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Full-Text Articles in Education
Swimming In Deep Waters. A Response To "A Review Of Teaching As A Moral Practice", Deborah Schussler, Sharon Feiman-Nemser, Mary E. Diez, Peter Murrell
Swimming In Deep Waters. A Response To "A Review Of Teaching As A Moral Practice", Deborah Schussler, Sharon Feiman-Nemser, Mary E. Diez, Peter Murrell
Democracy and Education
The authors respond to a review of their book, Teaching as a Moral Practice: Defining, Developing, and Assessing Dispositions. The authors emphasize a vision of shared commitments for quality teaching whereby teacher-educators instill and nurture the wisdom and virtue that a moral teacher must possess in order to teach in a variety of circumstances where clear-cut answers do not exist. In addition, teacher-educators help teachers discern how, in that context, they should enact particular knowledge, skills, and commitments to reach desired ends. The key to enact this vision of teaching as a shared, moral practice is critical colleagueship.
A Review Of Teaching As A Moral Practice: Defining, Developing, And Assessing Professional Dispositions In Teacher Education, Barbara S. Stengel
A Review Of Teaching As A Moral Practice: Defining, Developing, And Assessing Professional Dispositions In Teacher Education, Barbara S. Stengel
Democracy and Education
A review of the book Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education, by Peter C. Murrell Jr., Mary Diez, Sharon Feiman-Nemser, and Deborah L. Schussler (Harvard University Press, 2010).
Standardization And Whiteness: One And The Same? A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Gary Weilbacher
Standardization And Whiteness: One And The Same? A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Gary Weilbacher
Democracy and Education
The article "There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective" by Cleveland Hayes and Brenda C. Juarez suggests that the current focus on meeting standards incorporates limited thoughtful discussions related to complex notions of diversity. Our response suggests a strong link between standardization and White dominance and that a focus on standards has helped to make White dominance and the discussion of race, class, gender, and language virtually invisible in teacher preparation.
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Democracy and Education
A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K–20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juárez's piece “There Is No Culturally Responsive Teaching Spoken Here” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature of overrepresentation of …