• Cover; Contents; Shout Outs;
• Chapter 1: What Is Culturally Sustaining Pedagogy and Why Does It Matter?; Loving Critiques of Asset Pedagogies and New Directions ; Sustaining Dynamic Community Practices; Further Inward: Critical Reflexivity ; Reflecting Forward: Where We Are and Where We Need to Go ; CSP: A Conceptual and Empirical Project ; Notes; References ; Part I: Enacting Culturally Sustaining Pedagogies: Students, Teachers, and Schools ;
• CHAPTER 2: "You Ain't Making Me Write"; Christina and A Way In; Derek on Wanting Something; Invitations into Learning

• Culturally Sustaining Pedagogies (CSP)Learning to "See All of You"; Christina is a Girl on Fire; "Try Better": Derek and Writing for Change; Writing As Resistance; Is this Culturally Sustaining?; Notes; References;
• CHAPTER 3: Language and Culture as Sustenance; School Kids Investigating Language in Life and Society (SKILLS); Sustaining Practices, Sustaining Identities; CSP: Transforming Learning, Transforming Society; Notes; References;
• CHAPTER 4: Upholding Indigenous Education Sovereignty Through Critical Culturally Sustaining/Revitalizing Pedagogy

• Setting the Educational and Sociolinguistic SceneIntroducing the Cases; Projecting an "Inward Gaze" and Problematizing Essentialisms; Critical CSRP, Community-Based Accountability, and Indigenous Education Sovereignty ; Notes; References;
• CHAPTER 5: "For Us, By Us"; Promise and Possibility: The Education of Latinx Youth; Learning from Latinx Youth in Project FUERTE; For Us, By Us: Toward a Grounded Theory of Culturally Sustaining Pedagogies; Toward More Student-Centered Approaches; References;
• CHAPTER 6: "This Stuff Interests Me"; Sacred Truth Space and Culturally Sustaining Pedagogy

• Remembering/Honoring the Genesis of the Native American Literature Class"I don't expect you . . . to open up unless I do the same thing": Humanizing Teaching; "If people share with me and cry with me . . . then I can share my story with them": Constructing the Dialogic Spiral in Trust; Thank You Cards: Validating the Words of Others ; Lessons Learned; NOtes; References;
• CHAPTER 7: Policing and Performing Culture; Act 1: Mr. Just and the Courageous Writers of Bay Grove High School; Act 2: Mrs. B and Liberation Academy; The Joy and Pain of Culturally Sustaining Pedagogies; NOtes

Prominent educators and researchers propose that schooling should be a site for sustaining cultural practices rather than eradicating them. Chapters present theoretically grounded examples of how schools can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world.
(source: Nielsen Book Data)

Prominent educators and researchers propose that schooling should be a site for sustaining cultural practices rather than eradicating them. Chapters present theoretically grounded examples of how schools can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world.
(source: Nielsen Book Data)

• Introduction
• 1. Unity of purpose
• 2. Vocational programs
• 3. What might have been: women's traditional interests
• 4. A better adult: continuing the search
• 5. Parenting
• 6. The Common Core Standards
• 7. Critical thinking
• 8. Collegiality, caring, and continuity
• 9. The curriculum and its setting
• 10. Planning, enacting, evaluating
• 11. The professional preparation of teachers
• 12. Reflecting on the brighter vision.
• (source: Nielsen Book Data)

In today's high schools, education is often reduced to a means of achieving financial security, leading to an overemphasis on quantifiable measures of performance. This approach encourages academically talented students to focus on test scores and rankings rather than intellectual enrichment, and discourages students with non-academic talents from pursuing them. A Richer, Brighter Vision for American High Schools advocates instead a unifying educational aim of producing better adults, which would encompass all aspects of students' lives: intellectual, physical, moral, spiritual, social, vocational, aesthetic, and civic. Nel Noddings offers suggestions to improve high schools by increasing collegiality among students and faculty, enriching curricula with interdisciplinary themes, renewing vocational education programs, addressing parenting and homemaking, and professionalizing the teaching force. This thought-provoking book will act as an important guide for teachers, teacher educators, administrators, and policy makers.
(source: Nielsen Book Data)

• The collected works of John Dewey, 1882-1953 / edited by Jo Ann Boydston.

