This hands-on field observation/participation guide features specific suggestions for reflection during field observations, and uses case studies to further illustrate how democratic principles can be exercised in the classroom. A set of focused observation forms are included.
This hands-on field observation/participation guide features specific suggestions for reflection during field observations, and uses case studies to further illustrate how democratic principles can be exercised in the classroom. A set of focused observation forms are included.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Caroline Pryor is currently a faculty associate and supervisor of student teachers for the Office of Professional Field Experiences in the College of Education at Arizona State University. She also teaches in the statewide academic educational program for Northern Arizona State University. She received her Ed.D. in Secondary Education from Arizona State University where she has been on the faculty since 1990. Her awards include: Directors Award for Outstanding Service to Students (1994-1995) and Best Paper Award from the Arizona Educational Research Organization (1997). A former elementary school teacher, Caroline teaches courses in philosophy of education, curriculum and instruction, and developing democratic school practice She is a member of the Association of Teacher Educators Commission on Democratic Practice and an invited author of the commissions forthcoming text on democratic schools. She has written chapters for several texts on the topic of field experience, and a new workbook entitled Philosophy of Education Workbook: Writing a Statement of Belief and Practices.
Inhaltsangabe
PART I The Role of Schooling and Citizenship in America What Are Our National Goals? To the Instructor PART II: A Guide to Observing and Participating in Schools Chapter 1: What to Expect at Elementary, Middle, and Secondary School Sites Chapter 2: Observing with a Model for Democratic Discourse Chapter 3: Types of Classroom Instruction Chapter 4: Preparing to Participate in Classrooms PART III: What is Democratic Practice in Schools? Chapter 1: Making Sense of Democratic Practice Chapter 2: Building the Future of Democracy Chapter 3: Applications of the Roots of Democracy Chapter 4: Writing a Philosophy Statement of Democratic Educational Beliefs Chapter 5: Summary Appendix A: National Board for Professional Teaching Standards -- Social Studies-History Appendix B: Historical Roots and Definitions Appendix C: Qualitative Tables Appendix D: Curriculum Models About the Author References
PART I The Role of Schooling and Citizenship in America What Are Our National Goals? To the Instructor PART II: A Guide to Observing and Participating in Schools Chapter 1: What to Expect at Elementary, Middle, and Secondary School Sites Chapter 2: Observing with a Model for Democratic Discourse Chapter 3: Types of Classroom Instruction Chapter 4: Preparing to Participate in Classrooms PART III: What is Democratic Practice in Schools? Chapter 1: Making Sense of Democratic Practice Chapter 2: Building the Future of Democracy Chapter 3: Applications of the Roots of Democracy Chapter 4: Writing a Philosophy Statement of Democratic Educational Beliefs Chapter 5: Summary Appendix A: National Board for Professional Teaching Standards -- Social Studies-History Appendix B: Historical Roots and Definitions Appendix C: Qualitative Tables Appendix D: Curriculum Models About the Author References
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