Children's Books for Grown-Up Teachers
Reading and Writing Curriculum Theory
Seiten
2007
Routledge (Verlag)
978-0-8058-4928-8 (ISBN)
Routledge (Verlag)
978-0-8058-4928-8 (ISBN)
Teachers read children's books, but that reading is often done as a 'teacher' - that is, as planning for instruction - rather than as a 'reader' engaged with the text. This title models the kind of thinking about teaching and learning - the sort of curriculum theorizing - accomplished through teachers' interactions with the materials of teaching.
Teachers and prospective teachers read children's books, but that reading is often done as a "teacher" – that is, as planning for instruction – rather than as a "reader" engaged with the text. Children’s Books for Grown-Up Teachers models the kind of thinking about teaching and learning – the sort of curriculum theorizing – accomplished through teachers’ interactions with the everyday materials of teaching. It starts with children’s books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself. Texts of curriculum theory describe infrastructures that support the crafts of inquiry and learning, and introduce a new vocabulary of poaching, weirding, dark matter, and jazz. At the heart of this book is a method of reading; Each reader pulls idiosyncratic concepts from children’s books and from everyday life. Weaving these concepts into a discourse of curriculum theory is what makes the difference between "going through the motions of teaching" and "designing educational experiences.
This book was awarded the 2009 AERA Division B (Curriculum Studies) Outstanding Book Award.
Teachers and prospective teachers read children's books, but that reading is often done as a "teacher" – that is, as planning for instruction – rather than as a "reader" engaged with the text. Children’s Books for Grown-Up Teachers models the kind of thinking about teaching and learning – the sort of curriculum theorizing – accomplished through teachers’ interactions with the everyday materials of teaching. It starts with children’s books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself. Texts of curriculum theory describe infrastructures that support the crafts of inquiry and learning, and introduce a new vocabulary of poaching, weirding, dark matter, and jazz. At the heart of this book is a method of reading; Each reader pulls idiosyncratic concepts from children’s books and from everyday life. Weaving these concepts into a discourse of curriculum theory is what makes the difference between "going through the motions of teaching" and "designing educational experiences.
This book was awarded the 2009 AERA Division B (Curriculum Studies) Outstanding Book Award.
Peter Appelbaum
Table of Contents
Preface
Chapter 1 Introduction: Weirding and Poaching
Chapter 2 Poaching
Chapter 3 Weirding
Chapter 4 Vision Stinks
Chapter 5 Feed
Chapter 6 Harry Potter’s World
Chapter 7 Cyborg Selves
Chapter 8 Dark Matter and All that Jazz
Chapter 9 My Teacher is an Alien
Chapter 10 Criteria and Ways of Working, with Leif Gustavson
Chapter 11 Afterword: Zoom Re-zoom
Bibliography
| Erscheint lt. Verlag | 20.12.2007 |
|---|---|
| Reihe/Serie | Studies in Curriculum Theory Series |
| Zusatzinfo | 4 Tables, black and white; 2 Line drawings, black and white |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 690 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-10 | 0-8058-4928-9 / 0805849289 |
| ISBN-13 | 978-0-8058-4928-8 / 9780805849288 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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