A Reference Guide for English Studies
A Reference Guide for English Studies

Author: Michael J. Marcuse

Publisher: Univ of California Press

Published: 1990-01-01

Total Pages: 872

ISBN-13: 9780520051614

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This ambitious undertaking is designed to acquaint students, teachers, and researchers with reference sources in any branch of English studies, which Marcuse defines as "all those subjects and lines of critical and scholarly inquiry presently pursued by members of university departments of English language and literature.'' Within each of 24 major sections, Marcuse lists and annotates bibliographies, guides, reviews of research, encyclopedias, dictionaries, journals, and reference histories. The annotations and various indexes are models of clarity and usefulness, and cross references are liberally supplied where appropriate. Although cost-conscious librarians will probably consider the several other excellent literary bibliographies in print, such as James L. Harner's Literary Research Guide (Modern Language Assn. of America, 1989), larger academic libraries will want Marcuse's volume.-- Jack Bales, Mary Washington Coll. Lib., Fredericksburg, Va. -Library Journal.

Balancing Change and Tradition in Global Education Reform
Balancing Change and Tradition in Global Education Reform

Author: Iris C. Rotberg

Publisher: R&L Education

Published: 2004

Total Pages: 450

ISBN-13: 9781578861460

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Editor Iris C. Rotberg brings together, in one accessible source, current education reforms in 16 countries, written and analyzed by experts in the field. This book offers: education reform in a wide range of countries selected to represent diverse societies and education systems; a unique analysis of how education reformers respond to rapidly changing societies and increased demand for education in the face of limited resources; case studies showing the difficult tradeoffs countries make as they attempt to implement change, all in the context of historical antecedents, values, and political structures that facilitate or constrain their reform efforts; a book that goes beyond myths and stereotypes and describes how countries address global pressures, immigration patterns, and increasing gaps in socioeconomic levels; description of political and economic pressures that determine a country's policies concerning equality of educational opportunity, access to higher education, student testing and tracking, teacher accountability, decentralization, school choice, and innovation; an invaluable resource for policymakers, faculty, students, and the general public who are interested in how decisions made about the education system will ultimately affect the quality of education, educational access, and social justice.

Encyclopedia of Curriculum Studies
Encyclopedia of Curriculum Studies

Author: Craig Kridel

Publisher: SAGE

Published: 2010-02-16

Total Pages: 1065

ISBN-13: 1412958830

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The Encyclopedia of Curriculum Studies provides a comprehensive introduction to the academic field of curriculum studies for the scholar, student, teacher, and administrator. The study of curriculum, beginning in the early 20th century, served primarily the areas of school administration and teaching and was seen as a method to design and develop programs of study. The field subsequently expanded to draw upon disciplines from the arts, humanities, and social sciences and to examine larger educational forces and their effects upon the individual, society, and conceptions of knowledge. Curriculum studies has now emerged to embrace an expansive and contested conception of academic scholarship while focusing upon a diverse and complex dynamic among educational experiences, practices, settings, actions, and theories in relation to personal and institutional needs and interests. The Encyclopedia of Curriculum Studies serves to inform and to introduce terms, events, documents, biographies, and concepts to assist the reader in understanding aspects of this rapidly changing field of study. Representative topics include: Origins, definitions, dimensions, and variations on Curriculum Studies Curriculum development and design for schools Curricular purpose, implementation, and evaluation Contemporary issues, e.g., standards, tests, and accountability Curricular dimensions of teaching and teacher education Interdisciplinary perspectives on institutionalized curriculum Informal curricula of homes, mass media, workplaces, organizations, and relationships Impact of race, class, gender, health, belief, appearance, place, ethnicity, language Relationships of curriculum and poverty, wealth, and related factors Modes of curriculum inquiry and research Curriculum as cultural studies, exploring the formation of identities and possibilities Corporate, state, church, and military influence as curriculum Global and international perspectives on curriculum Curriculum organizations, journals, and resources Summaries of books and articles on curriculum studies Biographic vignettes of key persons in curriculum studies Relevant photographs

