O. L. Davis Jr. – författare

Contributors to this volume offer insights from the discipline of history about the nature of empathy and the necessity of examining perspectives on the past. On the basis of recent classroom research, they suggest tested guides to more robust teaching. The contributors insist that with experienced history and social studies teachers, students can learn many historical details and, with the use of empathy, develop deepened and textured interpretations of the history that they study.

The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and high-stakes tests on the one hand, and lowlevel, rote instruction on the other. He reminds us, as Thornton (1991) and Wiggins (1987) previously have argued, that "teachers play a crucial role in mediating educational policy, and their intentions and interpretations have at least as much influence on classroom practice as does the content of standards and highstakes tests." Barton also asserts that “this makes it all the more crucial to identify the wisdom of practice that enables teachers . . . to engage students in powerful educational experiences.”

The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and high-stakes tests on the one hand, and lowlevel, rote instruction on the other. He reminds us, as Thornton (1991) and Wiggins (1987) previously have argued, that "teachers play a crucial role in mediating educational policy, and their intentions and interpretations have at least as much influence on classroom practice as does the content of standards and highstakes tests." Barton also asserts that “this makes it all the more crucial to identify the wisdom of practice that enables teachers . . . to engage students in powerful educational experiences.”

Kappa Delta Pi is an international honor society in Education founded in 1911. This book chronicles the leadership of Kappa Delta Pi across the past century through a collection of short life stories about the 32 individuals who were elected by members to lead the Society. Through their work with their fellow officers, they helped keep alive the flame that called attention to the importance of highly qualified teachers in American schools, in the main, teachers whose academic credentials were very strong.These life stories attend to KDP presidents’ contributions to education, particularly with emphasis a) on high academic scholarship for educational professionals, e.g., teacher candidates, teachers at all levels, school administrators, college and university faculty members in education and in fields related to educational practice and knowledge; b) toward teacher candidates’ mindful learning in and the integration of liberal arts, education, and other fields of study; c) and in the support and fostering of scholarly endeavors, especially substantive research and creative developments in the educational processes of schooling – all or many related to the individual’s involvement in Kappa Delta Pi.A number of elements of Kappa Delta Pi’s purposes and practices during its first century are illuminated in this book. Many others remain obscured, neglected, or unknown. Readers reasonably may discover keys to increased understanding and wonderment as they read and think about the lives of these former presidents, particularly about their contributions to the continuance and strengthening of the Society. One impressive key surely is evident. Their presidencies not only helped Kappa Delta Pi to continue to exist. They also fostered the fruitful creation of this honor society in education. And so also will those members and leaders who, succeeding these former presidents, enter confidently into Kappa Delta Pi’s second century.

Kappa Delta Pi is an international honor society in Education founded in 1911. This book chronicles the leadership of Kappa Delta Pi across the past century through a collection of short life stories about the 32 individuals who were elected by members to lead the Society. Through their work with their fellow officers, they helped keep alive the flame that called attention to the importance of highly qualified teachers in American schools, in the main, teachers whose academic credentials were very strong.These life stories attend to KDP presidents’ contributions to education, particularly with emphasis a) on high academic scholarship for educational professionals, e.g., teacher candidates, teachers at all levels, school administrators, college and university faculty members in education and in fields related to educational practice and knowledge; b) toward teacher candidates’ mindful learning in and the integration of liberal arts, education, and other fields of study; c) and in the support and fostering of scholarly endeavors, especially substantive research and creative developments in the educational processes of schooling – all or many related to the individual’s involvement in Kappa Delta Pi.A number of elements of Kappa Delta Pi’s purposes and practices during its first century are illuminated in this book. Many others remain obscured, neglected, or unknown. Readers reasonably may discover keys to increased understanding and wonderment as they read and think about the lives of these former presidents, particularly about their contributions to the continuance and strengthening of the Society. One impressive key surely is evident. Their presidencies not only helped Kappa Delta Pi to continue to exist. They also fostered the fruitful creation of this honor society in education. And so also will those members and leaders who, succeeding these former presidents, enter confidently into Kappa Delta Pi’s second century.

This book can be read by educators at all stages in their careers. What a great selection for a book study group of practicing teachers or for a seminar with graduate students. The authors share their thoughts about education for the future, but also inform us about the past. Whether you encounter this book as a textbook or for a professional learning community, the contents will inform and inspire you, encouraging you to think deeply and work towards the improvement of education.