Core 4. Pedagogy and the Urban Classroom

(3 credits)


Tentative Course Outline

1. Language and Discourse of Teaching

2. Situation of Teaching

3. Students

4. Content of Teaching

5. Performance of Teaching

6. Technology of Teaching

7. Development of Teaching

8. Evaluation of Teaching


Preliminary Bibliography

Anderson, P. M. "The Past is Now: Approaches to the Secondary School Literature Curriculum," English Journal, 75:8,1986, 19-22.

Apple, M. Teachers and Texts: A Political Economy of Class and Gender Relations in Education. New York: Routledge & Kegan Paul, 1986.

Apple, M. Ideology and Curriculum. Boston: Routledge & Kegan Paul, 1979.

Arnold, M. Culture and Anarchy. Cambridge: Harvard University Press, 1960 [1867].

Banks James. Multicultural Education: Theory and Practice. Massachusetts: Allyn and Bacon, 1993.

Barnes, D. From Communication to Curriculum. Harmondsworth: Penguin, 1976.

Barnes, D., J. Britton, H. Rosen, and the L. A. T. E. Language, the Learner and the School, Rev. ed. Baltimore: Penguin Books, 1971.

Barone, T. "Curriculum platforms and literature," in L. Beyer and M. Apple, eds., The Curriculum: Problems, Politics, and Possibilities. Albany: SUNY Press, 1988, 140-165.

Barr, R. and R. Dreeben. How Schools Work. Chicago: University of Chicago Press, 1983.

Beach, R. "Strategic Teaching in Literature." in B. F. Jones, A. Palincsar, D. Ogle, and E. Carr, eds., Strategic Teaching and Learning: Cognitive Instruction in the Content Areas. Alexandria, VA: Association for Supervision and Curriculum Development, 1987, 135-159.

Beck, I., M. G. McKeown and E. W. Gromoll. "Learning from Social Studies Texts," Cognition and Instruction, 6:2, 1989, 99-158.

Beck, I. L. "Improving practice through reading understanding." in L. B. Resnick and L. E. Klopfer, eds., Toward the Thinking Curriculum: Current Cognitive Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1989.

Bellack, A., H. M. Kliebard, R. T. Hyman and F. L. Smith. The Language of the Classroom. New York: Teachers College Press, 1966.

Berliner, D. "In Pursuit of the Expert Pedagogue," Educational Researcher, 15:6, 1986, 5-13.

Beyer, L. and M. Apple, eds. The Curriculum: Problems, Politics, and Possibilities. Albany: SUNY, 1988.

Black, M. Models and Metaphors. Ithaca: Cornell University Press, 1962.

Boyer, E. High school: A Report on Secondary Education in America. New York: Harper and Row, 1983.

Brandt, R. "On the Teacher Expert: A Conversation with David Berliner," Educational Leadership, 44:2, 1986, 4-9.

Britton, J. Language and Learning. Baltimore: Penguin, 1970.

Britton, J., R. E. Shafer, K. Watson, eds. Teaching and Learning English Worldwide. Philadelphia: Multilingual Matters LTD, 1990.

Bruer, J. T. "The Mind's Journey from Novice to Expert," American Educator, 17:2, 1993, 6-15.

Bruner, J. "Narrative and paradigmatic modes of thought," in E. Eisner, ed., Learning and Teaching the Ways of Knowing. Chicago: University of Chicago Press, 1985.

Bruner, J. Acts of Meaning. Cambridge: Harvard University Press, 1990.

Callahan, R. Education and the Cult of Efficiency. Chicago: University of Chicago Press, 1962.

Cheney, L. 50 Hours: A Core Curriculum for College Students. Washington, DC: National Endowment for the Humanities, 1989.

Costa, A., ed. Developing Minds: A Resource Book for Thinking. Alexandria, VA: Association for Supervision and Curriculum Development, 1985.

Davenport, G. Every Force Evolves a Form: Twenty Essays. San Francisco: North Point Press, 1987.

