CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Teacher education toward liberal education

Tác giả

Weiland S.

Năm xuất bản

2008

Source title

Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts, Third Edition

Số trích dẫn

4

DOI

10.4324/9780203938690-132

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955199342&doi=10.4324%2f9780203938690-132&partnerID=40&md5=0420dfdc839a44fd66933c291907ac78

Tóm tắt

[No abstract available]

Từ khóa

Tài liệu tham khảo

Our students’ best work, (2004); Anderson C., Prescribing the life of the mind: An essay on the purpose of the university, the aims of liberal education, the competence of citizens, and the cultivation of practical reason, (1993); Astin A.W., Parrott S.A., Korn W.S., Sax L., The American freshman: Thirty-year trends, (1997); Bell D., The bookless future: What the internet is doing to scholarship, The New Republic, pp. 27-33, (2005); Ben-Peretz M., The impossible role of teacher educators in a changing world, Journal of Teacher Education, 52, 1, pp. 48-56, (2001); Bennet T., Grossberg L., Morris M., New keywords: A revised vocabulary of culture and society, (2005); Bestor A., Educational wastelands: The retreat from learning in our public schools, (1953); Beyer L., Feinberg W., Whitson J., Pagano J., Preparing teachers as professionals:The role of educational studies and other liberal disciplines, (1989); Bigelow D.N., The liberal arts and teacher education: A confrontation, (1971); Blaich C., Bost A., Chan E., Lynch R., Defining liberal arts education, (2004); Boyer E., College: The undergraduate experience in America, (1987); Botstein L., Jefferson’s children: Education and the promise of American culture, (1997); Brint S., The rise of the “practical arts.”, The future of the city of intellect: The changing American university, pp. 231-259, (2002); Brint S., Riddle M., Turk-Bicakci L., Levy C.S., From the liberal to the practical arts in American colleges and universities: Organizational analysis and curricular change, Journal of Higher Education, 76, 2, pp. 151-180, (2005); Brouwer N., Korthagen F., Can teacher education make a difference?, American Educational Research Journal, 42, 1, pp. 153-224, (2004); Bruner J., The culture of education, (1996); Burbules N., Callister T., Watch IT: The risks and promises of information technologies for education, (2000); Prospectus: ‘Teachers for a New Era.', (2001); Carnochan W.B., The battleground of the curriculum: Liberal education and American experience, (1993); Clifford G.J., Guthrie J.W., Ed school: A brief for professional education, (1988); Cochran-Smith M., The new teacher education: For better or for worse?, Educational Researcher, 34, 7, pp. 3-17, (2005); Coleman D., DeBay M., Weaving teacher education into the fabric of a liberal arts education, Kappa Delta Pi Record, 36, 3, pp. 116-120, (2000); Harvard College curricular review: Report of the Committee on General Education, (2005); Darling-Hammond L., Bransford J., Preparing teachers for a changing world: What teachers should learn and be able to do, (2005); Dressell P., General and liberal education, Review of Educational Research, 24, 4, pp. 285-294, (1954); Ducharme E.R., Liberal arts in teacher education, Journal of Teacher Education, 31, 3, pp. 7-12, (1980); Ducharme E.R., The lives of teacher educators, (1993); Durden W., The liberal arts as a bulwark of business education, Chronicle of Higher Education, (2003); Edmundson J., Greiner M.B., Social foundations within teacher education, Teaching social foundations of education: Context, theories, and issues, (2005); Edmundson M., On the uses of liberal education, Harper’s Magazine, pp. 39-49, (1997); Eisner E., Preparing teachers for schools of the 21st century, Peabody Journal of Education, 70, 3, pp. 99-111, (1995); Elshtain J.B., Real politics: At the center of everyday life, (1997); Flanagan T., Liberal education and the criminal justice major, Journal of Criminal Justice Education, 11, 1, pp. 1-13, (2000); Floden R.E., Meniketti M., Research on the effects of coursework in the arts and sciences and in the foundations of education, Studying teacher education: The AERA panel on research and teacher education, (2005); Gilster P., Digital literacy, (1997); Giroux H., Border crossings: Cultural workers and the politics of education, (1992); Gitlin T., The liberal arts in the age of info-glut, Chronicle of Higher Education, pp. B4-B5, (1998); Glazer N., The schools of the minor professions, Minerva, 12, 3, pp. 346-364, (1974); Gore J., Liberal and professional education: Keep them separate, Journal of Teacher Education, 38, 1, pp. 2-5, (1987); Graff G., Beyond the culture wars: How teaching the conflicts can revitalize American education, (1992); Graff G., Clueless in academe: How schooling obscures the life of the mind, (2003); Grubb W.N., Lazerson M., The education gospel: The economic power of schooling, (2004); Hermann M.L., Linking liberal and professional learning in nursing education, Liberal Education, 90, 4, pp. 42-47, (2004); Hiebert J., Gallimore R., Stigler J.W., A knowledge base for the teaching profession:What would it look like and how can we get one?, Educational Researcher, 31, 5, pp. 3-15, (2002); Higgins C., Educational philosophy as liberal teacher education: Charting a course beyond the dilemma of relevance, Philosophy of Education 2000, pp. 271-282, (2000); Hirsch E.D., The schools we need and why we don’t have