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By Thomas L. Good

21st Century schooling: A Reference Handbook offers a hundred chapters written via major specialists within the box that spotlight an important issues, matters, questions, and debates dealing with educators this day. This entire and authoritative two-volume paintings offers undergraduate schooling majors with perception into the wealthy array of concerns inherent in education—issues informing debates that contain all Americans.

Key Features:

· offers undergraduate majors with an authoritative reference resource perfect for his or her school room learn wishes, practise for GREs, and examine into instructions to absorb pursuing a graduate measure or career

· bargains extra precise details than encyclopedia entries, yet now not as a lot jargon, aspect, or density as magazine articles or study guide chapters

· Explores academic coverage and reform, instructor schooling and certification, academic management, curriculum, and instruction

· bargains a reader-friendly universal structure: conception, tools, functions, comparability, destiny instructions, precis, References and extra Readings

21st Century schooling: A Reference Handbook is designed to prepare academics, professors, and directors for his or her destiny careers, informing the debates and getting ready them to handle the questions and meet the demanding situations of schooling today.

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Extra resources for 21st Century Education: A Reference Handbook

Sample text

These are tensions between the substantial demands that the work makes on teachers’ time, energy, and emotions, and the interests that teachers have to live full and satisfying lives outside their work (Spencer, 2001). Such dilemmas are endemic. Teachers’ responses can only be provisional, “good-enough compromises rather than neat solutions” (Cuban, 1992, p. 7). They make dilemma management an enduring part of teachers’ work. Work Across a Career Teachers pass through several developmental phases in their work from entry to retirement.

Teachers’ work is often portrayed as a nine-month job. In 2001, however, nearly 30% of teachers across the county were employed during the summer within their own school systems (National Education Association, 2003). This work could involve developing new curri­ culum, programs, and policies; leading professional development activities; or engaging in school improvement planning and development work. It could also involve teaching summer school, an increasingly common prospect in districts where high-stakes accountability systems require attendance of low-achieving and failing students.

2007). ). New York: Teachers College Press. Goodson, I. (1997). The life and work of teachers. In B. J. Biddle, T. L. Good, & I. F. ), International handbook of teachers and teaching (pp. 135–152). Boston: Kluwer. , & Murray, C. E. (1999). Teaching in America: The slow revolution. Cambridge, MA: Harvard University Press. Hansen, D. T. (2001). Teaching as a moral activity. In V. , pp. 826–857). Washington, DC: American Educational Research Association. Hargreaves, A. (2003). Teaching in the knowledge society: Educatio­n in the age of insecurity.

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