Children's Books for Grown-Up Teachers by Peter Appelbaum
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Children's Books for Grown-Up Teachers
By Peter Appelbaum

Children's Books for Grown-Up Teachers

Reading and Writing Curriculum Theory

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Format: Hardback

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Children's Books for Grown-Up Teachers by Peter Appelbaum

Book Description

Teachers and prospective teachers read children's books, but that reading is often done as a "teacher" - that is, as planning for instruction - rather than as a "reader" engaged with the text. Children's Books for Grown-Up Teachers models the kind of thinking about teaching and learning - the sort of curriculum theorizing - accomplished through teachers' interactions with the everyday materials of teaching. It starts with children's books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself. Texts of curriculum theory describe infrastructures that support the crafts of inquiry and learning, and introduce a new vocabulary of poaching, weirding, dark matter, and jazz. At the heart of this book is a method of reading; Each reader pulls idiosyncratic concepts from children's books and from everyday life. Weaving these concepts into a discourse of curriculum theory is what makes the difference between "going through the motions of teaching" and "designing educational experiences. This book was awarded the 2009 AERA Division B (Curriculum Studies) Outstanding Book Award.

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Book Details

ISBN: 9780805849288
ISBN-10: 0805849289
Format: Hardback
(229mm x 152mm x 19mm)
Pages: 288
Imprint: Lawrence Erlbaum Associates Inc
Publisher: Lawrence Erlbaum Associates Inc
Publish Date: 13-Dec-2007
Country of Publication: United States

Other Editions...

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Embracing Mathematics by Peter Appelbaum Embracing Mathematics, Paperback (April 2008)

Asks teachers and prospective teachers to reflect on their relationships with mathematics and how these relationships influence their teaching and the experiences of their students. This book covers basic topics such as planning and assessment, classroom management, and organization of classroom experiences.

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