The Critical Book Review: How, Why, and When? Paper prepared for the California Council on Teacher Education Spring Conference (San Jose, CA).

Autor/inn/en	Nevin, Ann I.; Brown, Stephanie; Erratt, John; Esquer, Jocelyn; Kamae, Melanie; Neria, Christy; Ocampo, Alaine; Shubin, Jennifer
Titel	The Critical Book Review: How, Why, and When? Paper prepared for the California Council on Teacher Education Spring Conference (San Jose, CA).
Quelle	(2010), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Book Reviews; Teacher Educators; Educational Policy; Graduate Students; Teaching Methods; Student Attitudes + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Book reviewing; Book review; Rezension; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten
Abstract	Disability Studies in Education (DSE) offers a framework that (a) grounds policy/practice in the experiences [and] perspectives of people with disabilities, (b) challenges practices/policy that isolate, de-humanize individuals, and (c) leads to new questions to pose. In this session, pedagogy for critical book reviews from a DSE perspective is described. In writing a critical book review, we posed the following questions to guide the process. What is a DSE perspective? Why is this theoretical lens important for 21st century teacher educators? What is a critical book review from a DSE perspective? What did we discover? (Contains 4 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10