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by Robert E. Boostrom,David T. Hansen,Philip W. Jackson

Robert_E._Boostrom David_T._Hansen Philip_W._Jackson Schools_and_Teaching English
  • ISBN: 0787940666
  • Category: Education & Teaching
  • Author: Robert E. Boostrom,David T. Hansen,Philip W. Jackson
  • Subcategory: Schools & Teaching
  • Other formats: lrf azw rtf mbr
  • Language: English
  • Publisher: Jossey-Bass; New edition edition (February 27, 1998)
  • Pages: 352 pages
  • FB2 size: 1212 kb
  • EPUB size: 1163 kb
  • Rating: 4.8
  • Votes: 248
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Jackson, Boostrom, and Hansen guide the reader engagingly intolargely uncharted territory. The moral impact of schooling hastraditionally been tackled by philosophers, absent the richdescriptions of classroom life offered here.

Jackson, Boostrom, and Hansen guide the reader engagingly intolargely uncharted territory. JeannieOakes, professor, Graduate School of Education, University ofCalifornia, Los Angeles).

Philip W. Jackson is the David Lee Shillinglaw Distinguished Service Professor of Education and Psychology and a member of the Committee on Ideas and Methods at the University of Chicago. David T. Hansen is an assistant professor of curriculum and instruction in the College of Education at the University of Illinois at Chicago. Jackson, Robert E. Boostrom, David T. Hansen. The moral impact of schooling has traditionally been tackled by philosophers, absent the rich descriptions of classroom life offered here. Jeannie Oakes, professor, Graduate School of Education, University of California, Los Angeles).

The moral life of schools

The moral life of schools. The Jossey-Bass education series. Philip Wesley Jackson. This book principally addresses three groups of readers: practicing teachers and school administrators, persons who aspire to become teachers or administrators, and those who teach or advise either today's or tomorrow's practitioners. PsycINFO Database Record (c) 2012 APA, all rights reserved).

Jackson, Boostrom, and Hansen capture the ways in which classroom communities shape the hearts and minds of students and teachers alike in as full–bodied a fashion as. .

Jackson, Boostrom, and Hansen capture the ways in which classroom communities shape the hearts and minds of students and teachers alike in as full–bodied a fashion as Jackson?s Life in Classrooms first recorded the pulse and passions of school life. ISBN: 9780787940669; "Jackson, Boostrom, and Hansen capture the ways in which classroom communities shape the hearts and minds of students and teachers alike in as full–bodied a fashion as Jackson?s Life in Classrooms first recorded the pulse and passions of school life.

The Moral Life of Schools. Philip W. Jackson, Jr. Robert E. Looking for the Moral: An Observer's Guide. Becoming Aware of Moral Complexity Within a School Setting: Four Sets of Observations. Facing Moral Ambiguity and Tension: Four More Sets of Observations.

Jackson, Philip W. Boostrom, Robert E. and Hansen, David . Health-Related Quality of Life and Associated Outcomes Among Hemodialysis Patients of Different Ethnicities in the United States: The Dialysis Outcomes and Practice Patterns Study (DOPPS) . Lopes, Antonio Alberto; Bragg-Gresham, Jennifer . Satayathum, Sudtida; McCullough, Keith; Pifer, Trinh; Goodkin, David . Mapes, Donna . Young, Eric . Wolfe, Robert . Held, Philip . Port, Friedrich K. (2003-03).

"Rarely have I come across a book that so quickly provoked me tore-examine my own classroom behavior. There is no place to hide inthis careful scrutiny of the teacher as crucial player in the dailymorality tale that becomes the story of school life." -- Vivian Gussin Paley, teacher, University of Chicago LaboratorySchoolsThis book takes the reader on an eye-opening journey through avariety of elementary and high school classrooms, highlighting themoral significance of all that transpires there. Drawing on theresults of a two-and-a-half year study, the authors examine theways in which moral considerations permeate the everyday life ofclassrooms. In addition to providing teachers and teacher educatorswith a new framework for looking at and thinking about the moraldimensions of schooling, the authors also offer specificsuggestions about how to look at classroom events from a moralperspective.ContentsOne. Looking for the Moral: An Observer's GuideTwo. Becoming Aware of Moral Complexity Within a School Setting:Four Sets of ObservationsThree. Facing Moral Ambiguity and Tension: Four More Sets ofObservationsFour. Cultivating Expressive Awareness in Schools andClassroomsPostscript: Where Might One Go from Here?Philip W. Jackson is the David Lee Shillinglaw DistinguishedService Professor of Education and Psychology and a member of theCommittee on Ideas and Methods at the University of Chicago.Robert E. Boostrom is a senior research associate of the BentonCenter for Curriculum and Instruction at the University ofChicago.David T. Hansen is an assistant professor of curriculum andinstruction in the College of Education at the University ofIllinois at Chicago
Reviews about The Moral Life of Schools (2):
Chuynopana
The teacher is the message--that is the main lesson in The Moral Life of Schools. Today, many educational policy-makers seem to live in a Pollyanna world where academic achievement can be improved by treating students as disembodied intellects. Educational jargon abounds: rubrics, formative and summative assessments, essential learnings, standards-based testing, best practices, geometric interventions, scaffolding--the list is endless. Yet these all miss the central reality that our "classrooms are morally charged environments" and that "education is a moral endeavor."

Regardless of the subject taught, teachers are, for good or ill, the individuals who hold the greatest power in the classroom. Their character, choices in pedagogical strategies, compassion, professional insight, academic background, and commitment to their role impact the lives of their students, day after day, year after year. The teacher is the message.

The findings in this book are part of the Moral Life Project which lasted three years. Several schools and eighteen teachers were involved and, during this time, researchers observed the physical structure of the schools and classrooms, teachers and students, and other elements. Interestingly, the authors do not claim to have made any great discoveries. They have, however, presented an excellent case that establishes the moral ambiguity that makes up much of the moral life of schools.

A number of recommendations are made concerning the opportunities teachers have to reflect on the moral enterprise in which they are involved. In the fast-paced, sometimes hurly-burly atmosphere of the classroom, teachers have the opportunity to reflect on their choices, the mundane events of the classroom, and even how classroom objects might give clues about classroom life. This reflection requires time and a skill set which can be developed over time. The result should be a sort of Zen awareness of the moral lessons learned over time both by the teacher and students. In this connection, the authors cite Emerson's concept of "heavenly days" when we learn virtue, wisdom, and poetry unawares.

The authors describe the moral demands of teachers and suggest that not everyone who wants to be a professional teacher has the "right stuff." Any person contemplating a career in teaching would be well-served to read this description of what it takes to be a good teacher. This can be found on page 233.

A sociolinguist or ethnographer might find this book an easier read than a math teacher like myself. The book introduces concepts which take a little bit of learning, but the time spent is well worth the effort.

Dr. John Merks
Teacher
Riverview High School
Riverview, New Brunswick
Canada
Zargelynd
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