Sizer nancy faust foreword (3 Ergebnisse)
Moral Questions in the Classroom: How to Get Kids to Think Deeply About Real Life and Their Schoolwork
Simon, Katherine G.; Sizer, Theodore R. [Foreword]; Sizer, Nancy Faust [Foreword]
- Hardcover
Anbieter: Lake Country Books and More, Excelsior, MN, USALake Country Books and More
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EUR 8,62
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Hardcover. Zustand: Very Good. Zustand des Schutzumschlags: Very Good. SIGNED BY AUTHOR with inscription to previous owner. Clean, solid hardcover copy with unmarked text. Jacket has mild surface and edge wear. Binding is tight and square. We are unable to ship oversize books and multi-volume sets internationally.
Moral Questions in the Classroom: How to Get Kids to Think Deeply About Real Life and Their Schoolwork
Simon, Katherine G. ; Katherine G. Simon; foreword by Theodore R. Sizer and Nancy Faust Sizer
Sprache: Englisch
Verlag: Yale Univ Pr, Cumberland, Rhode Island, U.S.A., 2001
- Hardcover
Anbieter: BWS BKS, Ferndale, NY, USABWS BKS
Verkäufer/-in kontaktierenVerkäufer/-in mit 2 SternenZustand: Neu
EUR 1.746,47
EUR 2,57 VersandVersand innerhalb von USAAnzahl: 1 verfügbar
Hardcover. Zustand: New. *** FREE UPGRADE to Courier/Priority Shipping Upon Request *** â" â" *** IN STOCK AND IMMEDIATELY AVAILABLE FOR SHIPMENT - BRAND NEW, FLAWLESS COPY, NEVER OPENED - 304 pages -- DESCRIPTION: Motivated by a suspicion that schools fail to teach what "matters," Simon, director of research at the Coalition of… Essential Schools in California, spent months observing literature, history and biology classes at a public, a Catholic and a Jewish high school. What "matters" to Simon is the integration of moral and existential inquiry into the classroom; she argues that not only are moral and existential questions at the heart of the major disciplines, they are also extremely compelling to students. But too much of what goes on in schools, she contends, is "the forming of uninformed opinions" and "decontextualized fact acquisition." Although she shows how even good teachers sometimes deflect or shut down important discussions, Simon places the blame squarely on the education system that works "against teachers being able to incorporate discussions of substantive issues into their classrooms." As in many recent books, the villain is the standardized test, and the stakes, for both students and teachers, attached to it. Simon writes fluently, integrating transcripts of classroom discussions smoothly into her narrative and engagingly conveying her idealist's passion for reform. To reconsider education's entire enterprise is a very tall order, however, and Simon acknowledges the enormous obstacles her project faces. Readers will agree that students shouldn't continue to feel disengaged in school because they're denied the chance to ask and answer essential questions, but they may be skeptical of Simon's starry-eyed recipe for change. - Publishers Weekly -- with a bonus offer--; 520-simok; Simon, Katherine G. Katherine G. Simon; foreword by Theodore R. Sizer and Nancy Faust Sizer Moral Questions in the Classroom: How to Get Kids to Think Deeply About Real Life and Their Schoolwork MORAL EDUCATION HIGH SCHOOL TEACHING Motivated by a suspicio.
Moral Questions in the Classroom: How to Get Kids to Think Deeply About Real Life and Their Schoolwork
Simon, Katherine G. ; Katherine G. Simon; foreword by Theodore R. Sizer and Nancy Faust Sizer
Sprache: Englisch
Verlag: Yale Univ Pr, Cumberland, Rhode Island, U.S.A., 2003
- Softcover
Anbieter: BWS BKS, Ferndale, NY, USABWS BKS
Verkäufer/-in kontaktierenVerkäufer/-in mit 2 SternenZustand: Neu
EUR 1.746,47
EUR 2,57 VersandVersand innerhalb von USAAnzahl: 1 verfügbar
Paperback. Zustand: New. *** FREE UPGRADE to Courier/Priority Shipping Upon Request *** â" â" *** IN STOCK AND IMMEDIATELY AVAILABLE FOR SHIPMENT - BRAND NEW, FLAWLESS COPY, NEVER OPENED - 304 pages -- DESCRIPTION: Motivated by a suspicion that schools fail to teach what "matters," Simon, director of research at the Coalition of… Essential Schools in California, spent months observing literature, history and biology classes at a public, a Catholic and a Jewish high school. What "matters" to Simon is the integration of moral and existential inquiry into the classroom; she argues that not only are moral and existential questions at the heart of the major disciplines, they are also extremely compelling to students. But too much of what goes on in schools, she contends, is "the forming of uninformed opinions" and "decontextualized fact acquisition." Although she shows how even good teachers sometimes deflect or shut down important discussions, Simon places the blame squarely on the education system that works "against teachers being able to incorporate discussions of substantive issues into their classrooms." As in many recent books, the villain is the standardized test, and the stakes, for both students and teachers, attached to it. Simon writes fluently, integrating transcripts of classroom discussions smoothly into her narrative and engagingly conveying her idealist's passion for reform. To reconsider education's entire enterprise is a very tall order, however, and Simon acknowledges the enormous obstacles her project faces. Readers will agree that students shouldn't continue to feel disengaged in school because they're denied the chance to ask and answer essential questions, but they may be skeptical of Simon's starry-eyed recipe for change. - Publishers Weekly -- with a bonus offer--; 520-simkg; Simon, Katherine G. Katherine G. Simon; foreword by Theodore R. Sizer and Nancy Faust Sizer Moral Questions in the Classroom: How to Get Kids to Think Deeply About Real Life and Their Schoolwork MORAL EDUCATION HIGH SCHOOL TEACHING Motivated by a suspicio.
