Thursday, December 27, 2012

Becoming and Being a Teacher - Series list - Peter Lang Verlagsgruppe

Becoming and Being a Teacher - Series list - Peter Lang Verlagsgruppe

Book synopsis

This volume unmasks tensions among economic, political, and educational goals in the context of becoming and being a teacher. Chapters frame becoming and being a teacher within commitments to democracy and political literacy while confronting neoliberal assumptions about American society, universal public education, and education reform. A wide variety of teachers and scholars discuss teacher preparation and teaching through evidence-based examinations of complex problems and solutions facing teachers, education policymakers, the public, and students. Teaching is embraced as a political act, and critical subjectivity is endorsed as a rejection of objectivity and traditional paradigms of teaching designed to create a compliant teacher workforce. The book honors and celebrates voice and collective voice, both of which speak to and from the inexorable fact of becoming and being a teacher as one and the same.


Contents: P. L. Thomas: Introduction - Thomas Robertine: Continuous Becoming: Fieldwork as a Mutually Transformative Experience - Ana L. Cruz: Becoming a Teacher: Fostering a Democratically Conscious Citizenry Through Critical Pedagogy - Katherine Crawford-Garrett: Teach for America, Urban Reform, and the New Taylorism in Public Education - Lisa William-White: Becoming a Teacher in an Era of Curricular Standardization and Reductionist Learning Outcomes: A Poetic Interpretation - Anthony Cody: Learning to Teach: Values in Action - Brad J. Porfilio/Lauren Hoffman: The Corporate Takeover of Teacher Education: Exposing and Challenging NCTQ's Neoliberal Agenda - John L. Hoben: Right-Thinking People: Becoming a Teacher Educator in the Age of Austerity - John M. Elmore: Neoliberalism and Teacher Preparation: Systematic Barriers to Critical Democratic Education - Julie A. Gorlewski/David A. Gorlewski: Too Late for Public Education? Becoming a Teacher in a Neoliberal Era - Lawrence Baines: Ignorance Is Strength: Teaching in the Shadow of Big Brother - Ann G. Winfield/Alan S. Canestrari: Beware Reformers Bearing Gifts: How the Right Uses the Language of Social Justice to Reinforce Inequity - Gordon D. Bambrick: Spotlight on Failure: The Mythology of Corporate Education Reform - Amy Seely Flint/Eliza Allen/Tara Campbell/Amy Fraser/Danielle Hilaski/Linda James/Sanjuana Rodriguez/Natasha Thornton: More Than Graphs and Scripted Programs: Teachers Navigating the Educational Policy Terrain - Dana M. Stachowiak: Not Bound by Stupid Binaries: Dismantling Gender in Public Schools Through a New Consciousness and Claiming of Agency - Galen Leonhardy: So This Is America: A Narrative of Becoming and Being a Teacher - Regletto Aldrich D. Imbong: Neoliberalism and the Filipino Teacher: Shaking the System for a Genuine Democracy - Katie Stover/Crystal Glover: Mandated Scripted Curriculum: A Benefit or Barrier to Democratic Teaching and Learning? - A. Scott Henderson: Schools as Battlegrounds: The Authoritarian Jurisprudence of Clarence Thomas - Melissa Winchell/Patricia Chouinard: Troubling Traditional Notions of «Prepared»: Two Urban Teachers Ignite the Boundaries of Progressive and Critical Theories - Dawn Mitchell: Why Accountability Measures Fail: Practitioner Perspectives on the Role of Teacher Efficacy - Michael Svec: Empowerment Through Classroom Cultural Inquiries - P. L. Thomas: Conclusion. «[N]ot the Follow the Line of Least Resistance».

About the author(s)/editor(s)

P. L. Thomas (Ed.D. in curriculum and instruction, University of South Carolina) is Associate Professor of Education at Furman University in Greenville, South Carolina. He is a column editor for English Journal(National Council of Teachers of English), series editor for the Critical Literacy Teaching Series, and author of numerous books and journal articles. His most recent volume is Ignoring Poverty in the U.S.: The Corporate Takeover of Public Education.


Critical Studies in Democracy and Political Literacy. Vol. 2
General Editor: Paul R. Carr

Wednesday, December 12, 2012

Exploring the School Choice Universe

Exploring the School Choice Universe

Evidence and Recommendations

SHARE:   Tell a Friend   |   Link to this   |   Embed this

A volume in the series: The National Education Policy Center Series. Editor(s): Kevin G. Welner, University of Colorado - Boulder. Alex Molnar, Arizona State University.

In Press 2012

Exploring the School Choice Universe: Evidence and Recommendations gives readers a comprehensive, complete picture of choice policies and issues. In doing so, it offers cross-cutting insights that are obscured when one looks only at single issue or a single approach to choice. The book examines choice in its various forms: charter schools, home schooling, online schooling, voucher plans that allow students to use taxpayer funds to attend private schools, tuition tax credit plans that provide a public subsidy for private school tuition, and magnet schools and other forms of public school intra- and interdistrict choice. It brings together some of the top researchers in the field, presenting a comprehensive overview of the best current knowledge of these important policies.

The questions addressed in Exploring the School Choice Universe are of most importance to researchers and policy makers. What do choice programs actually do? What forms do they take? Who participates, and why? What are the funding implications? What are the results of different forms of school choice on outcomes that matter, like student performance, segregation, and competition effects? Do they affect teachers’ working conditions? Do they drive innovation?

The contents of this book offer reason to believe that choice policies can further some educational goals. But they also suggest many reasons for caution. If choice policies are to be evidence-based, a re-examination is in order. The information, insights and recommendations facilitate a more nuanced understanding of school choice and provide the basis for designing sensible school choice reforms that can pursue a range of desirable outcomes.


"By far, the richest source of information on the most controversial issue in education." Henry M. LevinTeachers College, Columbia University

"This book is one of the few contributions to the school choice debate that recognizes the range and complexity of the issues involved and acknowledges that political judgements about the costs and benefits of choice initiatives are not straightforward. It will be of interest not only to American readers but also to those in other countries considering the adoption of similar choice policies. I strongly recommend this book to anyone who does not have a closed mind on the subject." Geoff Whitty Director Emeritus, Institute of Education, University of London


1.Introduction: Gary Miron, Western Michigan University, and Kevin G. Welner, University of Colorado Boulder.2. Negotiating Public and Private: Philosophical Frameworks for School Choice, Terri S.Wilson. 3. How Legislation and Litigation Shape School Choice, Julie F. Mead. 4. Who Chooses Schools, and Why? The Characteristics and Motivations of Families who Actively Choose Schools, Natalie Lacireno-Paquet and Charleen Brantley. 5. School Choice and Accountability, Gregg Garn and Casey Cobb. 6. Funding Formulas, School Choice, and Inherent Incentives, Clive R. Belfield. 7. Teacher Qualifications and Work Environments Across School Choice Types, Marisa Cannata. 8. Educational Innovation and Diversification in School Choice Plans, Christopher Lubienksi. 9. School Choice and Segregation by Race, Ethnicity, Class, and Achievement, Roslyn Arlin Mickelson, Martha Cecilia Bottia, and Stephanie Southworth. 10. The Competitive Effect of School Choice Policies on Public School Performance, David Arsen and Yongmei Ni. 11. The Impact Of School Choice Reforms On Student Achievement, Gary Miron and Jessica L. Urschel. 12. Conclusions and Recommendations, William J. Mathis and Patricia H. Hinchey.

Why Are Students at Military Base Schools Out-Achieving Their Civilian Peers? | Alternet

Why Are Students at Military Base Schools Out-Achieving Their Civilian Peers? | Alternet

Critical Literacy Teaching Series: Challenging Authors and Genres (Sense)

Critical Literacy Teaching Series: Challenging Authors and Genres

This series explores in separate volumes major authors and genres through a critical literacy lens that seeks to offer students opportunities as readers and writers to embrace and act upon their own empowerment. Each volume will challenge authors (along with examining authors that are themselves challenging) and genres as well as challenging norms and assumptions associated with those authors' works and genres themselves. Further, each volume will confront teachers, students, and scholars by exploring all texts as politically charged mediums of communication. The work of critical educators and scholars will guide each volume, including concerns about silenced voices and texts, marginalized people and perspectives, and normalized ways of being and teaching that ultimately dehumanize students and educators.

Series Editor:
Paul Thomas, Furman University
Editorial Board:
Karen Stein, University of Rhode Island
Shirley Steinberg, McGill University, Montreal
Jeanne Gerlach, University of Texas-Arlington
Leila Christenbury, Virginia Commonwealth University
Renita Schmidt, Furman University
Ken Lindblom, Stony Brook University

Clones, Assembly-line Capitalism, and Wage-Slaves | National Education Policy Center

Clones, Assembly-line Capitalism, and Wage-Slaves | National Education Policy Center

Dr. Thomas writes about education reform

Dr. Thomas writes about education reform

Thursday, December 6, 2012

Available at DISCOUNT: Numbers Games

Numbers Games (2004, Peter Lang USA)

My first volume for Lang will be available directly through me soon; I will be selling this for $10 (includes shipping, unless unusual circumstances). Contact me by email if interested in copies:


See info at publisher site.

Book synopsis
American schools are often the victims of numbers games because its education is in the hands of politicians, the populace, and pundits. How Americans view numbers, science, and research profoundly impacts the ability of politicians to manipulate our schools from pre-K through graduate education. Even in classrooms, teachers are routinely implementing flawed assessment strategies based on misguided assumptions about numbers and commonly held statistical truths. American educators need to step out from under the restrictive mandates of politicians and their growing mania for measuring students — they need to leave the numbers games behind and take control of their profession.