1. Teaching to change the world [2018]
- Oakes, Jeannie author.
- Fifth edition, revised and updated - New York, NY : Routledge, 2018
- Description
- Book — 1 online resource (xv, 516 pages) : illustrations
- Summary
-
- Contents
- List of Figures, Concept Tables, and Focal Points
- Preface
- Acknowledgments
- Part I: Democracy, Diversity, and Inequity
- 1. The U.S. Schooling Dilemma: Diversity, Inequity, and Democratic Values
- 2. History and Culture: How Expanding Expectations and Powerful Ideologies Shape Schooling in the United States
- 3. Politics and Philosophy: The Struggle over the School Curriculum
- 4. Policy and Law: Rules That Schools Live By
- Part II: The Practice of Teaching to Change the World
- 5. The Subject Matters: Constructing Knowledge Across the Content Areas
- 6. Instruction: Teaching and Learning Across the Content Areas
- 7. Assessment: Measuring What Matters
- 8. Classrooms as Communities: Developing Caring and Democratic Relationships
- Part III: The Context of Teaching to Change the World
- 9. The School Culture: Where Good Teaching Makes Sense
- 10. School Structure: Sorting Students and Opportunities to Learn
- 11. The Community: Engaging with Families and Neighborhoods
- 12. Teaching to Change the World: A Profession and a Hopeful Struggle
- Bibliography
- Index
- .
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
-
- EBSCOhost Access limited to 1 user
- Google Books (Full view)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
2. Teaching to change the world [2018]
- Oakes, Jeannie author.
- Fifth edition, revised and updated. - New York, NY : Routledge, 2018.
- Description
- Book — xv, 516 pages ; 26 cm
- Summary
-
- Contents
- List of Figures, Concept Tables, and Focal Points
- Preface
- Acknowledgments
- Part I: Democracy, Diversity, and Inequity
- 1. The U.S. Schooling Dilemma: Diversity, Inequity, and Democratic Values
- 2. History and Culture: How Expanding Expectations and Powerful Ideologies Shape Schooling in the United States
- 3. Politics and Philosophy: The Struggle over the School Curriculum
- 4. Policy and Law: Rules That Schools Live By
- Part II: The Practice of Teaching to Change the World
- 5. The Subject Matters: Constructing Knowledge Across the Content Areas
- 6. Instruction: Teaching and Learning Across the Content Areas
- 7. Assessment: Measuring What Matters
- 8. Classrooms as Communities: Developing Caring and Democratic Relationships
- Part III: The Context of Teaching to Change the World
- 9. The School Culture: Where Good Teaching Makes Sense
- 10. School Structure: Sorting Students and Opportunities to Learn
- 11. The Community: Engaging with Families and Neighborhoods
- 12. Teaching to Change the World: A Profession and a Hopeful Struggle
- Bibliography
- Index
- .
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
Green Library
Green Library | Status |
---|---|
On reserve: Ask at circulation desk | |
LA217.2 .O25 2018 | Unknown 2-hour loan |
LA217.2 .O25 2018 | Unknown 2-hour loan |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- New York : Teachers College Press, [2017]
- Description
- Book — 1 online resource (x, 294 pages)
- Summary
-
- 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
(source: Nielsen Book Data)
- Online
-
- EBSCOhost Access limited to 2 simultaneous users
- Google Books (Full view)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- New York : Teachers College Press, [2017]
- Description
- Book — x, 294 pages : illustrations ; 24 cm.
- Summary
-
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)
- Online
Green Library
Green Library | Status |
---|---|
On reserve: Ask at circulation desk | |
LC1099.3 .C849 2017 | Unknown 2-hour loan |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Noddings, Nel author.
- Cambridge : Cambridge University Press, 2015.
- Description
- Book — 1 online resource (211 pages) : digital, PDF file(s).
- Summary
-
- 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)
(source: Nielsen Book Data)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Calkins, Lucy, 1951-
- Portsmouth, NH : Heinemann, c2012.
- Description
- Book — vii, 214 p. : ill ; 23 cm.
- Online
Green Library, Education Library (at SAL1&2)
Green Library | Status |
---|---|
On reserve: Ask at circulation desk | |
LB3060.83 .C36 2012 | Unknown 2-hour loan |
Education Library (at SAL1&2) | Status |
---|---|
Stacks | Request (opens in new tab) |
LB3060.83 .C36 2012 | Unavailable Checked out - Overdue Request |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Dewey, John, 1859-1952.
- Charlottesville, Va. : InteLex Corporation, 1996.
- Description
- Book
- Summary
-
- The collected works of John Dewey, 1882-1953 / edited by Jo Ann Boydston.
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
8. Understanding by design [2005]
- Wiggins, Grant P., 1950-
- Expanded 2nd ed. - Upper Saddle River, N.J. : Pearson Education, Inc., 2006.
- Description
- Book — xi, 370 p. : ill. ; 28 cm.
