Rethinking Education with ICT: New Directions for Effective Practices
Yelland, N. J., Neil, G., & Dakich, E. (Eds.). (2008). Rethinking Education with ICT: New directions for effective practices: Sense Publisher.
This book brings together a number of academics who have conducted research and written about effective practices and... more This book brings together a number of academics who have conducted research and written about effective practices and pedagogies that incorporate the use of information and communications technologies (ICT). The book is intended for graduate and undergraduate students in Teacher Education programmes, as well as teachers and those who are interested in contemporary educational issues. The authors in this book have been engaged in rethinking education with ICT. Implicit in this, is the view that we need to reconceptualise our pedagogies and practices in order to make schools relevant to the lives of the young people who inhabit them. The chapters in this book are based on empirically grounded research work. The chapters illustrate the various dimensions of innovative practices with ICT that can extend teachers' pedagogies and engage learners so that they are able to extend their potential for knowledge building in new and dynamic ways.
Download (.pdf) GROW YOUR COUNSELING PRACTICE
by Daniel Keeran, MSW
Order from Amazon publisher https://www.createspace.com/3875157
When clients are not appearing, counselors in private practice use the time to make their services known to the public... more
When clients are not appearing, counselors in private practice use the time to make their services known to the public and to referral sources. The contents of this essential volume provide articles that can be used to communicate areas of practice and that impress upon prospective clients the benefits of counseling.
Part 1 gives the text of practical articles for issues and problems commonly seen in counseling. The author suggests that the articles in Part 1 can be sent out periodically, depending on the counselor's areas of practice, with the addition of the counselor's own contact information so that referring persons and clients can easily reach the counselor.
Part 2 is a short lesson book for teachers and school counselors, on teaching EMPATHY in the classroom.
Part 3 is a review of practical matters to assist with conducting the counseling practice in a way that is professional and to support the therapeutic nature of the relationship.
Without permission needed from the author, the complete articles can be circulated individually or added to a newsletter delivered by email or regular mail. To respect intellectual property rights, the author only requires that each complete article be used without abridgment, alteration, or editing of any kind. Contact the author to receive the articles FREE as individual email PDF files suitable for distribution without charge.
The value and success of a counseling practice depends upon the quality of service provided to the public. If the client or referral source can easily and readily perceive the usefulness of the counseling approaches and services, word-of-mouth referrals will occur and prospective clients will inquire about counseling.
The articles can also be used as handouts in workshops or seminars delivered to schools, church or religious groups, hospital staff, and as media press releases promoting your counseling practice.
To receive either the PDF or hard copy please see the following links:
For the PDF copy
https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=W7YAD2AXNL7DQ
For the hard copy
https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=8U7UKYUQGU7J4
Developing emotionally competent teachers: Emotional intelligence and pre-service teacher education
August, 2012
Classrooms are emotional places, filled at different times with enjoyment, excitement, anger, hurt and boredom. The... more
Classrooms are emotional places, filled at different times with enjoyment, excitement, anger, hurt and boredom. The teacher’s skill in working with emotional information and in regulating their own and their pupils’ emotion impacts upon what and how pupils learn. But what is the emotional competence that teachers need? Can they lean this in pre-service teacher education? Indeed, should these abilities be even thought of as emotional skill, competence or intelligence?
How pre-service student teachers develop the competence to work in and with the emotionally rich life of the classroom is the focus of attention in this book. Building on the concept of emotional intelligence, it explores the emotional competence used by student teachers in perceiving their own emotions and those of pupils and others, in generating particular emotional states to facilitate particular types of thinking, in understanding the processes of emotional change in their classroom and in regulating their own emotion and the emotion of their pupils. Drawing on both qualitative and quantitative data it explores what pre-service teachers learned through an emotional competence training programme and how this impacted upon their teaching and their learning to teach.
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A Beginner's Guide to Doing Your Education Research Project
by Mike Lambert
Due for publication by Sage in Summer 2012
A Beginner’s Guide to Doing Your Education Research Project is a step-by-step guide for students doing an education... more
A Beginner’s Guide to Doing Your Education Research Project is a step-by-step guide for students doing an education research project for the first time. It covers every stage in turn, starting with learning from other research, choosing a topic, designing research questions, writing a literature review, deciding on methodology, designing research instruments, and consideration of validity and reliability; then moving to carrying out the investigation, analyzing quantitative and qualitative data and finally writing up the project. The ethical issues of doing education research are examined throughout.
