Jesse Goodman
Dados Biográficos
| ID | 3828099 |
|---|---|
| NOME | Jesse Goodman |
| PRENOMES | Jesse |
| SOBRENOME | Goodman |
| ASSINATURA | GOODMAN J |
| AFILIAÇÕES | Indiana University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 109 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2008 |
| ÍNDICE H | 5 |
The Influence of Harold O. Rugg
In this article, the authors consider how the scholarship of a social studies icon, Harold O. Rugg, can influence the work of social studies scholars and teachers today. For the past year, the authors have studied Rugg's work, reading his writings and examining his textbook series. Their inquiries have unsettled their thinking, prompting them to reconsider contemporary issues and reorient their scholarship toward Ruggian perspectives. In this art…
Melting the glaze
ers, relying almost exclusively on the information found in the textbook, have disseminated the required information to students expected to listen passively and absorb the important they must know in order to pass exams (Apple, 1986; McCutcheon, 1981; Ravitch & Finn, 1987; Shaver, Davis, & Helbur, 1979; Sosniak & Perlman, 1990). Even though these truths continue to reflect the perspectives of the Eurocentric canon, it is not just students from h…
Bringing a progressive pedagogy to conventional schools
1997). Bringing a progressive pedagogy to conventional schools: Theoretical and practical implications from harmony. Theory Into Practice: Vol. 36, Exploring the Margins: Lessons from Alternative Schools, pp. 79-86
Against-the-Grain Teacher Education
Several teacher preparation programs foster a substantive and critical stance toward children's education (Clift, Houston, & Pugach, 1990; Feiman-Nemser, 1990; Grant & Secada, 1990; Novak, 1994; Tabachnick & Zeichner, 1991; Valli, 1992), what Cochran-Smith (1991, p. 279) refers to as learning to teach against the grain. Research on what happens in the classrooms and field experiences of these programs is rare. Teaching against the grain stems fro…
Theoretical and practical considerations for school‐based research in a post‐positivist era
During the last decade, the positivist perspective of social reality has lost credibility in education and other fields, giving way to a wide range of alternative conceptions of social science. This proliferation is welcome but confusing. This paper examines several intellectual traditions within the “post‐positivist camp” and identifies a number of approaches to decoding social reality as guidelines for field‐based research
Constructing a practical philosophy of teaching
University Culture and the Problem of Reforming Field Experiences in Teacher Education
In recent years, there have been numer ous calls to alter significantly the pur pose of field experiences in teacher edu cation programs. Rather than focus only on the mastery of specific technical skills, teacher educators suggest that field experiences should promote stu dent reflection, experimentation, and decision making. Several studies suggest that the working conditions of most teachers inhibit this active style of teaching. However, what…
University education courses and the professional preparation of teachers
Teaching Preservice Teachers a Critical Approach to Curriculum Design
This paper describes a critical approach to curriculum design that has been taught to preservice teachers in an elementary/middle school curriculum/methods course. The paper discusses previous attempts at critical pedagogy, presents the course that these preservice teachers take, and describes the five phases that comprise this critical approach. Following this description, the paper examines the potential benefits that preservice teachers obtain…
Critical Theory as a Foundation for Methods Courses
Adler and Goodman describe efforts to develop a social studies methods course that links the theoretical ideas of recent work on critical theory in education to practical applications in the preparation of teachers. They discuss the literature that serves as a foundation for their course development, give an example of critical theory in practice, and address problems associated with implement ing critical theory
Becoming an Elementary Social Studies Teacher
Student teachers' perspectives toward social studies education are analyzed in this paper. Sixteen elementary-level student teachers were selected at two university teacher education programs. One year's observations and interviews with the student teachers and their colleagues provided the data. The 16 participants held one or more of six perspectives. They viewed social studies as a nonsubject, as human relations, as citizenship indoctrination,…
What Students Learn from Early Field Experiences
Using the case study method, Goodman examines field-based experiences to determine their impact on prospective teachers' perspectives toward teaching. The data are organized into three ana lytical categories: teaching as the trans mission of utilitarian skills, teaching as management, and teaching as craft. The author concludes that university super visors need to help students see connec tions between theory and practice and to establish field p…