Minding American Education
Minding American Education

Author: Martin Bickman

Publisher: Teachers College Press

Published: 2003-01-01

Total Pages: 193

ISBN-13: 0807743526

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This book presents an antidote to the self-destructive war between educational conservatives and progressives, arguing that each has only part of the solution in what should be a productive dialectic between experience and concepts--Outlines the rich tradition of educational thought we have already created in this country, suggesting ways to apply it to our current reform efforts--Provides a new paradigm for re-conceptualizing our educational past, urging us to move in the direction of our best and most characteristic literary and philosophical thinkers--Critiques the usual academic discourse on education and suggests alternatives through his lively and direct style.

How Teachers Taught
How Teachers Taught

Author: Larry Cuban

Publisher: Teachers College Press

Published: 1993

Total Pages: 388

ISBN-13: 0807776394

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In the first edition of this seminal study, Larry Cuban presented the last century of American teaching as one of a stable teacher-centered pedagogy. Within this framework, Cuban explored how major school reform efforts to alter classroom teaching often resulted in modest shifts in pedagogy in elementary schools and even less change in secondary schools.Now, in this second edition, How Teachers Taught: Constancy and Change in American Classrooms, 1890–1990, Larry Cuban returns to his pioneering inquiry into the history of teaching practice in the United States, responds to criticisms, and incorporates the scholarship of the last ten years. While not abandoning his basic thesis of the remarkable continuity in teacher-based instruction, Cuban now examines more closely the phenomenon of “hybrids” of student-centered and teacher-centered pedagogy, and finds many instances of classroom change sufficient to give pause to those who see futility in classroom reform. The author looks closely at socioeconomic contexts and the evolution of curriculum content. In the final chapter, Cuban directly assesses the implications of his work for policymakers, practitioners, and researchers. Historians, sociologists, and educators will also find powerful relevancy to their work, and the general reader will join in an exciting search for historical realities. “There are no bumper-sticker solutions to educational problems here, no election year gimmicks. Rather, this book presents the seasoned hopefulness and skeptical wisdom of a scholar-practitioner who gives us a better map of where we have been and a sense of where we might go.” —From the Foreword by David Tyack

Consensus and Dissent
Consensus and Dissent

Author: National Council of Teachers of English

Publisher: Urbana, Ill. : National Council of Teachers of English

Published: 1986

Total Pages: 172

ISBN-13:

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Published in conjunction with the diamond jubilee of the National Council of Teachers of English, the essays in this yearbook explore the dichotomies characterizing Council debates over the years, such as freedom and discipline, tradition and reform, theory and practice--all reflecting a profession defining itself in a rhythm of consensus and dissent. The introductory essay, by editor Marjorie Farmer and Yearbook Committee Chair Ben Nelms, provides an overview of the history of the profession. The remaining essays are divided into three areas--content, context, and change. Titles of the essays and their authors are as follows: (1) "Language" (Harold B. Allen); (2) "Reading/Literature" (Rudine Sims); (3) "Written Composition: Progress and the Search for Paradigms" (Paul T. Bryant); (4) "Oral Communication" (Donald Rubin); (5) "The English Curriculum Today" (Ouida Clap); (6) "Teacher Education" (Theodore Hipple); (7) "The Uses of Research" (Allan Glatthorn with Catherine C. Hatala and Beatrice Moore); (8) "Enduring Issues in Language Arts Testing" (Rexford Brown); (9) Minorities and Standardized Tests" (P.A. Ramsey); (10) "Books and the New Technologies" (Charles Suhor); (11) "The Political Issues since 1960" (Miriam T. Chaplin); (12) "Imperatives for the Future" (James R. Squire); (13) "NCTE Presidents: Priorities for the Future" (Nancy S. McHugh, Sheila Fitzgerald, Richard Lloyd-Jones, and Stephen N. Tchudi). The yearbook concludes with a brief statement by NCTE Executive Director John C. Maxwell, and an afterword from the editor. (HTH)