Nearly a century ago, Dewey proposed a philosophy of education addressing the needs of the whole student. He provided insights into the development of intelligence, the importance of socially useful skills, and the healthy growth of the individual. In the context of high-stakes testing and best practices, his insights may be more prescient than ever.
Nearly a century ago, Dewey proposed a philosophy of education addressing the needs of the whole student. He provided insights into the development of intelligence, the importance of socially useful skills, and the healthy growth of the individual. In the context of high-stakes testing and best practices, his insights may be more prescient than ever.
Daniel W. Stuckart is an Associate Professor of Social Studies Education at Lehman College in the Bronx, New York with research interests in urban education, technology and student-centered practices. He is co-author of Revisiting Dewey: Best Practices for Educating the Whole Child Today (2010).
Inhaltsangabe
Part 1 Part I: Fundamental Issues in Educating the Whole Child Chapter 2 Creating a Curriculum for Teaching the Whole Child Chapter 3 Changing Demographics: Promoting the New Democracy, Education, and the Whole Child Chapter 4 Subverting the Whole Child through Narrowing of the Curriculum and Teaching to the Test Chapter 5 Critiquing Scientific Dogmatism in Education with Implications for Current Supervisory and Administrative Practice within a Standards-Based Environment Chapter 6 Implementing Inquiry, Holistic Learning through Technology Chapter 7 Advocating for the Disenfranchised Exceptional Child in an Era of High-Stakes Education Chapter 8 Realizing Our Ethical Responsibilities as Educators Part 9 Part II: Voices from the Field Chapter 10 The Relevance of Dewey's Work Chapter 11 School Reform in New York City: The Impact of NCLB Chapter 12 Combating Poverty in Light of the Attack on Deweyan Democracy Part 13 Part III: The Dewey Schools Chapter 14 Democracy and Education for All Children
Part 1 Part I: Fundamental Issues in Educating the Whole Child Chapter 2 Creating a Curriculum for Teaching the Whole Child Chapter 3 Changing Demographics: Promoting the New Democracy, Education, and the Whole Child Chapter 4 Subverting the Whole Child through Narrowing of the Curriculum and Teaching to the Test Chapter 5 Critiquing Scientific Dogmatism in Education with Implications for Current Supervisory and Administrative Practice within a Standards-Based Environment Chapter 6 Implementing Inquiry, Holistic Learning through Technology Chapter 7 Advocating for the Disenfranchised Exceptional Child in an Era of High-Stakes Education Chapter 8 Realizing Our Ethical Responsibilities as Educators Part 9 Part II: Voices from the Field Chapter 10 The Relevance of Dewey's Work Chapter 11 School Reform in New York City: The Impact of NCLB Chapter 12 Combating Poverty in Light of the Attack on Deweyan Democracy Part 13 Part III: The Dewey Schools Chapter 14 Democracy and Education for All Children
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