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Contextual Teaching and Learning: A Primer for Effective Instruction


reviewed by Rebecca Goldstein — 2004

coverTitle: 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
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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.)


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Cite This Article as: Teachers College Record Volume 106 Number 2, 2004, p. 397-400
http://www.tcrecord.org ID Number: 11206, Date Accessed: 12/17/2017 4:43:39 PM

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About the Author
  • 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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