Description
Book SynopsisThe teacher is the most important element in nurturing an energetic, engaging, and inspiring classroom environment were authentic learning can unfold. Indeed, it is incumbent on the teacher to understand self, to be prepared, to possess command of subject matter, to inculcate in an appropriate way, and to exhibit patience, understanding, empathy, and enthusiasm. To that end, Teaching with Purpose: An Inquiry into the Who, Why, and How We Teach underscores what it means to be an insightful teacher, emphasizing that a central aspect toward transforming education is through the fostering of purposeful teaching. In accessible language and attentive to the connection between theory and practice, the benefits and features of this book are mindful of a diverse readership.
Table of ContentsPREFACE TO THE SECOND EDITION
PREFACE TO THE FIRST EDITION
ACKNOWLEDGMENTS
INTRODUCTION
SECTION I: FROM THE INSIDE OUT
Chapter 1: An Earned Privilege
Chapter 2: Establishing a Philosophy of Education
Chapter 3: The Decisive Relevance of Dispositions: Reconciling the Private with the Public
Chapter 4: A Certain Spirituality of Inclusion
Chapter 5: Six Dispositions of Significance
Chapter 6: Reflective Thinking-Thoughtful Action
SECTION II: ENTERING INTO RELATIONSHIPS
Chapter 7: Hardwired to be in Relationship: A Thing of the Brain
Chapter 8: Fostering the Teacher-Student Relationship: From Right Where They Are
Chapter 9: Cultivating Dialogue
Chapter 10: The Flow of Integrity
Chapter 11: Other Relationships: Parents/Caregivers, Colleagues, and the Wider Community
Chapter 12: To be in Relationship is to Celebrate Diversity
SECTION III: THE GOAL IS TO INSPIRE (AN ARTISTIC ENDEAVOR)
Chapter 13: The Character of Inspiration
Chapter 14: Inspiration and the Autobiographical Nature of Teaching
Chapter 15: Inspiration Leads to an Artistic Act
SECTION IV: THE GLUE THAT IS EDUCATIONAL PSYCHOLOGY
Chapter 16: The Critical Relevance of Theory
Chapter 17: Paving the way Toward Child/Developmental Psychology: John Locke and Jean-Jacques Rousseau
Chapter 18: An Overview: Behaviorism, Cognitivism, and Humanism
Chapter 19: Educational Psychology, Practice, and the Voices of Women and People of Color
SECTION V: FIVE COMPONENTS OF KNOWLEDGE
Chapter 20: Knowledge of Pedagogy and Knowledge of Classroom Management
Chapter 21: Knowledge of Learning, Knowledge of Students, and Knowledge of Subject Matter
SECTION VI: ASSESSMENT IS TO “SIT WITH”
Chapter 22: Two Different Processes: Assessment and Evaluation
Chapter 23: The Advent of a Testing Movement
Chapter 24: Moving into an Era of High-Stakes Testing
Chapter 25: The Resistance to Standardized Tests
Chapter 26: Emphasizing Formative and Portfolio Assessments
SECTION VII: TEACHER LEADERSHIP AND THE CHALLENGES
Chapter 27: Teacher as Leader
Chapter 28: Teacher Leadership and the Challenge of Poverty
Chapter 29: Teacher Leadership and Confronting a Culture of Violence: The Scourge of School Shootings and Bullying
Chapter 30: And How Are the Children?
APPENDICES
Appendix A: Derivative and Historical Unfolding of Inspiration
Appendix B: A Response to the Tylerian Rationale
REFERENCES
