Description
Book SynopsisThis text is not so much a formulaic “how to” text, but rather one that looks at the teaching profession as a way of thinking, as a way of being.
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
