Activity

Reflective Narrative

Related Readings

VIOLENT SCHOOLS?—SAFE SCHOOLS?

Background

America and Gun Violence

Children and Gun Violence

American Schools, Children and School Violence

Bullying and Hate-Related Graffiti

Children and Media Violence

Police Model of School Security

Ecology/Climate Model of School Security

Activity

Reflective Narrative

Related Readings

CYBERSPACE, DIGITAL AGE EQUITY, AND THE VIRTUAL CLASSROOM

Background

Activity

Reflective Narrative

Related Readings

NOTES

SECTION 5: NO CHILD LEFT UNTESTED

INTRODUCTION

Related Readings

BEST PRACTICES

Background

Activity

Reflective Narrative

Related Readings

HIGHLY QUALIFIED TEACHERS

Background

Activity

Reflective Narrative

Related Readings

ENGLISH LANGUAGE LEARNERS (ELLS), IMMIGRANT, AND MIGRANT STUDENTS IN SCHOOLS

Background

Activity

Reflective Narrative

Related Readings

NO CHILD LEFT UNTESTED

Background

Activity

Reflective Narrative

Related Readings

“OTHER MOTHERING” AND “COLORTALK”: MEETING THE NEEDS OF DIVERSE STUDENTS

Background

Activity

Reflective Narrative

Related Readings

HEALTHY BODIES AND HEALTHY MINDS

Background

Activity

Reflective Narrative

Related Readings

NOTES

SECTION 6: AFTER THE FIELD EXPERIENCE: NOW WHAT?

REDESIGNING THE CURRICULUM

Background

Activity

RETHINKING STUDENT-TEACHER RELATIONSHIPS AND LEARNING

Background

Activity

REDESIGNING CLASSROOMS

Background

Activity

REDESIGNING TEACHER EDUCATION

Background

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