Included are case studies to illustrate common problems and solutions; 14 ‘Project Sheets’ which allow students to build up their work in stages and prepare draft text for their final written project; also key points, activities, recommended further reading and a glossary of research terms.
The book is written for undergraduate students doing education courses which involve an investigative project of some kind, and Masters-level students new to research. It is relevant to students of all phases of education: early years, primary, secondary and further education, and to a range of international settings.
More information: http://www.uk.sagepub.com/books/Book236033
More information about the author:
http://www.wlv.ac.uk/default.aspx?page=13209
The First-Year Urban High School Teacher
The First-Year Urban High School Teacher: Holding the Torch, Lighting the Fire tracks co-author Paul Weinberg during... more The First-Year Urban High School Teacher: Holding the Torch, Lighting the Fire tracks co-author Paul Weinberg during his first year of teaching as he is introduced to the daily tribulations of an urban Los Angeles high school. Paul's father, Carl Weinberg, who fifty years earlier himself began his career in education as an urban secondary school teacher, shares his experiences side-by-side with those of his son. Together they reveal parallels between Carl's former problems in the urban classroom and the problems his son faces. Though some things have changed, there have not been nearly as many changes as one would have hoped. Interwoven with the father-son anecdotes of personal experience in teaching is a careful scholarly examination of the areas of social and cultural disorganization that the new teacher confronts with students, teachers, administrators, policy makers, and parents as he or she navigates through the behemoth of urban schooling.
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Can Educators Make a Difference: Experimenting with and Experiencing Democracy in Education
by Citizenship and Democratic Education (CANDE) Special Interest Group (CIES)
Editors: Paul R Carr, David Zyngier, Marc Pruyn
Publication Date: June 15, 2012 | ISBN-10: 1617358134 | ISBN-13: 978-1617358135 | Edition: 1st
As the title of... more
Publication Date: June 15, 2012 | ISBN-10: 1617358134 | ISBN-13: 978-1617358135 | Edition: 1st
As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context.
Ultimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.
This book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.
Talking the Talk, Walking the Walk: the Work of a LTSN Subject Centre.
by Paul Kleiman
Book chapter in Enhancing Learning, Teaching, Assessment and Curriculum in Higher Education (2009) by Roni Bamber, Paul Trowler, Murray Saunders, Peter Knight. Puiblished by McGraw-Hill
Higher education is a particularly complex site for enhancement initiatives. This book offers those involved in change... more
Higher education is a particularly complex site for enhancement initiatives. This book offers those involved in change a coherent conceptual overview of enhancement approaches, of the change context, and of the probable interactions between them.
The book sets enhancement within a particular type of change dynamic which focuses on social practices. The aim is to base innovation and change on the probabilities of desired outcomes materializing, rather than on the romanticism of policies that underestimate the sheer difficulty of making a difference. Following a theoretical introduction to these ideas, there are case studies (from the UK, Australia, New Zealand, South Africa and Norway) at the national, institutional, departmental and individual levels, illustrating the argument that enhancement is best achieved when it works with social practices in real institutional and organizational settings.
In a final section, the authors link the case examples and theoretical frameworks, inviting readers to consider their own enhancement situations and apply the 'frameworks for action' offered in earlier sections of the book. The book doesn?t offer quick-fix solutions but aims to support change with practical examples, conceptual tools and reflexive questions for those involved in change at all levels. It is key reading for higher education lecturers, managers, educational developers and policy makers.
Rethinking Multicultural Education for the Next Generation: The New Empathy and Social Justice
by Nadine Dolby
Rethinking Multicultural Education for the Next Generation builds on the legacy of social justice multicultural... more
Rethinking Multicultural Education for the Next Generation builds on the legacy of social justice multicultural education, while recognizing the considerable challenges of reaching today’s college students. By drawing on breakthrough research in two fields – neuroscience and animal studies – Nadine Dolby argues that empathy is an underlying element of all living beings. Dolby shows how this commonality can provide a scaffolding for building an exciting new approach to developing multicultural and global consciousness, one that has the potential to transform how our students see and relate to the world around them. This book features classroom vignettes and reflections, discussion of research with pre-service teachers on the concept of empathy, and pedagogical suggestions for fostering the new empathy in students.
