You are here

Teaching as Principled Practice
Share

Teaching as Principled Practice
Managing Complexity for Social Justice



August 2004 | 176 pages | SAGE Publications, Inc
This book is about a practical vision for effective teacher development for social justice and excellent outcomes for all children and youth, but especially those who have been traditionally underserved by the educational institutions of our country. This vision is encompassed in a set of six principles that underlie the work we do with pre-service teachers: the courses we teach, the supervision we do in the schools, the work we do with the cooperating teachers who open their classrooms to us and our students, and the ongoing conversations we have with our students and with one another. This book is about how one might teach using such underlying principles to guide one's practice. It speaks directly to pre-service and experienced teachers about a way to think about the challenges of urban education for teachers and children alike by building on a fundamental set of ideas. These notions are at the core of what and how we teach teachers and are at the core of how teachers can think about their own practice in schools. The principles are: teaching is inherently moral work, teaching is an act of inquiry and reflection, learning is a developmental constructivist process, the content of what we teach must be well understood by those who teach and those who learn, teaching is a collegial act, and teaching is political.

Features and Benefits:

} each chapter in the text addresses and explores one of the principles, presenting the rationale behind the principle and including several examples of how the principle informs the complicated work done in classrooms.

} real-life case studies and voices of teachers show the application of each principle.

} responses to each of the chapters/cases by school leaders examine the dilemmas of teachers from principled practice to the work of leadership.

Linda R. Kroll
Preface
Rebecca Akin
Foreword
Linda R. Kroll and Tomás Galguera
1. Teaching and Learning to Teach as Principled Practice
Anna Ershler Richert
2. Learning to Negotiate the Moral Terrain of Teaching
David M. Donahue
3. Preparing and Supporting the Reflective Practitioner
Linda R. Kroll
4. Constructivism in Teacher Education: Rethinking How We Teach Teachers
Vicki Kubler LaBoskey
5. Preparing to Teach Content : "Not Just a Series of Fun Activities"
Ruth Cossey and Philip Tucher
6. Teaching to Collaborate, Collaborating to Teach
Tomás Galguera
7. Learning to See the Invisible: Power, Authority, and Language in the Classroom
Vicki Kubler LaBoskey, Anna Ershler Richert, and Linda R. Kroll
8. Principled Practice in a World of Standards: Some Concluding Thoughts
 
Index
 
Acknowledgments

“Teacher candidates and practicing teachers will find inspiration and ideas for reflection throughout this text. The principled practice demonstrated in each chapter sets the stage for examination of ones beliefs, passions, and values of teaching and learning. The vignettes present realistic problems with evidence that solutions are not simplistic but value laden and complex.”

Elsa L. Geskus
Kutztown University

Teaching as Principled Practice provides educators with a valuable frame for rethinking and reconfirming the commitment to students and society in a world of globalization and standardization.”

Miriam Ben-Peretz
University of Haifa

“This book introduces prospective teachers to (and reminds practicing teachers about) key principles for guiding effective practice in urban settings. Through helpful vignettes and readable text, the authors clarify what these principles mean and how teachers can make these principles an embedded part of their work.”

Diane Kyle
University of Louisville

“This text provides much insight and variety of opinion regarding contemporary issues and educational practices in today's society. The format is unique and would encourage lively discussion in a university class setting.”

Rebecca S. Compton
East Central University

"This book is itself a collegial project of inquiry and reflection with moral and political dimensions. As an elementary-school teaching-credential student at Mills, I can also attest to the constructivist and collaborative approach to their own instruction and the value these professors place on subject matter content. A rarity in academia, these educators practice what they preach."

Pat Soberanis
editor
Mills Quarterly

"This book is itself a collegial project of inquiry and reflection with moral and political dimensions. As an elementary-school teaching-credential student at Mills, I can also attest to the constructivist and collaborative approach to their own instruction and the value these professors place on subject matter content. A rarity in academia, these educators practice what they preach."