them, (1996); The role of liberal arts in teacher education, (1988); Howey K., Zimpher N., Profiles of preservice teacher education: Inquiry into the nature of programs, (1989); Hoy A.W., Spero R.B., Changes in teacher efficacy during the early years of teaching: A comparison of four measures, Teaching and Teacher Education, 21, 4, pp. 343-356, (2005); Hunter J.D., Culture wars: The struggle to define America, (1991); Kagan D., What is a liberal education?, Reconstructing history: The emergence of a new historical society, (1999); Katz S., Liberal education on the ropes, Chronicle of Higher Education, pp. B6-B9, (2005); Kelly T.M., Remaking liberal education: The challenges of new media, Academe, 89, 1, pp. 28-31, (2003); Kennedy M.M., Ed schools and the problem of knowledge, Advances in teacher education, 5, pp. 29-45, (1999); Kimball B., The condition of American liberal education: Pragmatism and a changing tradition, (1995); Kliebard H.M., The liberal arts curriculum and its enemies: The effort to redefine general education, Forging the American curriculum: Essays in curriculum history and theory, pp. 27-50, (1992); Kramer R., Ed school follies: The miseducation of American teachers, (1991); Labaree D.F., The trouble with ed schools, (2004); Lears J., The radicalism of the liberal arts tradition, Academe, 89, 1, pp. 23-27, (2003); Lehman N., Liberal education and professionals, Liberal Education, 90, 2, pp. 12-17, (2004); Lortie D., Schoolteacher: A sociological study, (1975); Luttrell W., “Good enough” methods for ethnographic research, Harvard Educational Review, 70, 4, pp. 499-523, (2000); McGrath C., What every school student should know: Even Harvard, as it replaces its well-known core, isn’t quite sure, New York Times Education Life, pp. 33-35, (2006); Martusewicz R., Edmundson J., Social foundations as pedagogies of responsibility and eco-ethical commitment, Teaching social foundations of education: Context, theories, and issues, (2005); Mason S.F., Do colleges of liberal arts and science need schools of education?, Educational Policy, 14, 1, pp. 121-128, (2000); Menand L., Re-imagining liberal education, Education and democracy:Re-imagining liberal leaning in America, (1997); Menand L., College: The end of the golden age, New York Review of Books, pp. 18-23, (2001); Meyer K., Common metaphors and their impact on distance education: What they tell and what they hide, Teachers College Record, 107, 8, pp. 1601-1625, (2005); Murray F.B., Reforming teacher education: Issues and the joint effort of education and liberal arts faculty, The History Teacher, 31, 4, pp. 503-519, (1998); Murray F.B., Fallon D., The reform of teacher education for the 21st century: Project 30 year one report, (1989); Murray F.B., Porter A., Pathway from the liberal arts curriculum to lessons in the schools, The teacher educator’s handbook: Building a knowledge base for the preparation of teachers, (1996); Nelson J., Megill A., McCloskey D., The rhetoric of the human sciences: Language and argument in scholarship and public affairs, (1987); Noddings N., The challenge to care in schools: An alternative approach to education, (1992); Nussbaum M., Cultivating humanity: A classical defense of liberal education, (1997); O'Donnell J.J., Avatars of the word: From papyrus to cyberspace, (1998); Orrill R., The condition of liberal education: Pragmatism and a changing tradition, (1995); Orwell G., Shooting an elephant and other essays, (1950); Pascarella E., Terenzini P., How college effects students: Findings and insights from twenty years of research., (1991); Powell A., American high schools and the liberal arts tradition., (2003); Ravitch D., Left back: A century of failed school reform, (2000); Ravitch D., The language police: How pressure groups restrict what children learn, (2003); Reagan G., Liberal studies and the education of teachers, Theory into Practice, 29, 1, pp. 30-35, (1990); Schneider C., Liberal education: Slip-sliding away?, Declining by degrees: Education at risk, (2005); Segall A., Revisiting pedagogical content knowledge: The pedagogy of content/the content of pedagogy, Teaching and Teacher Education, 20, pp. 489-504, (2004); Shapiro J.J., Hughes S., Information literacy as a liberal art: Enlightenment proposals for a new curriculum, Educom Review, 31, 2, (1996); Shulman L., Knowledge and teaching: Foundations of the new reform, Harvard Educational Review, 57, 1, pp. 1-22, (1987); Shulman L., Theory, practice, and the education of professionals, Elementary School Journal, 98, 5, pp. 511-526, (1998); Snyder I., Silicon literacies: Communication, innovation and education in the electronic age, (2002); Stark J.S., Lowther M.A., Exploring common ground in liberal and professional education, New Directions in Teaching and Learning, 40, 1989, pp. 7-20, (1989); Stearns P.N., Meaning over memory: Recasting the teaching of culture and history, (1993); Stearns P.N., Teaching culture, Liberal Education, pp. 6-14, (2004); Pedagogy, 3, 2, pp. 245-275, (2003); Trubowitz S., The marriage of liberal arts departments and schools of education, Educational Horizons, 82, 2, pp. 114-117, (2004); Williams R., Keywords: A vocabulary of culture and society, (1983); Winter D.G., McClelland D.C., Stewart A., A new case for the liberal arts: Assessing institutional goals and student development, (1981)

Nơi xuất bản

Taylor and Francis

Hình thức xuất bản

Book chapter

Open Access

Nguồn

Scopus