Incorporating discussions of animal emotions, sustainability, and our responsibilities to all living creatures and the planet, Dolby challenges multicultural educators to rethink both curriculum and pedagogy and to begin new and bolder conversations about how empathy for humans, animals, and the planet must be part of a new approach to teaching.
Comparative Education Society of Hong Kong Bulletin - Number 14 , February 2012
by Roy Chan
NOTE: Roy Chan's article can be found on page 87-101 in the CESHK Bulletin.
--
2012 Comparative... more
NOTE: Roy Chan's article can be found on page 87-101 in the CESHK Bulletin.
--
2012 Comparative Education Bulletin - Number 14
Published on February 25, 2012
比較教育通訊
第十四刊
2012年
--
"This year's 2012 edition of the Comparative Education Bulletin appears at a time when the Comparative Education Society of Hong Kong is enjoying a welcome resurgence. Membership is rising and the annual conference has become an increasingly popular venue for paper presentations and academic discussions.
What is particularly gratifying in these developments is the diversity within CESHK. Nowadays, more members live outside of Hong Kong than in the territory. While there is a strong East Asian identity to the society, we also have members in South-East Asia, Europe, the Americas and Australia. The geographical spread enriches our dialogues about comparative education.
Diversity is also visible in the areas of research interest displayed by CESHK members, as amply reflected in the contents of this volume. Several of the articles emerged from our conference held in 2011, on the theme of Comparative education, sustainable development and social justice—a theme that is addressed explicitly in a number
of the papers. We hope that the volume makes a contribution to the important debates around the theme.
I would like to express thanks on behalf of CESHK to several people who assisted in the preparation of this edition, most notably to Li Jun and Bjorn Nordtveit for their editorial advice, and to Stephanie Chan and Emily Mang for their support in the technical and logistical aspects.
Bob Adamson
Editor"
--
About us:
The Comparative Education Society of Hong Kong (CESHK)
was founded in 1989. Membership of the society is drawn from educational institutions in Hong Kong and the Asian region. The CESHK provides a forum for the exchange of views,
development of partnerships, and shaping of new initiatives.
The society is a member of the World Council of Comparative
Education Societies (WCCES), and its officers have contributed
to the functioning of that body. In the process, this work has
given Hong Kong visibility within the wider arena. Among the
activities of the CESHK is the annual conference. Through
this, and other activeties such as seminars, workshops and the
society publication, the Comparative Education Bulletin, the
CESHK brings together scholars across institutions. The CESHK
has organized and will plan to have more study tours to enrich
members' experiential learning of comparative education in the
region.
香港比較教育學會成立於1989年，宗旨為促進香港與亞太地
區內的比較教育研究，發展比較教育的亞太地區的觀點，
傳遞國際教育訊息，為研究者提供交流思想與研究心得的場
所，以及舉辦有關的研討會和學術活動。
Tutoring in interdisciplinary subjects
As a tutor for many years, the impetus for this guidebook comes from my realisation of the challenging nature of... more
As a tutor for many years, the impetus for this guidebook comes from my realisation of the challenging nature of interdisciplinary teaching to undergraduate students at the University of Melbourne. It is no easy feat to help students to learn one new and specialised disciplinary way of thinking; learning and
synthesising two or more disciplinary discourses poses an even greater test of one’s teaching abilities.
Given the inherent complexity of disciplinarity, integrating the
insights of a range of academic disciplines can be a hurdle for even the most motivated and bright students. Tutors confronted with interdisciplinary teaching for the first time might feel as anxious as I did in helping students to achieve this goal. Given that it is often the tutors (of any university staff) who spend the most time with undergraduate students, my own experiences and those of my peers compelled me to write the first resource guide written for small group interdisciplinary teaching.