Pat Soberanis
editor
Mills Quarterly

Linda R. Kroll

Linda R. Kroll, Ph.D. is a professor in the Department of Education at Mills College.  She has taught at Mills since 1988 and served for two years as Dean and Chair of the department.  She co-directs the Early Childhood portion of the Teachers for Tomorrow’s Schools program known as Developmental Perspectives in Teaching.  Her research interests focus on applying developmental and constructivist theory to understanding and facilitating children’s and teachers’ learning. She has been a preschool teacher for emotionally disturbed children, and an elementary school teacher in Vallejo, California where she taught combined... More About Author

David M. Donahue

Dave Donahue, Ph.D. is Assistant Professor of Education at Mills College, Oakland, California, where he is also Co-Director of the secondary English-social studies teacher credential program.  Previously, he was a curriculum writer and developmental editor and social studies teacher in public schools.  He has worked with Amnesty International’s Human Rights Education program and the Canadian Human Rights Foundation over the past ten years and has developed and led training programs on human rights for teachers and activists in the U.S., Eastern Europe, and Central Asia. He is the author of two human rights curriculum guides,... More About Author

Tomas Galguera

Tomás Galguera, Ph.D. is Associate Professor of Education at Mills College, Oakland, California, where he co-directs the pre-K-elementary Early Childhood Emphasis and Developmental Perspectives in Education teacher credential program. He specializes in English Language Development methodology courses for both elementary and secondary preservice teachers and has been a certified Spanish-bilingual elementary public school teacher in Oakland, California. In addition to contributing to the Full Options Science System’s Newsletter and publishing in The Multilingual Educator, he developed high school science curriculum modules for teachers of... More About Author

Vicki Kubler LaBoskey

Vicki Kubler LaBoskey, Ph.D. is Professor of Education at Mills College, Oakland, California, where she is also Director of the elementary teacher credential program.  Previously, she was an urban elementary school teacher in East Los Angeles and San Jose, California where she taught multiethnic classes of kindergarteners through fourth graders for eight years. She has been a teacher educator since 1985, when she was the Associate Director of the Stanford Teacher Education Program for three years before coming to Mills. She is currently President Elect of the California Council on Teacher Education and Chair of the Self-Study of... More About Author

Anna Ershler Richert

Anna Ershler Richert, Ph.D. is a professor of Education at Mills College where she co-directs the Teachers for Tomorrows Schools Credential Program.  She came to Mills from Stanford University where she was Associate Director of the Stanford Teacher Education Program for three years.  She is active in various school reform efforts both locally and nationally including the Coalition of Essential Schools and Bay Area School Reform Collaborative. Currently she is a teacher education scholar with the Carnegie Foundation for the Advancement of Teaching and Learning and secretary of Division K of the American Education Research... More About Author

Philip L. Tucher

Philip Tucher, M.A. is a Visiting Assistant Professor of Education at Mills College, Oakland, California, where he directs the Teacher Institute for Urban Fieldwork, a forum for teacher mentors focused on issues of equitable and excellent outcomes for students in urban classrooms. His is co-director of the Mid-Career Mathematics and Science Program for secondary credential candidates. He teaches math and science methods courses and specializes in fostering collaborative interaction and placing mathematical and scientific reasoning at the heart of classroom practice. For the past ten years he has worked with teachers in several parts of the... More About Author

Ruth Cossey

Ruth Cossey, Ph.D., Associate Professor and Co-Director of the Mid-Career Mathematics and Science Teacher Credential program at Mills College has ten years experience teaching pre-service teacher candidates in Oakland CA.  She has also taught mathematics in urban public schools for nine years.  She served as a senior Mathematics Educator with EQUALS and FAMILY MATH at the Lawrence Hall of Science at the University of California, Berkeley for ten years. Dr. Cossey has for the past two years been Principal Investigator and Director of Algebra: What Works? (AWW), funded by the University of California. Central to Cossey’s work has... More About Author

For instructors

To inquire about the availability of this title for review (print and/or digital), please contact your local sales representative or call (800) 818-7243.

Purchasing options

Please select a format:

ISBN: 9780761928768
$60.00 
ISBN: 9780761928751
$100.00 

SAGE Knowledge is the ultimate social sciences digital library for students, researchers, and faculty. Hosting more than 4,400 titles, it includes an expansive range of SAGE eBook and eReference content, including scholarly monographs, reference works, handbooks, series, professional development titles, and more.

The platform allows researchers to cross-search and seamlessly access a wide breadth of must-have SAGE book and reference content from one source.