http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
making connections with a diverse student population
An earned privilege -- Establishing a philosophy of education -- The decisive relevance of dispositions : reconciling the private with the public -- A certain spirituality of inclusion -- Six dispositions of significance -- Reflective thinking-thoughtful action -- Hardwired to be in relationship : a thing of the brain -- Fostering the teacher-student relationship : from right where they are -- Cultivating dialogue -- The flow of integrity -- Other relationships : parents/caregivers, colleagues, and the wider community -- To be in relationship is to celebrate diversity -- The character of inspiration -- Inspiration and the autobiographical nature of teaching -- Inspiration leads to an artistic act -- The critical relevance of theory -- Paving the way toward child/developmental psychology : John Locke and Jean-Jacques Rousseau -- An overview of behaviorism, cognitivism, and humanism -- Educational psychology, practice, and the voices of women and people of color -- Knowledge of pedagogy and knowledge of classroom management -- Knowledge of learning, knowledge of students, and knowledge of subject matter -- Two different processes : assessment and evaluation -- The advent of a testing movement -- Moving into an era of high-stakes testing -- The resistance to standardized tests -- Emphasizing formative and portfolio assessments -- Teacher as leader -- Teacher leadership and the challenge of poverty -- Teacher leadership and calling out a culture of violence : the scourge of school shootings and bullying -- And how are the children?
"This book is a revised and updated edition, of my earlier book, titled Teaching with Purpose: An Inquiry into the Who, Why, and How We Teach (Rowman & Littlefield, 2016)."
Includes bibliographical references and index.