The Seminar's Role in the Education of Student Teachers
Becoming an Elementary Social Studies Teacher
Student teachers' perspectives toward social studies education are analyzed in this paper. Sixteen elementary-level student teachers were selected at two university teacher education programs. One year's observations and interviews with the student teachers and their colleagues provided the data. The 16 participants held one or more of six perspectives. They viewed social studies as a nonsubject, as human relations, as citizenship indoctrination,…
Constructing a practical philosophy of teaching
Teaching Preservice Teachers a Critical Approach to Curriculum Design
This paper describes a critical approach to curriculum design that has been taught to preservice teachers in an elementary/middle school curriculum/methods course. The paper discusses previous attempts at critical pedagogy, presents the course that these preservice teachers take, and describes the five phases that comprise this critical approach. Following this description, the paper examines the potential benefits that preservice teachers obtain…
Critical Theory as a Foundation for Methods Courses
Adler and Goodman describe efforts to develop a social studies methods course that links the theoretical ideas of recent work on critical theory in education to practical applications in the preparation of teachers. They discuss the literature that serves as a foundation for their course development, give an example of critical theory in practice, and address problems associated with implement ing critical theory
What Students Learn from Early Field Experiences
Using the case study method, Goodman examines field-based experiences to determine their impact on prospective teachers' perspectives toward teaching. The data are organized into three ana lytical categories: teaching as the trans mission of utilitarian skills, teaching as management, and teaching as craft. The author concludes that university super visors need to help students see connec tions between theory and practice and to establish field p…
Theoretical and practical considerations for school‐based research in a post‐positivist era
During the last decade, the positivist perspective of social reality has lost credibility in education and other fields, giving way to a wide range of alternative conceptions of social science. This proliferation is welcome but confusing. This paper examines several intellectual traditions within the “post‐positivist camp” and identifies a number of approaches to decoding social reality as guidelines for field‐based research
The Influence of Harold O. Rugg
In this article, the authors consider how the scholarship of a social studies icon, Harold O. Rugg, can influence the work of social studies scholars and teachers today. For the past year, the authors have studied Rugg's work, reading his writings and examining his textbook series. Their inquiries have unsettled their thinking, prompting them to reconsider contemporary issues and reorient their scholarship toward Ruggian perspectives. In this art…
Melting the glaze
ers, relying almost exclusively on the information found in the textbook, have disseminated the required information to students expected to listen passively and absorb the important they must know in order to pass exams (Apple, 1986; McCutcheon, 1981; Ravitch & Finn, 1987; Shaver, Davis, & Helbur, 1979; Sosniak & Perlman, 1990). Even though these truths continue to reflect the perspectives of the Eurocentric canon, it is not just students from h…
Bringing a progressive pedagogy to conventional schools
1997). Bringing a progressive pedagogy to conventional schools: Theoretical and practical implications from harmony. Theory Into Practice: Vol. 36, Exploring the Margins: Lessons from Alternative Schools, pp. 79-86
University education courses and the professional preparation of teachers
University Culture and the Problem of Reforming Field Experiences in Teacher Education
In recent years, there have been numer ous calls to alter significantly the pur pose of field experiences in teacher edu cation programs. Rather than focus only on the mastery of specific technical skills, teacher educators suggest that field experiences should promote stu dent reflection, experimentation, and decision making. Several studies suggest that the working conditions of most teachers inhibit this active style of teaching. However, what…
The Seminar's Role in the Education of Student Teachers
Against-the-Grain Teacher Education
Several teacher preparation programs foster a substantive and critical stance toward children's education (Clift, Houston, & Pugach, 1990; Feiman-Nemser, 1990; Grant & Secada, 1990; Novak, 1994; Tabachnick & Zeichner, 1991; Valli, 1992), what Cochran-Smith (1991, p. 279) refers to as learning to teach against the grain. Research on what happens in the classrooms and field experiences of these programs is rare. Teaching against the grain stems fro…
The Seminar's Role in the Education of Student Teachers
Becoming an Elementary Social Studies Teacher