LEARN EMPATHY: Building Skills for Caring
by Daniel Keeran, MSW
Get the hard copy here https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=6
The lesson is based on the best-selling counselling text "Effective Counseling Skills: the practical wording of therapeutic statements and processes" (318 pages) found here http://www.amazon.com/Effective-Counseling-Skills-therapeutic-statemen
Designed primarily for the classroom and initially used to train professional counselors, the practical exercises for... more
Designed primarily for the classroom and initially used to train professional counselors, the practical exercises for acquiring empathy skills contained in this book can be used for the benefit of couples, families, people in counseling, and in the workplace.
Why learn empathy? The ability to have empathy for others is important as a foundation for caring and compassion and contributes to positive relationships in all areas of life, from the classroom to the living room and the boardroom.
Empathy builds a sense of community and reduces the tendency to discriminate against or exclude others. A person who is insensitive, abusive, or who bullies others can benefit from an awareness of the emotions of those who are being hurt.
Children, youth, and adults, will be positively impacted by learning empathy with the practical exercises described in this book.
Do you have GROW YOUR COUNSELING PRACTICE?
When clients are not appearing, counselors in private practice use the time to make their services known to the public and to referral sources. The contents of this essential volume provide articles that can be used to communicate areas of practice and that impress upon prospective clients the benefits of counseling.
Part 1 gives the text of practical articles for issues and problems commonly seen in counseling.
The author suggests that the articles in Part 1 can be sent out periodically, depending on the counselor's areas of practice, with the addition of the counselor's own contact information so that referring persons and clients can easily reach the counselor.
Part 2 is a short lesson book for teachers and school counselors, on teaching EMPATHY in the classroom.
Part 3 is a review of practical matters to assist with conducting the counseling practice in a way that is professional and to support the therapeutic nature of the relationship.
Without permission needed from the author, the complete articles can be circulated individually or added to a newsletter delivered by email or regular mail. To respect intellectual property rights, the author only requires that each complete article be used without abridgment, alteration, or editing of any kind. Contact the author to receive the articles FREE as individual email PDF files suitable for distribution without charge.
The value and success of a counseling practice depends upon the quality of service provided to the public. If the client or referral source can easily and readily perceive the usefulness of the counseling approaches and services, word-of-mouth referrals will occur and prospective clients will inquire about counseling.
The articles can also be used as handouts in workshops or seminars delivered to schools, church or religious groups, hospital staff, and as media press release promoting your counseling practice.
To receive either the PDF or hard copy please see the following links:
For the PDF copy
https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=W7YAD2AXNL7DQ
For the hard copy
https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=8U7UKYUQGU7J4
Conceptions of assessment: Understanding what assessment means to teachers and students
by Gavin Brown
Brown, G. T. L. (2008). Conceptions of assessment: Understanding what assessment means to teachers and students. New York: Nova Science Publishers.
The purpose of this book is to open a new approach to the design and implementation of classroom assessment and large... more
The purpose of this book is to open a new approach to the design and implementation of classroom assessment and large scale assessment by examining how the participants (i.e., teachers and students) actually understand what they are doing in assessment and make recommendations as to how improvements can be made to training, policy, and assessment innovations in the light of those insights. By marrying large-scale surveys, in-depth qualitative analyses, and sophisticated measurement techniques, new insights into teacher and student experience and use of assessment can be determined. These new insights will permit the design and delivery of more effective assessments. Further, it provides us an opportunity to examine whether conceiving of assessment in a certain way (e.g., assessment improves quality or assessment is bad or deep learning cannot be assessed) actually contributes to higher or better educational outcomes.
Table of Contents:
Preface
Chapter 1 - Introduction to Conceptions pp. 1-12
Chapter 2 - Conceptions of Assessment pp. 13-34
Chapter 3 - Related Conceptions in Education pp. 35-47
Chapter 4 - Contexts of Research: Education in New Zealand and Queensland pp. 49-60
Chapter 5 - Research Methods For Investigating Conceptions pp. 61-90
Chapter 6 - Teachers' Conceptions of Assessment pp. 91-118
Chapter 7 - Students' Conceptions of Assessment pp. 119-132
Chapter 8 - Integration of Teachers' Conceptions of Assessment, Teaching, Learning, Curriculm, and Efficacy pp. 133-152
Chatper 9 - Implications and Future Directions pp. 153-163
References pp. 165-186
Index
Educación Intercultural: necesidades de formación de profesorado desde la perspectiva europea / Intercultural Education: teacher training needs from a european perspective
Published in 2006, Madrid: Estudios de la UNED. ISBN: 84-362-5119-9.
