Robert V. Bullough, Jr. – författare

The unique relationship between mentors and students informs the art of teaching and enhances the intellectual vitality of higher education and quality of teacher and student life. This collection of original essays presents autobiographical vignettes of important professors of our time. These essays reflect the appreciation of the authors-now successful academics-for their teachers/mentors, whose drive and creativity had such on influence on the careers of their students. No other collection presents such an autobiographical and biographical portrayal of college of education faculty. The essays examine what it means to be a professor in today's academia, with its erosion of the professoriate and the emergence of a questionable entrepreneurial pragmatism. The writers and their subjects explain their vision of the academic life sustained by a community and perpetuated through the lives of their teachers and their students, a tradition not only in teaching but also in mentoring.

Preschool Teachers’ Lives and Work focuses on preschool teachers as people, what they do, and how they are affected by what they do. Highly politicized and hotly debated, preschool today is increasingly focused on comparatively narrow views of school readiness and academic outcomes which are generally in opposition to the broader view of readiness proposed by NAEYC. This powerful book, based around interviews and data drawn primarily from Head Start programs, illustrates the profound humanity of this profession and underscores the pressing and insistent need for greater investments in teachers’ well-being.

Preschool Teachers’ Lives and Work focuses on preschool teachers as people, what they do, and how they are affected by what they do. Highly politicized and hotly debated, preschool today is increasingly focused on comparatively narrow views of school readiness and academic outcomes which are generally in opposition to the broader view of readiness proposed by NAEYC. This powerful book, based around interviews and data drawn primarily from Head Start programs, illustrates the profound humanity of this profession and underscores the pressing and insistent need for greater investments in teachers’ well-being.

The unique relationship between mentors and students informs the art of teaching and enhances the intellectual vitality of higher education and quality of teacher and student life. This collection of original essays presents autobiographical vignettes of important professors of our time. These essays reflect the appreciation of the authors-now successful academics-for their teachers/mentors, whose drive and creativity had such on influence on the careers of their students. No other collection presents such an autobiographical and biographical portrayal of college of education faculty. The essays examine what it means to be a professor in today's academia, with its erosion of the professoriate and the emergence of a questionable entrepreneurial pragmatism. The writers and their subjects explain their vision of the academic life sustained by a community and perpetuated through the lives of their teachers and their students, a tradition not only in teaching but also in mentoring.

On a warm summer’s evening, while riding his bicycle with his girlfriend down a gentle slope something inexplicable happened. Suddenly, Adam flew over his handle bars, bounced on the street, and crushed the back of his head. TBI—traumatic brain injury. In that moment, as told by his father, Robert V. Bullough, Jr., Adam’s life and the life of his family changed forever. Like tens of thousands of other young people who probably rode their bikes that day, Adam was not wearing a helmet. “Adam’s Fall” tells a very personal story of a young man’s struggle to survive first while in prolonged coma and then to heal and to recover himself. It is a story of the heroic efforts of doctors, nurses and therapists who saved his life and of those who have since supported his healing. But mostly, it is a story of a family facing every parent’s worst nightmare, a story of faith and of hope that continues to unfold in often surprising ways.

The challenges teacher educators face under the influence ofneoliberalism, coupled with select aspects of teachers'' genuine experiences ofteaching, is an area that has been neglected and is often under appreciated.Arguing for greater attention to and awareness of educatorwell-being as crucially important to quality education, Essays on Teaching Education and the Inner Drama of Teachingcomprises 11 essays that address and illuminate the place where troubles andissues, biography and history meet in the lives of Educators. The book isseparated into two parts. Beginning with a critical analysis of Neoliberalism,in Part 1, Bullough examines the institutional, ideational, and social contextwithin which educators, live, work and strive to make sense of theirexperience. In Part II, he illuminates specific aspects of the experience, theinner drama of teaching, emphasizing troubles, whilst seeking to elevate thesetroubles as issues. In conjunction, the essays seek to expose assumptions andideas that enjoy taken-for-granted status in educational thought and practice.By locating tensions between troubles and issues, biography and history, thework intends to honor the life experiences of educators and students while recognizingthat within their experience reside the seeds of a potentially powerful andcompelling criticism. In these tensions, there resides hope.

The challenges teacher educators face under the influence ofneoliberalism, coupled with select aspects of teachers' genuine experiences ofteaching, is an area that has been neglected and is often under appreciated.Arguing for greater attention to and awareness of educatorwell-being as crucially important to quality education, Essays on Teaching Education and the Inner Drama of Teachingcomprises 11 essays that address and illuminate the place where troubles andissues, biography and history meet in the lives of Educators. The book isseparated into two parts. Beginning with a critical analysis of Neoliberalism,in Part 1, Bullough examines the institutional, ideational, and social contextwithin which educators, live, work and strive to make sense of theirexperience. In Part II, he illuminates specific aspects of the experience, theinner drama of teaching, emphasizing troubles, whilst seeking to elevate thesetroubles as issues. In conjunction, the essays seek to expose assumptions andideas that enjoy taken-for-granted status in educational thought and practice.By locating tensions between troubles and issues, biography and history, thework intends to honor the life experiences of educators and students while recognizingthat within their experience reside the seeds of a potentially powerful andcompelling criticism. In these tensions, there resides hope.