This is a highly current and engaging, multicultural, critical overview of the teaching profession in the late twentieth century-both its challenges and its joys. Jeannie Oakes is a leading education researcher and director of the UCLA teacher education program. Martin Lipton is an education writer and consultant and has taught in public schools for 31 years. Together, they bring an excellent blend of theory and applications to the book. This ground-breaking book responds to the current national crisis in teaching and teacher education, considers the values and politics that pervade education, and asks critical questions about how conventional thinking and practice came to be and who benefits from them. The book takes the position that a hopeful, democratic future depends on whether all students learn. It pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and looks for alternatives to the inequalities. The text provides a solid research base and practical treatment of essential topics that locates these topics within cognitive, sociocultural, and constructivist perspectives on learning, and within democratic values. The text infuses issues of diversity throughout its discussion of traditional elements of schools and teaching-learning, curriculum, instruction, etc. It presents educational foundations and history as alive and active in today's schools, and treats them as useful concepts for students to use as they think about and respond to more transitory, current "headline" issues, such as charter schools, vouchers, standards, and bilingual education. Central to the book is the belief that schools can and must be places of extraordinary educational quality and institutions for social justice. The authors explore the tensions between the democratic aims of schools and competition for always scarce high quality opportunities. Throughout the chapters are boxed personal observations of a diverse group of first-year teachers who voice their analyses and personal anecdotes about their own struggles to transform theory into practice. "Digging Deeper" sections that end each chapter feature scholars who are working on issues raised in the chapter. An innovative Instructor's Manual provides ways to teach the course consistent with cognitive and sociocultural learning theory, culturally diverse pedagogy, and authentic assessment.

Teaching to Change the World

Education & Teaching

Oakes, Jeannie

Schools & Teaching

McGraw-Hill Companies

This is a highly current and engaging, multicultural, introduction to education and teaching -- both its challenges and its joys. Jeannie Oakes is a leading education researcher and director of the UCLA teacher education program. Martin Lipton is an education writer and consultant and has taught in public schools for 31 years. Together, they bring an excellent blend of theory and applications to the text. This ground-breaking text responds to the current national crisis in teaching and teacher education, considers the values and politics that pervade education, and asks critical questions about how conventional thinking and practice came to be and who benefits from them. The text takes the position that a hopeful, democratic future depends on whether all students learn, and pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and looks for alternatives to the inequalities. The text provides a solid research base and practical treatment of essential topics that locates these topics within cognitive, sociocultural, and constructivist perspectives on learning, and within democratic values. The text infuses issues of diversity throughout its discussion of traditional elements of schools and teaching -- learning, curriculum, instruction, etc. It presents educational foundations and history as alive and active in today’s schools, and treats them as useful concepts for students to use as they think about and respond to more transitory, current “headline” issues, such as charter schools, vouchers, standards, and bilingual education. Central to the book is the belief that schools can and must be places of extraordinary educational quality and institutions for social justice. The authors explore the tensions between the democratic aims of schools and competition for always-scarce high quality opportunities. Throughout the chapters are boxed personal observations of a diverse group of first-year teachers who voice their analyses and personal anecdotes about their own struggles to transform theory into practice. “Digging Deeper” sections that end each chapter feature scholars who are working on issues raised in the chapter. An innovative Instructor’s Manual provides ways to teach the course consistent with cognitive and sociocultural learning theory, culturally diverse pedagogy, and authentic assessment.

Teaching To Change The World

Lipton, Martin

McGraw-Hill Humanities/Social Sciences/Languages

Presents a cross-disciplinary forum for the discussion of broad policy issues in education and encourages academic rigor and social justice among students to help ensure a hopeful future.

Mcgraw-Hill College

In 1998, the first edition of Teaching To Change The World broke new ground in teacher education by positioning the foundations and practices of American schooling in the context of the struggle for social justice, democratic communities, and a better world. Indeed, "teaching to change the world” has become more than a book title; for thousands of individuals and for entire teacher education programs it is an everyday expression that embodies rigorous preparation and the highest professional aspirations for becoming a teacher. 
 Author Jeannie Oakes was the founding director of UCLA’s Center X--the institutional home of the university’s teacher education program--a program based on the research and principles that Teaching To Change The World represents. Oakes draws from her distinguished research career as a sociologist of education to integrate the components of educational foundations into a thematic and ideological whole. The result is a sustainable theory of education that positions new teachers to be highly competent in the classroom, lifelong education reformers, and education leaders and partners with students and families. Co-author Martin Lipton brings to this book 31 years of classroom experience and a parallel career as education writer and consultant. His photographs of the book’s featured teachers and their students reveal that social justice classrooms are both ordinary and inspired.