Directed by Teresa Aguado
Culture is our focus, diversity is our normality. INTER guide to implement intercultural education
Published in 2006, Viena: Navreme. ISBN: 9989-50-041-X.
Co-authored with Grupo Inter
Lusoga Riddles and Proverbs Granaries of Wealth, Communication Competency and Discipline
ISBN-10: 3845406453 | ISBN-13: 978-3845406459 | Publication Date: August 17, 2011
Increasing human dignity, freedom and range of choices in terms of essential goods and services is a profound goal for... more Increasing human dignity, freedom and range of choices in terms of essential goods and services is a profound goal for all human beings. People who use riddles and proverbs aspire to achieve this objective by adding colour to their choices of words. Riddles and proverbs are widely used in Busoga, and many people recognise the time-test authority they portray. This book explores some human development themes embedded in Lusoga riddles and proverbs arguing that, the poverty that reigns, is a primary result of the poor quality of oral human communications. Wealth and poverty, which are created by the quality of human socialization, are two sides of thesame coin. Riddles and proverbs represent the people's core ideology and their use during social discourses influences people's discipline and lifestyles. For example, the Kisoga proverb, “wealth is discipline” teaches honesty; while “poverty is discipline” calls for intolerance of vices like corruption and time wastage. Managers of development, language theorists, the United Nations and World Bank, African Union language experts, policy makers, educationists and literary scholars need this work to broaden their perspectives on poverty.
Surfing the Past. Digital Learners in the History Class
by Olivier Nyirubugara (2012)
buy printed book, e-book or read for free @ http://www.sidestone.com/library/surfing-the-past
This book discusses one of the most frequently discussed subjects in history education during the last two decades,... more
This book discusses one of the most frequently discussed subjects in history education during the last two decades, namely how secondary school pupils use the World Wide Web for their learning activities. Based on two case studies in two Dutch schools, the book shows some ways in which the use of the Web has changed history education in at least three respects: first, the findings of the two case studies show that the Web has a huge potential to turn the history class – previously described as boring and too abstract – into a livelier and more attractive environment, where concepts, events, phenomena and processes of the past almost always have textual and/or [audio]visual representations; second, strong indications were observed showing that the Web fosters historical understanding, not only by triggering thinking processes that take pupils beyond the shown contents, but also by prompting them to evaluate sources and sample relevant fragments for their assignments; third, the Web has brought into history education sources that were previously excluded, including those described as unconventional.
This book shows, among other things, that convergence is underway on both the user side – since pupils use both conventional and unconventional online sources – and the content-production side, where heritage institutions are increasingly getting involved in unconventional platforms like Wikipedia. The latter emerged from the two case studies as the most popular source of historical information, while the websites of heritage institutions tended to appear at the bottom of the list of references. Unlike personal sites, which also scored better, heritage sites face some obstacles, including the still dominant desire to preserve institutions’ identity and uniqueness, conservatism – which often prevents the redefinition of collection management tasks – and the tax-payers’ money dilemma. For that reason, collections are not hyperlinked and, therefore, remain invisible and not easy to find online.
Keywords: history education, Web, Internet, Google, Wikipedia, digital heritage, convergence, hyperlinking.
buy printed book, e-book or read for free @ http://www.sidestone.com/library/surfing-the-past
Global Academe: Engaging Intellectual Discourse
Silvia Nagy-Zekmi is a professor of Hispanic and Cultural Studies and Director of the Cultural Studies Program at Villanova University. She has published widely on postcolonial and cultural studies. Her latest publications include: Perennial Empires; and Colonization or Globalization? Postcolonial Exploration of Imperial Expansion, both with Chantal Zabus; Moros en la costa: Orientalismo en América Latina; and Paradoxical Citizenship: Edward Said.
