Literaturnachweis - Detailanzeige
| Autor/inn/en | Furman, Cara E.; Traugh, Cecelia |
|---|---|
| Titel | Descriptive inquiry in teacher practice. Cultivating practical wisdom to create democratic schools. |
| Quelle | New York: Teachers College Press (2021), XII, 204 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780807764862; 9780807764879; 9780807779323 (E-Book) |
| Schlagwörter | USA; Public schools; Case studies; United States; Democracy and education; Teacher participation in administration; Educational equalization; Bildungsgeschichte |
| Abstract | Introduction -- PART 1. PHILOSOPHICAL FRAMINGS. The Need for Practical Wisdom: What it Is and How it's Developed -- The Cultivating of a Practically Wise Teacher Self -- Cultivating Practical Wisdom through Descriptive Inquiry: A Case of Caring of the Self -- PART 2. HOW DESCRIPTIVE INQUIRY LIVED IN THE SCHOOLS: PROMOTING HUMAN DIGNITY WITH CHILDREN AND TEACHERS. City As School: Building a Collaborative Culture Through Descriptive Inquiry -- Curricular Values: Exploring the Place of Children, Teachers and the Culture of School in Building Curriculum -- Using Descriptive Process to Rebuild and Sustain a Democratic School Community -- PART 3. SEEING AND ACTING WITH OTHERS: HOW DESCRIPTIVE INQUIRY SUPPORTS PRACTICAL WISDOM. Changing a Perspective: No Easy Task -- Supporting and Being Supported: Support Team -- Listening So as to Attend: Descriptions of Cecelia's Role in Schools -- PART 4. WHAT DOES IT MEAN TO LEAD SCHOOLS FOR HUMAN DIGNITY? The Authority of Values within Collaborative School Communities -- A Reflection on the Idea of the Practically Wise School. "What does it mean to teach for human dignity? How does one do so? This practical book shows how the leaders at four urban public schools used a process called Descriptive Inquiry to create democratic schools that promote and protect human dignity. The authors argue that teachers must attend to who a child is and find a way to create classrooms that allow everyone to feel safe and express ideas. Responding to the perennial question of how to cultivate teachers, they offer an approach that attends to both ethical development and instructional methods. They also provide a way forward for school leaders seeking to listen to, and provide guidance for, their staff. At its core, Descriptive Inquiry in Teacher Practice champions a commitment to schools as places in which children, teachers, and leaders can learn how to live and work well together. Book Features: Illustrates how to take an inquiry stance toward the difficult issues that educators face every day; Examines how themes regularly addressed in foundations can be used to improve schools; Includes engaging portraits of progressive urban schools that showcase the qualities of the leaders that guide them; Demonstrate the power of a progressive and humanistic education for children of color and for those from lower-income backgrounds"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2021/2/04 |
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