This volume of the Past Masters The Collected Works of John Dewey, 1882-1953, II database is The Later Works of John Dewey, 1925-1953. Volume 13: 1938-1939, Essays, Experience and Education, Freedom and Culture, and Theory of Valuation. The whole contains all thirty seven volumes of the edition created by the Center for Dewey Studies at the University of Southern Illinois at Carbondale along with the first supplementary volume, edited by Jo Ann Boydston, and published by Southern Illinois University Press, 1972-1985. Larry Hickman is the editor of the Past Masters electronic edition.

• List of Figures. Preface. Acknowledgements. Introduction.
• 1. Backward Design.
• 2. Understanding Understanding.
• 3. Gaining Clarity on Our Goals.
• 4. The Six Facets of Understanding.
• 5. Essential Questions: Doorways to Understanding.
• 6. Crafting Understandings.
• 7. Thinking like an Assessor.
• 8. Criteria and Validity.
• 9. Planning for Learning.
• 10. Teaching for Understanding.
• 11. The Design Process.
• 12. The Big Picture: UbD as Curriculum Framework.
• 13. "Yes, but..." Afterword: Getting Started. Appendix: Sample 6-Page Template. Endnotes. Glossary. Bibliography. Index. About the Authors.
• (source: Nielsen Book Data)

The highly anticipated second edition of Understanding by Design poses the core, essential questions of understanding and design, and provides readers with practical solutions for the teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. The text proposes a multifaceted approach, with the six "facets" of understanding. The facets combine with backward design to provide a powerful, expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding. The second edition, a refined work, has been thoroughly and extensively revised, updated, and expanded, including improvement of the UbD Template, the key terms of UbD, dozens of worksheets, and some of the larger concepts. The authors have successfully put together a text that demonstrates what best practice in the design of learning looks like, enhancing for its audience their capability for creating more engaging and effective learning, whether the student is a third grader, a college freshman, or a faculty member.
(source: Nielsen Book Data)

In this second edition of her educational text, Noddings suggests that if we make the responsiveness characteristic of caring more basic than accountability, we can accommodate both traditional and progressive preferences in one school system to the benefit of all... especially the children.
(source: Nielsen Book Data)

• Shallow educational response to deep social change
• Caring
• Beyond the disciplines : a critique of liberal education
• An alternative vision
• Caring and continuity
• Caring for self
• Caring in the inner circle
• Caring for strangers and distant others
• Caring for animals, plants, and the Earth
• Caring for the human-made world
• Caring for ideas
• Getting started in schools

In this second edition of her educational text, Noddings suggests that if we make the responsiveness characteristic of caring more basic than accountability, we can accommodate both traditional and progressive preferences in one school system to the benefit of all... especially the children.
(source: Nielsen Book Data)

• Backward design
• Understanding understanding
• Gaining clarity on our goals
• The six facets of understanding
• Essential questions : doorways to understanding
• Crafting understandings
• Thinking like an assessor
• Criteria and validity
• Planning for learning
• Teaching for understanding
• The design process
• The big picture : UBD as curriculum framework
• "Yes, but--"

"What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike."--Publisher.

• Each chapter begins with "Background." Most chapters conclude with "Teaching Scenarios, " "Summary" and "Discussion Questions." Preface and Acknowledgments. Overview of the Book. Overview of the Chapters. Acknowledgments.
• 1. Introducing Sheltered Instruction. Objectives. Changes in Instructional Practice. The Sheltered Instruction Approach. A Model for Sheltered Instruction. Sheltered Instruction Observation Protocol. Overview of the Chapters. Using the SIOP: Getting Started.
• 2. Lesson Preparation. Content Objectives. Language Objectives. Supplementary Materials. Adaptation of Content. Meaningful Activities. Using the SIOP. The Lesson.
• 3. Building Background. Concepts Linked to Students Background. Links Made Between Past Learning and New Concepts. Key Vocabulary Emphasized. Developing Content Language. Developing School Language. The Lesson.
• 4. Comprehensible Input. Appropriate Speech for ELLs. Explanation of Academic Tasks. Use of Techniques. The Lesson.
• 5. Strategies. Strategies. Scaffolding Techniques. Questioning. The Lesson.
• 6. Interaction. Opportunities for Interaction. Grouping Configurations. Wait Time. Clarify Key Concepts in
• L1.
• 7. Practice/Application. Hands-On Materials and/or Manipulatives for Practice. Application of Content and Language Knowledge. Integration of Language Skills. The Lesson.
• 8. Lesson Delivery. Content Objectives. Language Objectives. Student Engagement. Pacing. The Lesson.
• 9. Indicators of Review/Assessment. Review of Key Vocabulary. Review of Key Content Concepts. Providing Feedback on Student Output. Assessment of Lesson Objectives. The Lesson.
• 10. Issues of Reading Development and Special Education for English Learners. Issues of Reading Development. Issues Related to Special Education. Special Education Referral, Assessment and Placement. Students with Special Needs.
• 11. Scoring and Interpretation of the SIOP. SIOP Heading. How to Score the SIOP. Sample Lesson. Using SIOP Scores. Reliability and Validity of the SIOP. Appendix A. Appendix B. References.
• (source: Nielsen Book Data)