Karyn Hollis is Director of the Concentration in Writing and Rhetoric in the English Department at Villanova University. She has published Liberating Voices: Writing at the Bryn Mawr Summer School for Women Workers as well as articles on writing for community organizations, literacy campaigns in Latin America, and feminist pedagogy.
The representation of the economic, political, cultural and, more importantly, global interrelations between agents... more
The representation of the economic, political, cultural and, more importantly, global interrelations between agents involved in the process of intellectual activity is at the core of the inquiry in this volume that scrutinizes a distinct transformation occurring in the modalities of intellectual production also detectable in the changing role of academics themselves. In our transitional era, due to a worldwide political and economic crisis since 2008, world powers are slowly shifting into different positions of authority making the debate concerning intellectual contributions to public discourse timelier than ever. This is the second edited volume on the topic by Silvia Nagy-Zekmi and Karyn Hollis. In 2010 they co-editedTruth to Power: Public Intellectuals in and Out of Academe.
"Contesting Richard Posner's neoliberal valorization of lawyers and politicians as the proper public intellectuals, and advancing Edward Said's advocacy of humanistic academics as providing society a dissenting voice in conflicts with authority, Nagy-Zekmi and Hollis offer a stimulating collection of essays defending them as producers of knowledge rather than as teaching professionals who merely transmit it. In suggesting that digital media and the internet offer avenues for a transnational conversation with academics that has a chance of circumventing corporate-owned media, contributors to this important discussion provide a timely forum on the vibrancy of scholarship as a refreshing, disturbing, and necessary voice in the public forum." –John C. Hawley, co-editor, The Postcolonial and the Global
Teaching with Reverence: Reviving an Ancient Virtue for Today's Schools
A. G. Rud is dean and professor in the College of Education at Washington State University. He holds an AB in religion from Dartmouth College and a PhD in philosophy from Northwestern University. Rud researches the moral dimensions of teaching, learning, and leading in both K-12 and higher education. His most recent book is Albert Schweitzer's Legacy for Education: Reverence for Life, published by Palgrave Macmillan in 2011.
Jim Garrison is a professor of philosophy of education at Virginia Tech where he also holds appointments in the department of philosophy, the science, technology, and society program, and the alliance for social, political, ethical, and cultural thought. His work concentrates on philosophical pragmatism. He is a past-president of the Philosophy of Education Society as well as the John Dewey Society, and president-elect of the Society of Professors of Education. His is also a co-editor of Palgrave Macmillan's forthcoming John Dewey's Philosophy of Education.
Reverence is a forgotten virtue in teaching and learning. Indeed, it is a largely forgotten virtue in American... more
Reverence is a forgotten virtue in teaching and learning. Indeed, it is a largely forgotten virtue in American society. This book argues that there is much more to teaching students than merely imparting knowledge. Good teaching involves forming character, molding destinies, creating an enduring passion for learning, appreciating beauty, caring for others, and much more. In some sense of the word, teaching is a spiritual, although not necessarily a religious, activity. When done well, it cultivates human intimacy and allows teachers to find creative self-expression in classroom community. The essays gathered here examine reverence as a way to understand some of the spiritual dimensions of classroom teaching.
'Reverence is central to education, but sadly neglected. I hope teachers at all levels will pay attention to this important topic.' - Paul Woodruff, Darrell K. Royal Professor in Ethics and American Society and Inaugural Dean of Undergraduate Studies, The University of Texas at Austin; author of Reverence: Renewing a Forgotten Virtue
'In these times when education is being turned into a commodity to prepare workers for the global economy and emotionally neutral and technical forms of teaching and narrow forms of accountability such as 'value added' ratings are being promoted, this book on reverence in teaching is a breath of fresh air. The essays in this book remind us what education and teaching are fundamentally about and will help sustain us through these difficult times and point the way to a more ethically defensible path for schooling.' - Ken Zeichner, Boeing Professor of Teacher Education, University of Washington
'Collected here are essays that help us remember, articulate, and pursue the fundamental aims of education. There are no lectures to readers. Instead, we find multiple well-crafted, inspiring invitations to listen, with reverence, to the aspirations that call us to teach.' - Sophie Haroutunian-Gordon, Professor and Director, Master of Science in Education Program, Northwestern University