Inside/Outside: Teacher Research and Knowledge (Language and Literacy Series)

The central concern of Inside/Outside is the assumption that pedagogical knowledge is generated “outside-in”; that is, from the university, to be applied at schools. The first half provides a thoughtful conceptual framework for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. In the second half, the voices of teacher researchers contrast, engage, and combine as contributors explore the meaning and significance of their approaches and findings. These authors enter into the “national conversation about school reform, teacher professionalism, multicultural curriculum and pedagogy, and language and literacy education.”

Science & Math

Cochran-Smith, Marilyn

Lytle, Susan L.

Mathematics

Teachers' College Press

Education & Teaching

Schools & Teaching

In this skillfully written and incisive book, Marilyn Cochran-Smith guides the reader through the conflicting visions and ideologies surrounding the education of teachers for a diverse democratic society. Mapping the way to reconceptualizing teacher education today, this volume: <ul>
<li> Spells out, in detail, the problem of teacher preparation and why it needs to be understood as both a learning and a political problem.</li> <li> Explores an urban teaching program and how its participants came to understand race, diversity, and multicultural issues as part of the larger process of learning to teach.</li> <li> Explains why “unlearning” is an unavoidable part of the journey to teaching and teacher education for social justice.</li> <li> Uncovers political agendas and their serious implications for the teaching profession itself.</li> <li> Offers a much-needed framework for understanding and sorting out the multiple meanings of concepts related to multicultural issues and social justice in teacher education policy.</li>
</ul>

Walking the Road: Race, Diversity, and Social Justice in Teacher Education (Multicultural Education Series)

Walking the Road: Race, Diversity and Social Justice in Teacher Education (Multicultural Education Series)

In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation―a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon, and Diane Waff

Inquiry as Stance: Practitioner Research for the Next Generation (Practitioner Inquiry Series)

Politics & Social Sciences

Sociology

Reclaiming Accountability in Teacher Education

Winner of the 2019 Society of Professors of Education Outstanding Book Award Winner of 2018 AESA Critic’s Choice Award Teacher accountability has been a major strategy for “fixing” education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes that reproduce inequity, and sustains multi-layered collaboration with diverse communities. The authors analyze and critique major accountability initiatives, including Department of Education regulations, CAEP accreditation procedures, NCTQ teacher preparation reviews, and edTPA, and expose the lack of evidence behind these policies, as well as the negative impact they are having on teacher education. However, the book does not conclude that accountability is the wrong direction for the next generation of teacher education. Instead, the authors offer a clear and achievable vision of accountability for teacher education based on a commitment to equity and democracy. Book Features: <ul>
<li>Proposes a new approach to reclaim accountability: democratic accountability in teacher education.</li> <li>Offers a historical overview of accountability in the era of education reform. </li> <li>Embraces accountability and reconstructs its targets, purposes, and consequences in keeping with the larger democratic project.</li> <li>Introduces an accessible framework for investigating dimensions of accountability policy and practice.</li> <li>Deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders.</li>
</ul>

Carney, Molly Cummings

Keefe, Elizabeth Stringer

Burton, Stephani

Chang, Wen-Chia

Fernández, M. Beatriz

Miller, Andrew F.

Sánchez, Juan Gabriel

Baker, Megina

This volume helps parents and early childhood educators understand the nature of early literacy at home and at school. Ways in which nursery school structures support and extend childrens's literacy are explored. This volume, based on an 18-month ethnographic study of story reading and other literacy events in nursery school, describes parents' attitudes, beliefs, and values about literacy, nursery school organization of time and space, how reading and writing is used by nursery school participants and how story reading events help children learn to make sense of books and use books to learn about the world.

The Making of a Reader: (Language and Learning for Human Service Professions)

Reference

Foreign Language Study & Reference

Praeger

The Making of a Reader (Language and Learning for Human Service Professions)

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Books by Cochran-Smith, Marilyn