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, James Nehring, James Szczesiul Nehring, Nehring James, Stacy Szczesiul
• Publisher: Taylor & Francis Ltd.
• Languages: English
• Product format: Paperback / Softback
• Released: 31.12.2020
• EAN: 9780367728045
• ISBN: 978-0-367-72804-5
• 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