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The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 4 - The Learner


reviewed by Christopher Clark, Mark Girod, Ebony Roberts, Jaime Galindo, Patricia Aben, Sean Farmer & Lanetia Noble 2003

coverTitle: The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 4 - The Learner
Author(s): Virginia Richardson (ed.)
Publisher: American Educational Research Association, Washington
ISBN: 0935302263, Pages: 1278, Year: 2001
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OVERVIEW BY EBONY ROBERTS Each of the chapters in this section echo recent efforts in education to speak on behalf of those voices that have historically been silenced or ignored in schools and classrooms. Separately, each chapter speaks to a different marginalized group - the racially, culturally, and linguistically diverse (Chapters 33 and 34), students placed in special education (Chapter 35), and girls (Chapter 36). Collectively, these chapters testify to the need to reconstruct our image of the learner. Indeed, "the learner" is no longer white, middle class, non-disabled, and male. Today, "the learner" is more likely to be bilingual, live in poverty, or have a learning disability. Together, these chapters make clear the important role of the teacher in providing equal access to education. Equally important is the role that schools as institutions play in breaking the barriers of racism, classism, and sexism so that all children can be given equal opportunities to learn and develop. CHAPTER 33. CONSIDER THE DIFFERENCE: TEACHING AND LEARNING IN CULTURALLY... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 0-0
http://www.tcrecord.org ID Number: 11073, Date Accessed: 10/21/2017 8:22:29 AM

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About the Author
  • Christopher Clark
    University of Delaware
    E-mail Author
    CHRISTOPHER M. CLARK is Director of the School of Education at the University of Delaware. His research interests include teacher cognition, teacher education, and conversation as a medium for teacher learning, development, and inquiry.
  • Mark Girod
    Western Oregon University
    MARK GIROD is an assistant professor of teacher education at Western Oregon University, in Monmouth, Oregon. His interests are in science teaching and learning including aesthetics, identity development, and technology.
  • Ebony Roberts
    Black Star Educational Management, Detroit
    EBONY ROBERTS holds a Ph.D. in educational psychology from Michigan State University and works with Black Star Educational Management in Detroit, Michigan. Her work focuses on teacher and institutional development in African-centered schools.
  • Jaime Galindo
    Michigan State University
    E-mail Author
    JAIME GALINDO is a former secondary education teacher and graduate student of educational psychology currently working as an institutional researcher with the Office of Planning and Budgets at Michigan State University.
  • Patricia Aben
    Michigan State University
    PATRICIA ABEN currently teaches science at the secondary and college level. While vice president of a chemical company, she continues to pursue graduate studies in education.
  • Sean Farmer
    Michigan State University
    SEAN FARMER received his Master's Degree in Educational Technology and Instructional Design from Michigan State University. His research interests include technological support of creative writing, educational hypermedia, and cognitive flexibility.
  • Lanetia Noble
    Widener University
    E-mail Author
    LANETIA "SAM" NOBLE is a reading and study skills specialist in post secondary education. She directs the Reading and Academic Skills Center at Widener University.
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