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Eisner, E. Cognition and Curriculum: A Basis for Deciding What to Teach. New York: Longman, 1982.

Eisner, E. "Aesthetic Modes of Knowing," in Ibid., ed. Learning and Teaching the Ways of Knowing. Chicago: University of Chicago Press, 1985.

Eisner, E. "Forms of Understanding and the Future of Educational Research," Educational Researcher, 22:7, 1993, 5-11.

Ellul, J. The Technological Society. Trans. by John Wilkinson. New York: Vintage/Random House, 1964 [1954].

Fasold, Ralph and Roger W. Shuy. Teaching Standard English in the Inner City. Washington, D.C.: Center for Applied Linguistics, 1970.

Flax, E. "S.C. Board Adopts Regulatory Relief for Top-Scoring Schools," Education Week, 1, 1989,16.

Freire, P. Pedagogy of the Oppressed. Trans. by Myra Bergman Ramos. New York: Seabury Press, 1970.

Gardner, H. Art, Mind, and Brain: A Cognitive Approach to Creativity. New York: Basic Books, 1982.

Gehrke, N. and R. Sheffield "Are Core Subjects Becoming a Dumping Ground for Reassigned High School Teachers?," Educational Leadership, 43:8, 1985, 65-69.

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Glatthorn, A. "Thinking and writing: The elusive but important connection," in F. R. Link, ed., Essays on the Intellect. Alexandria, VA: Association for Supervision and Curriculum Development, 1985.

Goodlad, J. A Place Called School: Prospects for the Future. New York: McGraw-Hill, 1984.

Goodlad, J. I., W. R.V. Stoephasius and M. F. Klein. The Changing School Curriculum. New York: Fund for the Advancement of Education, 1966.

Greene, M. "Aesthetic literacy in general education," in J. F. Soltis, ed., Philosophy and Education. Chicago: Univesity of Chicago Press, 1981, 115-141.

Grossman, P. L. "A Study in Contrast: Sources of Pedagogical Content Knowledge for Secondary English," Journal of Teacher Education, 40:5, 1989, 24-31.

Guild, J. "Designing Assignments Across the Curriculum," Horace, 5:2, 1988, 7.

Habermas, J. Knowledge and Human Interests Trans. by Jeremy Shapiro. Boston: Beacon Press, 1970.

Hatfield, W. W. An Experience Curriculum in English. New York: D. Appleton-Century, 1935.

Herrington, A. and C. Moran, eds. Writing, Teaching, and Learning in the Disciplines. New York: Modern Language Association, 1992.

Hirsch, E. D., Jr. Cultural Literacy: What Every American Needs to Know, Rev. ed. New York: Random House, 1988.

Hoetker, J., R. Fichtenau , and H. L. K. Farr. Systems, System Approaches, and the Teacher. Urbana, IL: NCTE, 1972.

Hull, G. A. "Research on writing: Building a cognitive and social understanding of composing," in L. B. Resnick and L. E. Klopfer, eds., Toward the Thinking Curriculum: Current Cognitive Research. Alexandria, VA: ASCD, 1989, 104-128.

Hutchins, R. M. The Higher Learning in America. New Haven: Yale University Press, 1936.

Jackson, P. Life in Classrooms. New York: Holt, Rinehart and Winston, 1968.

Jackson, P. W. and S. Haroutunian-Gordon, eds. From Socrates to Software: The Teacher as Text and the Text as Teacher. Chicago: University of Chicago Press, 1989.

Jacobs, H., ed. Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development, 1989.

Kermode, F. The Genesis of Secrecy: On the Interpretation of Narrative. Cambridge: Harvard University Press, 1979.

Kliebard, H. The Struggle for the American Curriculum 1893-1958. New York: Routledge, 1986.

Ladner, B., ed. The Humanities in Precollegiate Education. Chicago: University of Chicago Press, 1984.

Lakoff, G. and M. Johnson. Metaphors We Live By. Chicago: University of Chicago Press, 1980.

