Why teach? Who are today’s students? What makes a good teacher? Educational Foundations: An Anthology of Critical Readings aims to answer such questions by helping new and future teachers develop habits of critical reflection about schools and schooling before entering the classroom. Editors Alan S. Canestrari and Bruce A. Marlowe feature an array of provocative, engaging authors who, as teachers, principals, and policy shapers, provide the latest perspectives in the field. The thoroughly revised Fourth Edition features an array of bold new essays discussing today’s most relevant issues, including diversity, school safety, data in schools, and teacher strikes.

Promotes a model of critique for teachers, scholars, and policy makers to challenge established educational practice in a global context.The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance.The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity.The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as: Educational reform in India, Pakistan, and ChinaThe global implications of equity-driven educationTeacher education and inclusionary practicesThe Global Educational Reform Movement (G.E.R.M.)Education and the artsMaria Montessori and Loris MalaguzziLegal education in authoritarian SyriaThe Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers.

Promotes a model of critique for teachers, scholars, and policy makers to challenge established educational practice in a global context.

The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance.

The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity.

The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as:

Educational reform in India, Pakistan, and China The global implications of equity-driven education Teacher education and inclusionary practices The Global Educational Reform Movement (G.E.R.M.) Education and the arts Maria Montessori and Loris Malaguzzi Legal education in authoritarian Syria

The Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers.

Promotes a model of critique for teachers, scholars, and policy makers to challenge established educational practice in a global context.

The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance.

The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity.

The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as:

Educational reform in India, Pakistan, and China The global implications of equity-driven education Teacher education and inclusionary practices The Global Educational Reform Movement (G.E.R.M.) Education and the arts Maria Montessori and Loris Malaguzzi Legal education in authoritarian Syria

The Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers.

Educational Psychology in Context: Readings for Future Teachers takes an exciting new approach to educational psychology by addressing the questions that real teachers in real schools ask about real students. This book's purpose is to provide a stimulating alternative to traditional texts by helping teachers develop a strong theoretical and research-based understanding of how their students learn and develop. Unlike other texts, this book of major readings is an anthology of primary-source readings selected for students entering the teaching profession and for teachers interested in examining learning and development. Bruce A. Marlowe and Alan S. Canestrari feature the original research and writing of the leading psychologists, cognitive scientists, and educators whose published work forms the very foundation of the field of educational psychology.  Key Features: Distinctive Approach: Features original research from classic primary source documents by well-known psychologists and educators, as well as the work of contemporary researchers that extends our understanding of child development and learning Thematic Organization: The published research is organized thematically by teaching issues, lending itself to classroom dialogue, debate, and discussion Real-World Experiences: Each reading is prefaced by a "Letter From the Field" written by practicing classroom teachers, creating a link between research and teachers' classroom issues Rich Pedagogy: Challenging questions help teachers develop a strong theoretical and research-based understanding of how their students learn and develop Self-Assessment: Classic experiments encourage teachers to read and think critically and to develop their own research-based teaching philosophy   The book is appropriate for courses in Educational Psychology, specifically Introduction to Educational Psychology, Learning Theory, Child/Adolescent Development, and Psychology of Learning at the undergraduate and graduate levels.

Why teach? Who are today’s students? What makes a good teacher? Educational Foundations: An Anthology of Critical Readings aims to answer such questions by helping new and future teachers develop habits of critical reflection about schools and schooling before entering the classroom. Editors Alan S. Canestrari and Bruce A. Marlowe feature an array of provocative, engaging authors who, as teachers, principals, and policy shapers, provide the latest perspectives in the field. The thoroughly revised Fourth Edition features an array of bold new essays discussing today’s most relevant issues, including diversity, school safety, data in schools, and teacher strikes.

Promotes a model of critique for teachers, scholars, and policy makers to challenge established educational practice in a global context.The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance.The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity.The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as: Educational reform in India, Pakistan, and ChinaThe global implications of equity-driven educationTeacher education and inclusionary practicesThe Global Educational Reform Movement (G.E.R.M.)Education and the artsMaria Montessori and Loris MalaguzziLegal education in authoritarian SyriaThe Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers.

Promotes a model of critique for teachers, scholars, and policy makers to challenge established educational practice in a global context.

The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance.

The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity.

The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as:

Educational reform in India, Pakistan, and China The global implications of equity-driven education Teacher education and inclusionary practices The Global Educational Reform Movement (G.E.R.M.) Education and the arts Maria Montessori and Loris Malaguzzi Legal education in authoritarian Syria

The Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers.

Promotes a model of critique for teachers, scholars, and policy makers to challenge established educational practice in a global context.

The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance.

The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity.

The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as:

Educational reform in India, Pakistan, and China The global implications of equity-driven education Teacher education and inclusionary practices The Global Educational Reform Movement (G.E.R.M.) Education and the arts Maria Montessori and Loris Malaguzzi Legal education in authoritarian Syria

The Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers.

Educational Psychology in Context: Readings for Future Teachers takes an exciting new approach to educational psychology by addressing the questions that real teachers in real schools ask about real students. This book's purpose is to provide a stimulating alternative to traditional texts by helping teachers develop a strong theoretical and research-based understanding of how their students learn and develop. Unlike other texts, this book of major readings is an anthology of primary-source readings selected for students entering the teaching profession and for teachers interested in examining learning and development. Bruce A. Marlowe and Alan S. Canestrari feature the original research and writing of the leading psychologists, cognitive scientists, and educators whose published work forms the very foundation of the field of educational psychology.  Key Features: Distinctive Approach: Features original research from classic primary source documents by well-known psychologists and educators, as well as the work of contemporary researchers that extends our understanding of child development and learning Thematic Organization: The published research is organized thematically by teaching issues, lending itself to classroom dialogue, debate, and discussion Real-World Experiences: Each reading is prefaced by a "Letter From the Field" written by practicing classroom teachers, creating a link between research and teachers' classroom issues Rich Pedagogy: Challenging questions help teachers develop a strong theoretical and research-based understanding of how their students learn and develop Self-Assessment: Classic experiments encourage teachers to read and think critically and to develop their own research-based teaching philosophy   The book is appropriate for courses in Educational Psychology, specifically Introduction to Educational Psychology, Learning Theory, Child/Adolescent Development, and Psychology of Learning at the undergraduate and graduate levels.