Download (.pdf) Democracy and Schooling in California: The Legacy of Helen Heffernan and Corinne Seeds
Kathleen Weiler is a professor in the Department of Education at Tufts University.
Historical Studies in Education series, edited by William Reese and John Rury
Helen Heffernan and Corinne Seeds were nationally recognized as leaders of the progressive education movement and were... more
Helen Heffernan and Corinne Seeds were nationally recognized as leaders of the progressive education movement and were key figures in what was probably the most concerted attempt to put the ideals of progressive education into practice in a state-wide system of public education in the United States. This book examines the struggle over public education in mid-twentieth century America through the lens of a joint biography of these two extraordinary women, Heffernan, the California Commissioner of Rural and Elementary Education between 1926 and 1965, and Seeds, the Director of the University Elementary school at UCLA between 1925 and 1957.
"Kathleen Weiler's Democracy and Schooling in California is a crowning achievement for this distinguished scholar who has written some of the most significant books over the past quarter century in feminist educational theory, practice, and activism. In this work, Weiler spins an impeccably crafted, yet provocative historical analysis of the intertwined lives and works of two powerful women educators of the Progressive Era, Helen Heffernan and Corinne Seeds. I am left with a transformed understanding of how it is that California's public schools came to be among the nation's finest by mid-twentieth century." - Jackie M. Blount, The Ohio State University
"Together, Corrine Seeds and Helen Heffernan helped lead the campaign that made California's schools a model for the nation of democratic education. Combining a profound engagement with social theory and exemplary empirical research, Kathleen Weiler's terrific account of the couple and the network of educators with whom they worked illuminates how schools come to protect or challenge gender, class and racial domination. Democracy and Schooling in California is history that speaks to our most pressing questions." - Daniel Perlstein, University of California, Berkeley
An Introduction to Teaching English Learners in Elementary Schools: Three Workshops for Pre-Service Teachers
The volume contains materials - handouts and presentation slides - for three workshops (2.5 days) to introduce... more The volume contains materials - handouts and presentation slides - for three workshops (2.5 days) to introduce elementary teacher education candidates to teaching English learners in mainstream classes. The content is also appropriate for a 1-credit university course or school-based teacher professional development of elementary in-service teachers in WIDA states.
Understanding English Language Variation in U.S. Schools
co-authored with Christine Mallinson; In the Teachers College Press Multicultural Education Series available at: http://amzn.to/9CQpX2
“In the ongoing debate about language we typically hear arguments about what students say and/or how they say it.... more
“In the ongoing debate about language we typically hear arguments about what students say and/or how they say it. Finally, a volume that takes on the ‘elephant in the parlor’—WHO is saying it. By laying bare the complicated issues of race, culture, region, and ethnicity, Charity Hudley and Mallinson provide a scholarly significant and practically relevant text for scholars and practitioners alike. This is bound to be an important contribution to the literature.”
—Gloria Ladson-Billings, Kellner Family Chair in Urban Education and Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin-Madison
“An invaluable guide for teachers, graduate students, and all lovers of language. The authors provide a comprehensive and fascinating account of Southern and African American English, showing how it differs from standardized English, how those differences affect children in the classroom, and how teachers can use these insights to better serve their students.”
—Deborah Tannen, University Professor and Professor of Linguistics, Georgetown University
¬
“Language variation in English is one of the more misunderstood areas in education. The authors do an exceptional job of demystifying the topic by providing useful background material and practical insights. This volume is destined to become a foundational classic for teacher preparation and the ongoing professional development of educators.”
—Terrence G. Wiley, President of the Center for Applied Linguistics and Professor of Education and Linguistics Emeritus, Arizona State University
In today’s culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to language differences and offers practical strategies to support student achievement while fostering positive language attitudes in classrooms and beyond. The text contrasts standardized varieties of English with Southern, Appalachian, and African American English varieties, focusing on issues that are of everyday concern to those who are assessing the linguistic competence of students. Featuring a narrative style with teaching strategies and discussion questions, this practical resource:
• Provides a clear, introductory explanation of what is meant by non-standardized English, from both linguistic and educational viewpoints.
• Emphasizes what educators need to know about language variation in and outside of the classroom.
• Addresses the social factors accompanying English language variation and how those factors interact in real classrooms.
The Fluent Reader in Action: PreK-4: A Rich Collection of Research-Based, Classroom-Tested Lessons and Strategies for Improving Fluency and Comprehension
by Kristin Lems
(2011, Scholastic, Rasinski/Fawcett/Lems/Ackland)
Teacher education and the struggle for social justice
by Zeynel Amac
By Ken Zeichner
From the cover:
"... Clear, articulate, and cogent....[Zeichner] exhibits a commitment to a vision of... more
From the cover:
"... Clear, articulate, and cogent....[Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions." -- Michael W. Apple, From the ForewordIn this selection of his work from 1991-2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. A major theme that comes up in different ways across the chapters is Zeichner's belief that the mission of teacher education programs is to prepare teachers in ways that enable them to successfully educate everyone's children. A second theme is an argument for a view of democratic deliberation in schooling, teacher education, and educational research where members of various constituent groups have genuine input into the educational process.Teacher Education and the Struggle for Social Justice is directed to teacher educators and to policy makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society.