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Blackboard

Author: Lewis Buzbee
Publisher: Graywolf Press
ISBN: 155597094X
Size: 30.62 MB
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A captivating meditation on education from the author of The Yellow-Lighted Bookshop In Blackboard, Lewis Buzbee looks back over a lifetime of experiences in schools and classrooms, from kindergarten to college and beyond. He offers fascinating histories of the key ideas informing educational practice over the centuries, which have shaped everything from class size to the layout of desks and chairs. Buzbee deftly weaves his own biography into this overview, approaching his subject as a student, a father, and a teacher. In so doing, he offers a moving personal testament to how he, "an average student" in danger of flunking out of high school, became the first in his family to graduate from college. He credits his success to the well-funded California public school system and bemoans the terrible price that state is paying as a result of funding being cut from today's budgets. For Buzbee, the blackboard is a precious window into the wider world, which we ignore at our peril. "Both anecdotal and eloquent, The Yellow-Lighted Bookshop is a tribute to those who crave the cozy confines of a bookshop, a place to be ‘alone among others' and savor a bountiful literary buffet." —Booklist (starred review)

Celluloid Blackboard

Author: Alan S. Marcus
Publisher: IAP
ISBN: 1607525798
Size: 50.39 MB
Format: PDF
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This volume advocates for including feature films in secondary history classrooms through examining the ways in which films can promote students’ historical understanding while also addressing the potential drawbacks to using film. In part one the essays explore three frameworks for the analysis of film by secondary students. Part two fills a void in the scholarship, reporting on four recent studies that explore how the use of film may encourage the development of students’ historical understanding. Finally, part three describes the results from two secondary teachers incorporating film into their history classrooms.

Handbook On The History Of Mathematics Education

Author: Alexander Karp
Publisher: Springer Science & Business Media
ISBN: 146149155X
Size: 75.71 MB
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This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well. Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists in cultural and even social history.

Negotiating Critical Literacies In Classrooms

Author: Barbara Comber
Publisher: Routledge
ISBN: 1135650101
Size: 75.34 MB
Format: PDF, Kindle
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Negotiating Critical Literacies in Classrooms brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. Each chapter represents the results of extended research on classroom practice. The authors in this collection write as teachers. The literacy classrooms they explore range from the early years of schooling, to primary and secondary education, through to community and university sites. Although the volume is organized around different levels of education, clearly overlapping themes emerge across the chapters, including identity formation and textual practices, politicizing curriculum and textbook production, and changing the power relations in classroom talk around text. An overarching theme of this collection is the belief that there is no one generic, universal critical literacy--in theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as "empowerment," "resistance," and "multiple readings." This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations. Negotiating Critical Literacies in Classrooms is appropriate as a text for courses in language and literacy education, and will be of broad interest to educational researchers, practitioners, and theorists. The practical classroom focus makes this book accessible and of interest to a wide range of teachers and an excellent resource for professional development. The international scope will appeal to a global educational readership.

Beyond The Apparent Banality Of The Mathematics Classroom

Author: Colette Laborde
Publisher: Springer Science & Business Media
ISBN: 0387304517
Size: 17.19 MB
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New research in mathematics education deals with the complexity of the mathematics’ classroom. The classroom teaching situation constitutes a pertinent unit of analysis for research into the ternary didactic relationship which binds teachers, students and mathematical knowledge. The classroom is considered as a complex didactic system, which offers the researcher an opportunity to gauge the boundaries of the freedom that is left with regard to choices about the knowledge to be taught and the ways of organizing the students’ learning, while giveing rise to the study of interrelations between three main elements of the teaching process the: mathematical content to be taught and learned, management of the various time dimensions, and activity of the teacher who prepares and manages the class, to the benefit of the students' knowledge and the teachers' own experience. This volume, reprinted from Educational Studies in Mathematics, Volume 59, focuses on classroom situations as a unit of analysis, the work of the teacher, and is strongly anchored in original theoretical frameworks. The contributions are formulated from the perspective of one or more theoretical frameworks but they are tackled by means of empirical investigations.