Like no other text on the market, Making Content Comprehensible presents an empirically validated model of sheltered instruction. This text provides the Sheltered Instruction Observation Protocol (SIOP) model, which provides school administrators, staff developers, teachers, teacher candidates, university faculty, and field experience supervisors with a tool for observing and quantifying a teacher's implementation of quality sheltered instruction. Making Content Comprehensible presents a coherent, specific, field-tested model of sheltered instruction that specifies the features of a high-quality sheltered lesson that teaches content material to English learners. Each of the 30 items from the SIOP model are illustrated through vignettes. Three different lessons for each item are rated and discussed, allowing the book to be applied to a variety of content areas and grade levels.
(source: Nielsen Book Data)

• The importance of everyday assessment / Paul Black
• Learning through assessment: assessment for learning in the science classroom / Anne Davies
• Examining students' work / Cary I. Sneider
• Assessment of inquiry / Richard A. Duschl
• Using questioning to assess and foster student thinking / Jim Minstrell, Emily van Zee
• Involving students in assessment / Janet E. Coffey
• Reporting progress to parents and others: beyond grades / Mark Wilson, Kathleen Scalise
• Working with teachers in assessment-related professional development / Mistilina Sato
• Reconsidering large-scale assessment to heighten its relevance to learning / Lorrie A. Shepard
• Reflections on assessment / F. James Rutherford.

The second in NSTA's Science Educator's Essay Collection, Everyday Assessment is is designed to build confidence and enhance every teacher's ability to embed assessment into daily classwork. The book's insights will help make assessment a dynamic classroom process of fine-tuning how and what you teach.
(source: Nielsen Book Data)

• Contents: Part I:Perspectives. Curriculum Work. Traditions of Curriculum Practice. Curriculum Theories. Curriculum Reform. Curriculum Studies. Part II:Practice. Curriculum Practice. Improving Curriculum Practice. Improving Classroom Curriculum. Improving School Curriculum.
• (source: Nielsen Book Data)

Graduate students and teachers of introductory graduate courses in curriculum have many textbooks to choose from. What is special about Fundamentals of Curriculum: Passion and Professionalism, Second Edition? Content and approach: Clear, focused, and tightly structured, this text provides essential information and resources education professionals need to effectively deal with the urgent and important curriculum problems they face in schools today. Part I ("Perspectives") looks at curriculum from five fundamental perspectives: curriculum work, traditions of curriculum practice, curriculum theories, curriculum reforms, and curriculum studies. Part II ("Practice") applies these perspectives to important curriculum challenges that arise when people try to improve curriculums in schools and classrooms. Chapter features: Each chapter opens with a thought-provoking quotation and a set of guiding questions, and ends with "Questions and Projects" and "Further Studies" essays that recommend readings, Web resources, and other ways to study more about the topic. Distinctive qualities: Comprehensive. Readers are acquainted with the major schools of thought, value systems, lines of activity, and forms of inquiry in the field. Rigorous. The most rigorous research and scholarship on curriculum questions is cited and described; research and scholarship are used to ground discussions of curriculum questions; readers are introduced to the considerations involved in doing rigorous studies of curriculum questions. Practical. First, the focus is on curriculum practice. Theory, research, and other important facets of curriculum studies are presented as vitally important to practice, but the primary subject is what teachers and others do that students experience. Second, the text is practical in a more philosophical sense, taking the fundamental questions of curriculum studies to be practical questions and the primary task of curriculum inquiry to be informing decisions about what to do. Professional. Curriculum matters are approached professionally both in the sense that the text is designed to prepare readers for professional roles doing curriculum work, and also in the moral and ethical sense that attention is paid throughout the book to the responsibility of curriculum professionals in the public schools to serve the public interest. New in the Second Edition: The essential message and basic structure of the first edition is preserved, but the text has been significantly reworked to be: *leaner and simpler--the number of chapters is reduced from 13 to nine and the number of pages reduced almost as much; *more tightly focused on the ideas, arguments, and examples that are essential learning for anyone entering the study of curriculum--chapters less central to the primary concerns of curriculum professionals and scholars have been cut; *throughly updated and strengthened as an introduction to research and scholarship in curriculum studies--many new excellent studies have been integrated, and examples, references, and recommended readings included; and *more direct--the practical, professional message that is the book's main message is more clearly articulated.
(source: Nielsen Book Data)

