Bridging the Progressive-Traditional Divide in Education Reform - A Unifying Vision for Teaching, Learning, and System Level Supports

List of contents

Acknowledgements
INTRODUCTION: Non-honors English
PART I: A Unifying Vision for Teaching and Learning
Chapter 1: Exemplary Teaching and the Unacknowledged Consensus
Chapter 2: Agreement from Policy Leaders
Chapter 3: Agreement from Historic and Emerging Pedagogies
Chapter 4: Agreement from Contemporary Research
PART II: Why Don’t All Teachers Teach This Way?
Chapter 5: How Most Teachers Teach and Why
PART III: System Support
Chapter 6: Pluralism
Chapter 7: Assessment
Chapter 8: Organization
Final Thoughts: Excellence is a Discipline

About the author

James Nehring is an associate professor of Educational Leadership in the College of Education at the University of Massachusetts Lowell, U.S.A.
Stacy Szczesiul is an associate professor of Educational Leadership in the College of Education at the University of Massachusetts Lowell, U.S.A.
Megin Charner-Laird is an associate professor in the School of Education at Salem State University, U.S.A.

Summary

This book brings together a variety of connected voices which consider potential ways forward for school reform. The text sets out a compelling case for an emerging movement that unites ideologies and pedagogical traditions which have traditionally been considered to be at odds with one another.

Product details

• Authors: Megin Charner-Laird, Nehring, James Nehring, James Szczesiul Nehring, Nehring James, Stacy Szczesiul
• Publisher: Taylor & Francis Ltd.
• Languages: English
• Product format: Hardback
• Released: 30.06.2019
• EAN: 9781138354616
• ISBN: 978-1-138-35461-6
• No. of pages: 136
• Subjects: Humanities, art, music > Education > General, dictionaries; EDUCATION / General, EDUCATION / History, EDUCATION / Educational Policy & Reform / General, EDUCATION / Reference, EDUCATION / Organizations & Institutions, EDUCATION / Essays, Organization & management of education, Educational administration and organization, Philosophy & theory of education, Philosophy and theory of education