Roger Soder
Biographic Data
| ID | 1603811 |
|---|---|
| NAME | Roger Soder |
| GIVEN NAMES | Roger |
| FAMILY NAME | Soder |
| SIGNATURE | SODER R |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 1 |
Whither Schools of Education? A Response to John Goodlad
With his consistently careful and nuanced readings of texts and history, John Goodlad has once again provoked me to think again about the political and sociological context of schools of education and, more largely, professional education. A decade ago, when Goodlad, Ken Sirotnik, and I were engaged in the Study of the Education of Educators (SEE), we spent a good bit of time trying to understand the school of education in its larger context. The…
"The Moral Dimensions of Teaching" Considered
Response to Wesley Cragg
In his review of The Moral Dimensions of Teaching, Wesley Cragg claims in various ways that we desire the reincarnation of teaching as a in the mold of medicine and law. Actually, this is the same claim he made in the original manuscript of the review, which he revised slightly after reading our response to his review. Our response, with the exception of this opening paragraph, is largely unchanged as well, now that we have read Mr. Cragg's-which…
To What Ends Our Reform? Reclaiming the Ethical in Education
Roger Soder responds to Frank Murray's review of Teachers for Our Nation's Schools and James Raths's review of Places Where Teachers Are Taught
The ethics of the rhetoric of teacher professionalization
Partnerships for Improving Schools
Looking for the Woozle and Other Tales: "An Examination of "The Myths of School Self-Renewal
Tomorrow's Teachers for Whom and for What? Missing Propositions in the Holmes Group Report
The Holmes Group report, Tomorrow's Teachers, focuses on means of teacher preparation, but ignores the underlying issue of the ends of education. Further, the report makes "profession" and deri vative terms central to the analysis, with out defining the terms. Either omission, argues Soder, calls the report's analysis and subsequent recommendations into serious question
The ethics of the rhetoric of teacher professionalization
Tomorrow's Teachers for Whom and for What? Missing Propositions in the Holmes Group Report
The Holmes Group report, Tomorrow's Teachers, focuses on means of teacher preparation, but ignores the underlying issue of the ends of education. Further, the report makes "profession" and deri vative terms central to the analysis, with out defining the terms. Either omission, argues Soder, calls the report's analysis and subsequent recommendations into serious question
Tomorrow's Teachers for Whom and for What? Missing Propositions in the Holmes Group Report
The Holmes Group report, Tomorrow's Teachers, focuses on means of teacher preparation, but ignores the underlying issue of the ends of education. Further, the report makes "profession" and deri vative terms central to the analysis, with out defining the terms. Either omission, argues Soder, calls the report's analysis and subsequent recommendations into serious question
Partnerships for Improving Schools
Looking for the Woozle and Other Tales: "An Examination of "The Myths of School Self-Renewal
Roger Soder responds to Frank Murray's review of Teachers for Our Nation's Schools and James Raths's review of Places Where Teachers Are Taught
The ethics of the rhetoric of teacher professionalization
To What Ends Our Reform? Reclaiming the Ethical in Education
"The Moral Dimensions of Teaching" Considered
Response to Wesley Cragg
In his review of The Moral Dimensions of Teaching, Wesley Cragg claims in various ways that we desire the reincarnation of teaching as a in the mold of medicine and law. Actually, this is the same claim he made in the original manuscript of the review, which he revised slightly after reading our response to his review. Our response, with the exception of this opening paragraph, is largely unchanged as well, now that we have read Mr. Cragg's-which…
Whither Schools of Education? A Response to John Goodlad
With his consistently careful and nuanced readings of texts and history, John Goodlad has once again provoked me to think again about the political and sociological context of schools of education and, more largely, professional education. A decade ago, when Goodlad, Ken Sirotnik, and I were engaged in the Study of the Education of Educators (SEE), we spent a good bit of time trying to understand the school of education in its larger context. The…
Sociology (9 works) · Pedagogy (8 works) · Psychology (7 works) · Mathematics education (6 works) · Political science (4 works) · Epistemology (3 works) · Philosophy (3 works) · Philosophy (3 works) · Computer Science (2 works) · Diverse Education Studies and Reforms (2 works)