• Contents: Part I:Perspectives. Curriculum Work. Traditions of Curriculum Practice. Curriculum Theories. Curriculum Reform. Curriculum Studies. Part II:Practice. Curriculum Practice. Improving Curriculum Practice. Improving Classroom Curriculum. Improving School Curriculum.
• (source: Nielsen Book Data)

Graduate students and teachers of introductory graduate courses in curriculum have many textbooks to choose from. What is special about Fundamentals of Curriculum: Passion and Professionalism, Second Edition? Content and approach: Clear, focused, and tightly structured, this text provides essential information and resources education professionals need to effectively deal with the urgent and important curriculum problems they face in schools today. Part I ("Perspectives") looks at curriculum from five fundamental perspectives: curriculum work, traditions of curriculum practice, curriculum theories, curriculum reforms, and curriculum studies. Part II ("Practice") applies these perspectives to important curriculum challenges that arise when people try to improve curriculums in schools and classrooms. Chapter features: Each chapter opens with a thought-provoking quotation and a set of guiding questions, and ends with "Questions and Projects" and "Further Studies" essays that recommend readings, Web resources, and other ways to study more about the topic. Distinctive qualities: Comprehensive. Readers are acquainted with the major schools of thought, value systems, lines of activity, and forms of inquiry in the field. Rigorous. The most rigorous research and scholarship on curriculum questions is cited and described; research and scholarship are used to ground discussions of curriculum questions; readers are introduced to the considerations involved in doing rigorous studies of curriculum questions. Practical. First, the focus is on curriculum practice. Theory, research, and other important facets of curriculum studies are presented as vitally important to practice, but the primary subject is what teachers and others do that students experience. Second, the text is practical in a more philosophical sense, taking the fundamental questions of curriculum studies to be practical questions and the primary task of curriculum inquiry to be informing decisions about what to do. Professional. Curriculum matters are approached professionally both in the sense that the text is designed to prepare readers for professional roles doing curriculum work, and also in the moral and ethical sense that attention is paid throughout the book to the responsibility of curriculum professionals in the public schools to serve the public interest. New in the Second Edition: The essential message and basic structure of the first edition is preserved, but the text has been significantly reworked to be: *leaner and simpler--the number of chapters is reduced from 13 to nine and the number of pages reduced almost as much; *more tightly focused on the ideas, arguments, and examples that are essential learning for anyone entering the study of curriculum--chapters less central to the primary concerns of curriculum professionals and scholars have been cut; *throughly updated and strengthened as an introduction to research and scholarship in curriculum studies--many new excellent studies have been integrated, and examples, references, and recommended readings included; and *more direct--the practical, professional message that is the book's main message is more clearly articulated.
(source: Nielsen Book Data)

• "The kids were on fire" : on the nature of inspired learning and potent teaching
• Spans of time that don't glow : a portrait of everyday life at Stanton High
• Seeing the world in a plot of grass : discovering the enchanting power of the aesthetic
• Forging community : an episode of deep connection
• Grasping insight : an episode of coming to know yourself
• Doing good : an episode of enacting virtue
• Tangling with the unspeakable : an episode of facing conflict in conversation
• Caught! common features in the episodes
• A letter to a colleague
• Author's note and methods.