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Lawton, D. Class, Culture and the Curriculum. Boston: Routledge and Kegan Paul, 1975.

Lemke, J. "The Language of science teaching," in C. Emihovich, ed., Locating Learning: Ethnographic Perspectives on Classroom Research. Norwood, NJ: Ablex Publishing, 1989.

Link, F. R., ed. Essays on the Intellect. Alexandria, VA: Association for Supervision and Curriculum Development, 1985.

Mandel, B., ed. Three Language Arts Curriculum Models: Pre-kindergarten through College. Urbana, IL: NCTE, 1980.

Mann, J. S. "Curriculum Criticism," in W. Pinar, ed. Curriculum Theorizing: The Reconceptualists. Berkeley: McCutchan Publishing Corporation, 1975, 133-148.

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McNeil, L. Contradictions of Control: School Structure and School Knowledge. New York: Routledge & Kegan Paul, 1986.

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Ogbu, John. Minority Education and Caste: American Educational System in Cross Cultural Perspective. New York: Academic Press, 1978.

Ong, W. J. Orality and Literacy: The Technologizing of the Word. New York: Routledge, 1982.

Paivio, A. Mental Representations: A Dual Coding Approach. New York: Oxford University Press, 1986.

Perkins, D.N. Knowledge as Design. Hillsdale, NJ: Lawrence Erlbaum Associates, 1986.

Popkewitz, T., ed. The Formation of School Subjects: The Struggle for Creating an American Institution. London: Falmer Press, 1987.

Potter, S. The Muse in Chains: A Study in Education. London: Jonathon Cape, 1937.

Ravitch, D. and C. E. Finn, Jr. What Do Our 17-Year-Olds Know?: A Report on the First National Assessment of History and Literature. New York: Harper & Row/Perennial Library, 1988.

Resnick, L.B. and L.E. Klopfer, eds. Toward the Thinking Curriculum: Current Cognitive Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1989.

Ricoeur, P. The Rule of Metaphor: Multi-disciplinary Studies in the Creation of Meaning in Language Trans. by Robert Czerny. Toronto: Univesity of Toronto Press, 1977.

Roberts, A. and G. Cawelti. Redefining General Education in the American High School. Alexandria, VA: Association for Supervision and Curriculum Development, 1984.

Schoenfeld, A. H. Cognitive Science and Mathematics Education. Hillsdale, NJ: Erlbaum, 1987.

Schön, D. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.

Schubert, W. H. Curriculum: Perspectives, Paradigms, and Possibilities. New York: Macmillan, 1986.

Shannon, P. Broken Promises: Reading Instruction in Twentieth-Century America. Granby, MA: Bergin & Garvey, 1989.

Shulman, J. "Blue Highways: Traveling the Alternate Route with Big-City Teacher Trainees," Journal of Teacher Education, 40:5, 1989, 2-8.

Shulman, L. S. "Those Who Understand: Knowledge Growth in Teaching," Educational Researcher, 15:1, 1986, 4-14.

Sizer, T. Horace's Compromise: The Dilemma of the American High School. Boston: Houghton Mifflin Company, 1985.

Stodolsky, S. The Subject Matters: Classroom Activity in Social Studies and Mathematics. Chicago: University of Chicago P, 1988.

Suhor, C. "Content and Process in the English Curriculum," in R. S. Brandt, ed., Content of the Curriculum. Alexandria, VA: ASCD, 1988, 31-52.

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Weiner, N. The Human Use of Human Beings: Cybernetics and Society. New York: Avon Books, 1967.

Wiggins, G. "Creating a Thought-Provoking Curriculum," American Educator, 11, 1987, 10-17.

Williams, R. The Long Revolution. (Pelican Book ed.). Baltimore: Penguin Books, 1965.

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Young, A. "Considering values: The poetic function of language," in T. Fulwiler and A. Young, eds., Language Connections: Writing and Reading Across the Curriculum. Urbana, IL: National Council of Teachers of English, 1982.