- Summary
-
- 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)
(source: Nielsen Book Data)
- Online
Green Library
Green Library | Status |
---|---|
On reserve: Ask at circulation desk | |
LB2806.15 .W54 2006 | Unknown 2-hour loan |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Noddings, Nel
- 2nd ed - New York : Teachers College Press, ©2005
- Description
- Book — 1 online resource (xxvi, 193 pages)
- Summary
-
- 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
(source: Nielsen Book Data)
- Online
-
- EBSCOhost Access limited to 2 simultaneous users
- Google Books (Full view)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Noddings, Nel.
- 2nd ed. - New York : Teachers College Press, c2005.
- Description
- Book — xxvi, 193 p. ; 23 cm.
- Summary
-
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)
- Online
Green Library
Green Library | Status |
---|---|
Find it Bender Room | |
LC311 .N57 2005 | In-library use |
On reserve: Ask at circulation desk | |
LC311 .N57 2005 | Unknown 2-hour loan |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
11. Understanding by design [2005]
- Wiggins, Grant P., 1950- author.
- Expanded 2nd ed. - Alexandria, VA : Association for Supervision and Curriculum Development, [2005]
- Description
- Book — 1 online resource (xi, 370 pages) : illustrations Digital: data file.
- Summary
-
- 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--"
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Echevarría, Jana, 1956-
- 2nd ed. - Boston : Allyn and Bacon, 2004.
- Description
- Book — xv, 237 p. : ill. ; 28 cm.
- Summary
-
- 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)
(source: Nielsen Book Data)
- Online
Green Library
Green Library | Status |
---|---|
On reserve: Ask at circulation desk | |
PE1128 .A2 E24 2004 | Unknown 2-hour loan |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
13. Everyday assessment in the science classroom [2003]
- Arlington, Va. : NSTApress, ©2003.
- Description
- Book — 1 online resource (xv, 164 pages) : illustrations
- Summary
-
- 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.
(source: Nielsen Book Data)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Walker, Decker F.
- 2nd ed. - Mahwah, N.J. : L. Erlbaum Associates, 2003.
- Description
- Book — 1 online resource (xx, 335 pages)
- Summary
-
- 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)
(source: Nielsen Book Data)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Walker, Decker F.
- 2nd ed. - Mahwah, N.J. : L. Erlbaum Associates, 2003.
- Description
- Book — xx, 335 p. ; 26 cm.
- Summary
-
- 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)
(source: Nielsen Book Data)
- Online
Green Library, Education Library (at SAL1&2)
Green Library | Status |
---|---|
On reserve: Ask at circulation desk | |
LB2806.15 .W35 2003 | Unknown 2-hour loan |
Education Library (at SAL1&2) | Status |
---|---|
Stacks | Request (opens in new tab) |
LB2806.15 .W35 2003 | Unknown |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Intrator, Sam M.
- New Haven : Yale University Press, ©2003
- Description
- Book — 1 online resource (xvii, 170 pages)
- Summary
-
- "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
(source: Nielsen Book Data)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Intrator, Sam M.
- New Haven [Conn.] : Yale University Press, c2003.
- Description
- Book — xvii, 170 p. ; 22 cm.
- Summary
-
- "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.
(source: Nielsen Book Data)
- Online
Green Library
Green Library | Status |
---|---|
On reserve: Ask at circulation desk | |
LB1025.3 .I584 2003 | Unknown 2-hour loan |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Eisner, Elliot W.
- 3rd ed. - Upper Saddle River, N.J. : Prentice Hall, 2002.
- Description
- Book — ix, 389 p. : ill. ; 24 cm.
- Summary
-
- 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)
(source: Nielsen Book Data)
- Online
Green Library, Education Library (at SAL1&2)
Green Library | Status |
---|---|
On reserve: Ask at circulation desk | |
LB1570 .E4254 2002 | Unknown 2-hour loan |
Education Library (at SAL1&2) | Status |
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Stacks | Request (opens in new tab) |
LB1570 .E4254 2002 | Unknown |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Pope, Denise Clark, 1966-
- New Haven [Conn.] : Yale University Press, c2001.
- Description
- Book — xvii, 212 p. ; 22 cm.
- Summary
-
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)
Green Library, Education Library (at SAL1&2)
Green Library | Status |
---|---|
On reserve: Ask at circulation desk | |
LA229 .P59 2001 | Unknown 2-hour loan |
Education Library (at SAL1&2) | Status |
---|---|
Stacks | Request (opens in new tab) |
LA229 .P59 2001 | Unknown |
LA229 .P59 2001 | Unknown |
LA229 .P59 2001 | Unknown |
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Pope, Denise Clark, 1966-
- New Haven, CT : Yale University Press, 2001.
- Description
- Book — 1 online resource (xvii, 212 pages) Digital: data file.
- Summary
-
- 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.
(source: Nielsen Book Data)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark