Teaching To Change The World » (3rd Edition)

Jeannie Oakes is Professor and Assistant Dean for Teacher Education in the Graduate School of Education and Information Studies at the University of California, Los Angeles. She also directs Center X-Where Research and Practice Intersect for Urban School Professionals—the home for UCLA's programs for teachers. Formerly a senior social scientist at RAND, Oakes received her Ph.D. in Education from UCLA in 1980 after a 7-year career as a public school English teacher. Professor Oakes has written five books, several research monographs, and scores of academic and professional articles. Her research examines inequalities in U.S. schools, and follows the progress of equity-minded reform. This work is the subject of her widely read book, KEEPING TRACK: How Schools Structure Inequality, (Yale University Press) and numerous articles. Dr. Oakes' National Science Foundation study, MULTIPLYING INEQUALITIES (Rand Corp., 1990) documents the uneven distribution of resources, curriculum, and teachers in mathematics and science nationwide, and how it affects poor and minority students.

Dr. Oakes' studies have been widely cited in newspapers and magazines (e.g., The New York Times, Wall Street Journal, Parents) and on television (e.g., "American Agenda" on ABC World News Tonight; "American Agenda," PBS "Frontline," and "60 Minutes"), as well as in scholarly journals. In 1986, her writing won a Distinguished Achievement Award from the Educational Press Association of America. In 1990, the American Educational Reserach Association awarded her the highly prestigious Raymond B. Cattell Award for achievement in research, and in 1997 AERA awarded her the Palmer O. Johnson Award for the Outstanding Research Article. In 1996 the Southern Christian Leadership Conference presented her with the Ralph David Abernathy Award for public service. Her current studies follow the progress of educators across the nation attempting to eliminate inequalities in their schools.

Martin Lipton taught high school English for 31 years and has served as a mentor teacher. He has taught disaffected students in special, separate school programs as well as college-bound students in high wealth school districts. He has contributed to numerous articles on educational research, bringing a practitioner's perspective to theory and policy. Lipton is co-author with Jeannie Oakes, of "Making the Best of Schools" (Yale University Press, 1990).

In 1998, the first edition of Teaching To Change The World broke new ground in teacher education by positioning the foundations and practices of American schooling in the context of the struggle for social justice, democratic communities, and a better world. Indeed, "teaching to change the world” has become more than a book title; for thousands of individuals and for entire teacher education programs it is an everyday expression that embodies rigorous preparation and the highest professional aspirations for becoming a teacher.

Author Jeannie Oakes was the founding director of UCLA’s Center X—the institutional home of the university’s teacher education program—a program based on the research and principles that Teaching To Change The World represents. Oakes draws from her distinguished research career as a sociologist of education to integrate the components of educational foundations into a thematic and ideological whole. The result is a sustainable theory of education that positions new teachers to be highly competent in the classroom, lifelong education reformers, and education leaders and partners with students and families. Co-author Martin Lipton brings to this book 31 years of classroom experience and a parallel career as education writer and consultant. His photographs of the book’s featured teachers and their students reveal that social justice classrooms are both ordinary and inspired.

CHAPTER: 1: SCHOOLING: WRESTLING WITH TRADITION
The Teaching Challenge of the 21st Century
Metaphors and Myths That Shape American Schools
Hope and Struggle in a Postmodern World
Digging Deeper
CHAPTER 2: TRADITIONAL LEARNING THEORIES: IQ, TRAINING, & TRANSMISSION
The Bell Curve: Debates Rage about Intelligence and Learning
Changing Conceptions of Learning
Intelligence, Learning, and Merit: You Get What You Deserve
Learning as Behavioral Training
Schooling as Behavioral Training
The Limits of Transmission and Training
Digging Deeper
CHAPTER 3: CONTEMPORARY LEARNING THEORIES: PROBLEM-SOLVING & UNDERSTANDING
Learning as Thinking and Understanding
The Cognitive Revolution
Learning is Social and Cultural
Why Do Children Learn?
Cognition, Culture, and Teaching to Change the World
Digging Deeper
CHAPTER 4: THE CURRICULUM: WHAT SHOULD STUDENTS LEARN?
Why Do We Have to Learn This? Traditions and Debates
The Struggle for a 21st Century Curriculum
(and more...)