Student teachers' perspectives toward social studies education are analyzed in this paper. Sixteen elementary-level student teachers were selected at two university teacher education programs. One year's observations and interviews with the student teachers and their colleagues provided the data. The 16 participants held one or more of six perspectives. They viewed social studies as a nonsubject, as human relations, as citizenship indoctrination,…
What Students Learn from Early Field Experiences
Using the case study method, Goodman examines field-based experiences to determine their impact on prospective teachers' perspectives toward teaching. The data are organized into three ana lytical categories: teaching as the trans mission of utilitarian skills, teaching as management, and teaching as craft. The author concludes that university super visors need to help students see connec tions between theory and practice and to establish field p…
University education courses and the professional preparation of teachers
Teaching Preservice Teachers a Critical Approach to Curriculum Design
This paper describes a critical approach to curriculum design that has been taught to preservice teachers in an elementary/middle school curriculum/methods course. The paper discusses previous attempts at critical pedagogy, presents the course that these preservice teachers take, and describes the five phases that comprise this critical approach. Following this description, the paper examines the potential benefits that preservice teachers obtain…
Critical Theory as a Foundation for Methods Courses
Adler and Goodman describe efforts to develop a social studies methods course that links the theoretical ideas of recent work on critical theory in education to practical applications in the preparation of teachers. They discuss the literature that serves as a foundation for their course development, give an example of critical theory in practice, and address problems associated with implement ing critical theory
Constructing a practical philosophy of teaching
University Culture and the Problem of Reforming Field Experiences in Teacher Education
In recent years, there have been numer ous calls to alter significantly the pur pose of field experiences in teacher edu cation programs. Rather than focus only on the mastery of specific technical skills, teacher educators suggest that field experiences should promote stu dent reflection, experimentation, and decision making. Several studies suggest that the working conditions of most teachers inhibit this active style of teaching. However, what…
Theoretical and practical considerations for school‐based research in a post‐positivist era
During the last decade, the positivist perspective of social reality has lost credibility in education and other fields, giving way to a wide range of alternative conceptions of social science. This proliferation is welcome but confusing. This paper examines several intellectual traditions within the “post‐positivist camp” and identifies a number of approaches to decoding social reality as guidelines for field‐based research
Bringing a progressive pedagogy to conventional schools
1997). Bringing a progressive pedagogy to conventional schools: Theoretical and practical implications from harmony. Theory Into Practice: Vol. 36, Exploring the Margins: Lessons from Alternative Schools, pp. 79-86
Against-the-Grain Teacher Education
Several teacher preparation programs foster a substantive and critical stance toward children's education (Clift, Houston, & Pugach, 1990; Feiman-Nemser, 1990; Grant & Secada, 1990; Novak, 1994; Tabachnick & Zeichner, 1991; Valli, 1992), what Cochran-Smith (1991, p. 279) refers to as learning to teach against the grain. Research on what happens in the classrooms and field experiences of these programs is rare. Teaching against the grain stems fro…
Melting the glaze
ers, relying almost exclusively on the information found in the textbook, have disseminated the required information to students expected to listen passively and absorb the important they must know in order to pass exams (Apple, 1986; McCutcheon, 1981; Ravitch & Finn, 1987; Shaver, Davis, & Helbur, 1979; Sosniak & Perlman, 1990). Even though these truths continue to reflect the perspectives of the Eurocentric canon, it is not just students from h…
The Influence of Harold O. Rugg
In this article, the authors consider how the scholarship of a social studies icon, Harold O. Rugg, can influence the work of social studies scholars and teachers today. For the past year, the authors have studied Rugg's work, reading his writings and examining his textbook series. Their inquiries have unsettled their thinking, prompting them to reconsider contemporary issues and reorient their scholarship toward Ruggian perspectives. In this art…
Mathematics education (12 obras) · Psychology (12 obras) · Sociology (12 obras) · Pedagogy (11 obras) · Educator Training and Historical Pedagogy (9 obras) · Teacher education (7 obras) · Teacher Education and Leadership Studies (7 obras) · Political science (5 obras) · Philosophy (4 obras) · Art Education and Development (3 obras)