McGraw-Hill/Higher Education

Selected by the American School Board Journal a "Must Read" book when it was first published and named one of 60 "Books of the Century" by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how taking--"reflects the class and racial inequalities of American society and helps I perpetuate them. For his new edition, Jennies Oaks has added a new Pre force and two new chapters in which she discusses the "tracking wars" of the last twenty years.wars in which Keeping hand has played a central role.

Keeping Track: How Schools Structure Inequality

History

Yale University Press

Selected by the American School Board Journal asa Must Read” book when it was first published and named one of 60 Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how trackingthe system of grouping students for instruction on the basis of abilityreflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the tracking wars” of the last twenty years, wars in whichKeeping Track has played a central role. From reviews of the first edition: Should be read by anyone who wishes to improve schools.”M. Donald Thomas, American School Board Journal [This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”Tom Loveless inThe Tracking Wars Should be read by teachers, administrators, school board members, and parents.”Georgia Lewis,Childhood Education Valuable. . . . No one interested in the topic can afford not to attend to it.”Kenneth A. Strike,Teachers College Record

Politics & Social Sciences

Sociology

Offers a tonic for the ailing educational system

Making the Best of Schools: A Handbook for Parents, Teachers, and Policymakers

Parenting & Relationships

Parenting

Drawing on their own experience as educators and parents as well as on the latest educational research, Oakes and Lipton define a new set of schooling basics for guiding individual children and for bringing good schools into the twenty-first century.

Making the best of schools: A handbook for parents, teachers, and policymakers

This practical, informative book shows parents and professionals alike how they can work with schools to help children receive the best possible education. Throughout, Oakes and Lipton provide invaluable guidance on such topics as how children learn; how changes at home can increase a child’s success at school; how basic subjects might be taught in more meaningful ways; how children with physical, emotional, social, or learning problems can be mainstreamed successfully; and what reforms are necessary to give all children the schools they need. "A true handbook. . . . This book will give adults confidence in themselves as reformers and in their children as scholars."-- Parents Magazine "Finally! A readable book about schools and learning that doesn’t talk down to parents, the public, and teachers. If knowledge is power, then this book is an arsenal of intelligence for dealing with education."-- Albert Shanker, President, American Federation of Teachers "The book speaks to parents who feel too excluded from the inner workings of schools to know how to influence them, and educators who may be too close to see the larger implications of their daily decisions."-- Beth Hakola, Education USA "Making the Best of Schools gives all of us – parents, educators, policymakers, and concerned citizens – some cogent advice on how to make schools work for all young Americans."-- Marian Wright Edelman, President, Children’s Defense Fund "A fine primer for new board members or board members whose expertise lies somewhere outside education. . . . It’s an inviting exploration, steeped in anecdotes and examples of good and bad practice."-- American School Board Journal

Reference

Selected by the American School Board Journal asa “Must Read” book when it was first published and named one of 60 “Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking―the system of grouping students for instruction on the basis of ability―reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role. From reviews of the first edition: “Should be read by anyone who wishes to improve schools.”―M. Donald Thomas, American School Board Journal “[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”―Tom Loveless in The Tracking Wars “Should be read by teachers, administrators, school board members, and parents.”―Georgia Lewis, Childhood Education “Valuable. . . . No one interested in the topic can afford not to attend to it.”―Kenneth A. Strike, Teachers College Record

See the best price to sell, buy, or rent books by Oakes, Jeannie. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Oakes, Jeannie

See the best price to sell, buy, or rent books by Oakes, Jeannie. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Teaching to Change the World

Teaching To Change The World

Teaching to Change the World

Teaching To Change The World

Keeping Track: How Schools Structure Inequality

Keeping Track: How Schools Structure Inequality

Making the Best of Schools: A Handbook for Parents, Teachers, and Policymakers

Making the best of schools: A handbook for parents, teachers, and policymakers

Making the Best of Schools: A Handbook for Parents, Teachers, and Policymakers

Keeping Track: How Schools Structure Inequality