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Contextual Teaching and Learning: A Primer for Effective Instructionreviewed by Rebecca Goldstein - 2004 Title: Contextual Teaching and Learning: A Primer for Effective Instruction Author(s): Susan Sears Publisher: Phi Delta Kappa Educational Foundation, Bloomington ISBN: 0873678419 , Pages: 82, Year: 2002 Search for book at Amazon.com As a teacher educator, I am forever in the quest of finding
texts that my students will find useful as they struggle to
understand the complex underpinnings of theory and practice.
As a researcher, I am further intrigued by the many ways that
people conduct educational research about teacher preparation and
present those findings. Thus when Contextual Teaching and
Learning: A Primer for Effective Instruction by Susan Sears
came across my desk, I was interested in it both as a teacher and
researcher of teachers and teaching.
Contextual Teaching and Learning: A Primer for Effective
Instruction is a text designed to provide students,
“teachers, and teacher educators an opportunity to see how
contextual teaching and learning (CTL) can change classrooms and
teacher education programs” (p. 3). Evolving out of a
series of projects funded by the Office of Vocational and Adult
Education, U.S. Department of Education,
Contextual teaching and learning is a conception of teaching and
learning that helps teachers relate subject matter content to real
world situations,... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Rebecca Goldstein
Montclair State University E-mail Author REBECCA A. GOLDSTEIN is an assistant professor in the College of Education & Human Services, Department of Curriculum and Teaching, at Montclair State University, Upper Montclair, NJ. Dr. Goldstein’s research interests include student and teacher identity construction in diverse learning contexts, issues of democracy and social justice in urban schools, and urban school reform and teacher preparation. Her most recent article, “Discourse production, normativity, and hegemony in an urban history classroom,” was published in Taboo: The Journal of Culture and Education. She is also editor of the book, Useful Theory: Making Critical Education Practical, to be published by Peter Lang.
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