Society, the Classroom, and Instructional Practice

Society, the Classroom, and Instructional Practice : Perspectives on Issues Affecting the Secondary Classroom in the 21st Century

Edited by Ervin F. Sparapani , Contributions by Suzanne M. Booth , Contributions by LaCreta M. Clark , Contributions by Kelli M. Clemmensen , Contributions by Jonathon A. Gould , Contributions by Natalie A. Haupt , Contributions by Patricia A. Salemi , Contributions by Renay M. Scott , Contributions by Byung-In Seo , Contributions by Deborah L. Smith

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Society, the Classroom, and Instructional Practice has been developed to help middle and high school teachers speak to the difficult 21st century issues in a rational, thoughtful manner.

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  • Paperback | 238 pages
  • 152.4 x 223.52 x 20.32mm | 408.23g
  • 30 Jul 2009
  • ROWMAN & LITTLEFIELD
  • Rowman & Littlefield Education
  • Lanham
  • English
  • black & white illustrations
  • 1607090899
  • 9781607090892
  • 1,960,918

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Author Information

Ervin F. Sparapani is a professor at Saginaw Valley State University in the Department of Middle School and Secondary Teacher Education, having taught there for twenty-four years. He earned his Ph.D. at the University of Michigan, Ann Arbor in 1983.

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Review quote

Teaching is a complex endeavor. The Society, the Classroom, and Instructional Practices provides a comprehensive collection of ideas and approaches to inform teaching and learning for the 21st century. The authors offer rich discussion of pertinent issues that impact schools nd classrooms. The work offers practical information for professionals that will assist them in understanding the multifaceted nature of schooling and how issues potentially affect the learning environment. This book is a must for teachers and education professionals who want to be successful practitioners. -- David K. Pugalee, University of North Carolina, Charlotte Twentieth century secondary teachers have been primarily masters of the content they teach. But the issues of the 21st century require teachers to expand their domain of expertise. When students have easy access to content experts outside the school, the teacher's role and instructional practices must change. This work is essential to preparing secondary teachers who understand their larger roles in instruction. -- Catherine B. Smith, manager, Professional Preparation and Development Unit, Michigan Deptartment of Education This text is outstanding in linking the issues and basis of society and its commitment, or lack thereof, to schools, schooling, and the decisions made by the classroom practitioner and how they might affect the outcome of classroom instruction. This text connects the lives and educational needs of the secondary students/persons with the society that they are part of, while addressing the complexity of the relationship of instruction and the learner in the milieu of the society as a whole. Further, it,cogently, discusses issues?such as gender, social class, the power structure, race/ethnicity, and inequality of educational opportunity?in the culture of the United States of America. The text focuses on the results of current research as the basis for decision-making about instructional methodology and strategies.. -- Francis D. Silvernail, retired, associate professor of education, Department of Education, College of Staten Island of the City University of New York (CUNY) In this book, an inspired cadre of scholars addresses critical issues in education that are at the center of modern schooling. Both current and future secondary-level teachers will do well to heed these authors as they struggle to make sense of an ever increasingly complex classroom environment. -- Daniel B. Coupland, assistant professor of education, Hillsdale College This text is outstanding in linking the issues and basis of society and its commitment, or lack thereof, to schools, schooling, and the decisions made by the classroom practitioner and how they might affect the outcome of classroom instruction. This text connects the lives and educational needs of the secondary students/persons with the society that they are part of, while addressing the complexity of the relationship of instruction and the learner in the milieu of the society as a whole. Further, it, cogently, discusses issues-such as gender, social class, the power structure, race/ethnicity, and inequality of educational opportunity-in the culture of the United States of America. The text focuses on the results of current research as the basis for decision-making about instructional methodology and strategies. -- Francis D. Silvernail, retired, associate professor of education, Department of Education, College of Staten Island of the City University of New York (CUNY)

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