Every teacher has powerful memories of becoming swept up in an electric moment when the classroom hums with energy and students are wholly engaged in learning. During such moments of real learning, teenagers find genuine meaning, worth, and value in their academic experiences. And their teachers find in these heightened and exuberant moments the embodiment of their best hopes and ideals as educators. How can such "teachable moments" be encouraged? What can teachers do to inspire more of these educationally vital episodes? In this book, Sam Intrator scrutinises powerful learning moments in a high school classroom. He offers five detailed portraits of these experiences, describing in each case how the teacher shaped the culture of the class, made critical pedagogical decisions, and connected students to the subject matter. Intrator confirms that seemingly magical learning moments can be cultivated, and he suggests numerous practical ideas to help teachers do so.
(source: Nielsen Book Data)

• "The kids were on fire" : on the nature of inspired learning and potent teaching
• Spans of time that don't glow : a portrait of everyday life at Stanton High
• Seeing the world in a plot of grass : discovering the enchanting power of the aesthetic
• Forging community : an episode of deep connection
• Grasping insight : an episode of coming to know yourself
• Doing good : an episode of enacting virtue
• Tangling with the unspeakable : an episode of facing conflict in conversation
• Caught! : common features in the episodes
• A letter to a colleague

Every teacher has powerful memories of becoming swept up in an electric moment when the classroom hums with energy and students are wholly engaged in learning. During such moments of real learning, teenagers find genuine meaning, worth, and value in their academic experiences. And their teachers find in these heightened and exuberant moments the embodiment of their best hopes and ideals as educators. How can such "teachable moments" be encouraged? What can teachers do to inspire more of these educationally vital episodes? In this book, Sam Intrator scrutinises powerful learning moments in a high school classroom. He offers five detailed portraits of these experiences, describing in each case how the teacher shaped the culture of the class, made critical pedagogical decisions, and connected students to the subject matter. Intrator confirms that seemingly magical learning moments can be cultivated, and he suggests numerous practical ideas to help teachers do so.
(source: Nielsen Book Data)

• 1. Schooling in America: Where Are We Headed?
• 2. Some Concepts, Distinctions, and Definitions.
• 3. Curriculum Ideologies.
• 4. The Three Curricula That All Schools Teach.
• 5. Educational Aims, Objectives, and Other Aspirations.
• 6. Dimensions of Curriculum Planning.
• 7. On the Art of Teaching.
• 8. The Functions and Forms of Evaluation.
• 9. Reshaping Assessment in Education.
• 10. The Forms and Functions of Educational Connoisseurship and Educational Criticism.
• 11. Some Examples of Educational Criticism.
• 12. A Criticism of an Educational Criticism.
• 13. Summing Up Some of the Major Points. Index.
• (source: Nielsen Book Data)

For graduate level courses in curriculum development. This is a paperback reprint of the 1994 edition.This highly regarded curriculum development text by one of the most prominent figures in the field is designed to help readers understand the major approaches to curriculum planning and the formation of educational goals. In this edition, Eisner provides a conceptual framework that shows students the different ways in which the aims of education can be regarded...and, describes their implications for curriculum planning and teaching practices. Coverage is grounded in the belief that the appropriateness of any given educational practice is dependent upon the characteristics and context of the school program, and the values of the community that program serves.
(source: Nielsen Book Data)

