What Would It Take to Make an Ed School Great?

Voices from an Unfinished Revolution

John Schwille (Autor)

Buch | Softcover

422 Seiten

2023
Michigan State University Press (Verlag)
978-1-948314-13-8 (ISBN)

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This book brings new life to the long-standing debate in the United States over whether teacher education, K–12 teaching, and the role that universities play in this work can be revolutionized so that they are less subject to self-defeating conventions and orthodoxy, to the benefit of all the nation’s children. Author John Schwille reexamines the ambitious reform agenda that Michigan State University teacher education leaders brought to the national table in the 1980s and 1990s. This attempted revolution mobilized unprecedented resources to the struggle to transform teaching and learning of subject matter. Conveying this history through the words of the teachers and scholars responsible for it, Schwille shows that a great deal was achieved, but many of the lessons learned continue to be ignored.

John Schwille is professor emeritus and former assistant dean for international studies in education at Michigan State University. He has had a fifty-year career in international research in education. He has been honored for lifetime achievement by the International Association for the Evaluation of Educational Achievement (IEA) as an honorary member and by the Comparative and International Education Society (CIES) as an honorary fellow.

Contents Foreword by Courtney Bell Acknowledgments Abbreviations Part One:The Rise and Decline of MSU’s Visionary Aspirations for a Revolution in Learning to Teach Chapter One: First Steps toward Challenging the Old Regime Chapter Two: Initial Moves toward Overturning the Old Regime Chapter Three: The Revolution Takes Shape in Teacher-Education Research and Program Development Chapter Four: Revolution in School-University Relations during the PDS Era at MSU Chapter Five: PDSs and Revolution under Siege Chapter Six: The Restoration at MSU Part Two: Struggles to Transform the Teaching and Learning of Subject Matter Chapter Seven: The Assault on Old-School Thinking and Pracrice in Mathematics Chapter Eight: From Mindless to Meaningful in the Teaching of Social Studies Chapter Nine: From Mindless to Meaningful in the Teaching of Science Chapter Ten: The Difficulties of Teaching Teachers and Students to Write Meaningfully Part Three: What Was So Revolutionary about All This? Chapter Eleven: Teaching as Intellectual Challenge and a Matter of Professional Judgment Chapter Twelve: Collaboration as Never Before Chapter Thirteen: Revolutionary Synergy within the PDSs Chapter Fourteen: Amphibious Professors Learnto Be at Home in Both Higher Education and K–12 Chapter Fifteen: Pivotal Discoveries in Student Thinking and Learning Chapter Sixteen: The New Frontier of What It Takes to Mentor Novice Teachers Chapter Seventeen: The False Dischotomu betweem Peadgogy and Subject Matter Chapter Eighteen: Using Instructional Materials and Technology to Advance the Revolution in Learning to Teach Conclusion Appendix: Technical Terms Used in Parts 2 and 3 References Index

Erscheinungsdatum	11.07.2023
Vorwort	Courtney Bell
Verlagsort	East Lansing, MI
Sprache	englisch
Maße	152 x 229 mm
Themenwelt	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
ISBN-10	1-948314-13-4 / 1948314134
ISBN-13	978-1-948314-13-8 / 9781948314138
Zustand	Neuware