Opportunities Lost and Lessons Learned: Inside a Workplace Literacy Program (2025)

The Educational Production of Students at Risk

2011

A perpetual literacy crisis? Bourgeois fears, working class realities, and pedagogical responses

Cultures of teaching

Proceedings of the 41st Annual Adult Education …, 2000

Making Justice Our Project: Teachers Working toward Critical Whole Language Practice

1999

Composition politics: behind the writing problem at California State University Northridge

1990

Outmoded "current-traditional" teaching methodologies, and the second-class status of composition faculty and programs, may be contributing to students' writing problems at CSUN, my 1988 study found. Proposed reforms include the wider introduction of contemporary "process" pedagogies, better conditions for composition faculty and administrators, and replacement of the Upper Division Writing Proficiency Examination with a required discipline-specific writing course. A 1990 follow-up chapter critiques the technocratic view of pedagogy that informed my CSUN study, and which also informs the modern composition field generally. The search for better instructional methods must begin with an articulation of larger educational and social purposes. In modern composition, five general models of social purpose are observable: utility, individual growth, individual mobility, collaborative growth, collective empowerment. Composition theorists and practitioners should strive to be aware of our social goals and assumptions, and seek consistency between our values and our pedagogies.

Problem-Posing at Work: Popular Educator's Guide

Teaching to Learn, Learning to Teach A Handbook for Secondary School Teachers

This book is based on the following ideas: 1. Classroom practice should be based on goals and an understanding of students as complex and diverse human beings. 2. Preservice and beginning teachers will benefit from learning about the experiences of other preservice teachers, new classroom teachers, and veterans. 3. There are principles of effective teaching in secondary schools that span the subject disciplines and it is important that new teachers make connections with the work of their colleagues in other content areas. 4. Although content expertise and the mastery of pedagogical skills are essential for teachers, empathy with students and a sense of personal mission are the keys to successful teaching. 5. Learning takes place all of the time—but students are not necessarily learning what teachers intend them to learn. 6. Everything that takes place in the school and classroom is part of the curriculum. 7. Learning is social—teachers should build on it, not fight it. 8. Effective teaching in inclusive middle school (6–8) and high school (9–12) classrooms with diverse student populations can involve the same student-centered pedagogical practice with differences in degree or emphasis based on student needs rather than differences in kind of instruction—everyone can be treated like an honors student. 9. Developing classroom community and student leadership is the most effective way to promote student learning—the only people teachers can control are themselves. 10. An overall goal in secondary education is to promote greater freedom for students as theyassumeincreasedindividualandcollectiveresponsibilityfortheirownlearning. 11. People can learn to be student-centered, constructivist, critical teachers. 12. Althoughittakesextendedexperience(3to5years)andhardworktomastertheskills neededtobeaneffectiveteacher,theseskillsareneithermagicalnorinexplicable,and can be developed by beginning teachers.

Education policy and practice : bridging the divide

2003

The book addresses a number of pressing issues: how race, culture, power, and language affect actual classrooms and pedagogies; the social processes and school structures that can either hinder or support student learning; and the extent to which teachers have or should have control over their day-to-day instructional practices and decisions about their students. There has long been a troubling divide between education policy and practice. Meaningful school reform efforts have suffered as a consequence. Policymakers often propose educational reforms that fail to take into account real schools, teachers, and students. Practitioners in turn often fail to see beyond their immediate challenges to the larger issues that preoccupy policymakers." Education Policy and Practice" aims to promote more effective school reform by illuminating important connections between education policy and teaching and learning practice. The contributors to this collection focus on how to meet the n...

AERA Program

Graduate programs increase the knowledge and skills of individual teachers. When these programs are a component of school reform, can impact move beyond individual teachers and students and play a significant role in school improvement? For this session, “professors in residence,” university faculty who work intensively with teachers in schools, analyze the graduates' performance and the program impact in their schools. Principal and teacher interviews as well as program artifacts were studied by researchers. All interviews and artifacts also were reviewed independently by someone not familiar with the interview subject or teacher to provide investigator triangulation. The results of this study should be considered by universities and school districts as they consider implementing programs for schools undergoing reform.

"Our Working Conditions are our Students' Learning Conditions": Using CHAT to explain and interpret the threat of disciplinary action against a contingent instructor in an adult education program in Chicago, Illinois

2006

This became a chapter in Sawchuk, Duarte and ElHammoumi's Critical perspectives on activity: Explorations across education, work, and everyday life i