This book offers a highly revealing and troubling view of today's high school students and the ways they pursue high grades and success. Denise Pope, veteran teacher and curriculum expert, follows five motivated and successful students through a school year, closely shadowing them and engaging them in lengthy reflections on their school experiences. What emerges is a double-sided picture of school success. On the one hand, these students work hard in school, participate in extracurricular activities, serve their communities, earn awards and honours, and appear to uphold school values. But on the other hand, they feel that in order to get ahead they must compromise their values and manipulate the system by scheming, lying, and cheating. In short, they "do school", that is, they are not really engaged with learning nor can they commit to such values as integrity and community. The words and actions of these five students - two boys and three girls from diverse ethnic and socioeconomic backgrounds - underscore the frustrations of being caught in a "grade trap" that pins future success to high grades and test scores. Their stories raise critical questions that are too important for parents, educators, and community leaders to ignore. Are schools cultivating an environment that promotes intellectual curiosity, cooperation, and integrity? Or are they fostering anxiety, deception, and hostility? Do today's schools inadvertently impede the very values they claim to embrace? Is the "success" that current assessment practices measure the kind of success we want for our children?
(source: Nielsen Book Data)
This book offers a revealing-and troubling-view of today's high school students and the ways they pursue high grades and success. Veteran teacher Denise Pope follows five highly regarded students through a school year and discovers that these young people believe getting ahead requires manipulating the system, scheming, lying, and cheating. On the one hand, they work hard in school, participate in extracurricular activities, serve their communities, earn awards and honors, and appear to uphold school values. But on the other hand, they feel that in order to get ahead they must compromise their values. In short, they "do school"-that is, they are not really engaged with learning nor can they commit to such values as integrity and community. The words and actions of these five students-two boys and three girls from diverse ethnic and socioeconomic backgrounds-underscore the frustrations of being caught in a "grade trap" that pins future success to high grades and test scores. Their stories raise critical questions that are too important for parents, educators, and community leaders to ignore. Are schools cultivating an environment that promotes intellectual curiosity, cooperation, and integrity? Or are they fostering anxiety, deception, and hostility? Do today's schools inadvertently impede the very values they claim to embrace? Is the "success" that current assessment practices measure the kind of success we want for our children?
(source: Nielsen Book Data)

• Welcome to Faircrest High
• Kevin Romoni: a 3.8 kind of guy
• Eve Lin: life as a high school machine
• Teresa Gomez: "I want a future"
• Michelle Spence: keeping curiosity alive?
• Roberto Morales: when values stand in the way
• The predicament of "doing school"
• Epilogue
• Appendixes. A. General information about the students in the study ; B. Common student behavior exhibited in pursuit of success.

This book offers a revealing-and troubling-view of today's high school students and the ways they pursue high grades and success. Veteran teacher Denise Pope follows five highly regarded students through a school year and discovers that these young people believe getting ahead requires manipulating the system, scheming, lying, and cheating. On the one hand, they work hard in school, participate in extracurricular activities, serve their communities, earn awards and honors, and appear to uphold school values. But on the other hand, they feel that in order to get ahead they must compromise their values. In short, they "do school"-that is, they are not really engaged with learning nor can they commit to such values as integrity and community. The words and actions of these five students-two boys and three girls from diverse ethnic and socioeconomic backgrounds-underscore the frustrations of being caught in a "grade trap" that pins future success to high grades and test scores. Their stories raise critical questions that are too important for parents, educators, and community leaders to ignore. Are schools cultivating an environment that promotes intellectual curiosity, cooperation, and integrity? Or are they fostering anxiety, deception, and hostility? Do today's schools inadvertently impede the very values they claim to embrace? Is the "success" that current assessment practices measure the kind of success we want for our children?
(source: Nielsen Book Data)

• Publisher's foreword
• Introduction to the anniversary edition / Donaldo Macedo
• Foreword / Richard Shaull
• Preface
• 1. The justification for a pedagogy of the oppressed ; the contradiction between the oppressors and the oppressed, and how it is overcome ; oppression and the oppressors ; oppression and the oppressed ; liberation : not a gift, not a self-achievement, but a mutual process
• 2. The "banking" concept of education as an instrument of oppression--its presuppositions--a critique ; the problem-posing concept of education as an instrument for liberation--its presuppositions ; the "banking" concept and the teacher-student contradiction ; the problem-posing concept and the supersedence of the teacher-student contradiction ; education : a mutual process, world-mediated ; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human
• 3. Dialogics--the essence of education as the practice of freedom ; dialogics and dialogue ; dialogue and the search for program content ; the human-world relationship, "generative themes," and the program content of education as the practice of freedom ; the investigation of "generative themes" and its methodology ; the awakening of critical consciousness through the investigation of "generative themes" ; the various stages of the investigation
• 4. Antidialogics and dialogics as matrices of opposing theories of cultural action : the former as an instrument of oppression and the latter as an instrument of liberation ; the theory of antidialogical action and its characteristics : conquest, divide and rule, manipulation, and cultural invasion ; the theory of dialogical action and its characteristics : cooperation, unity, organization, and cultural synthesis