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Trusting What You Know: The High Stakes of Classroom Relationships

reviewed by Michael Parr - 2006

coverTitle: Trusting What You Know: The High Stakes of Classroom Relationships
Author(s): Miriam B. Raider-Roth
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787971650, Pages: 211, Year: 2005
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In our postmodern world where about the only thing one can be certain about is that there is no longer any certainty of anything, Raider-Roth delivers the redirecting and reassuring message which suggests that it is not only appropriate, but now more than ever essential, that we begin to look within and trust ourselves and what we already know to define what is important as catalysts for classroom learning. Beginning with Dewey’s fundamental question of “how can we educate for democracy,” Raider-Roth delves into the lives and perceptions of students to find ways in which we can begin to construct a more student-centered educational enterprise that reflects the need for meaning and relevance in students' own learning initiatives. The answers it seems may be simpler than we thought; the answers may be found through trusting what we know and what students will inherently lead us to if we allow them... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 108 Number 8, 2006, p. 1706-1709
https://www.tcrecord.org ID Number: 12257, Date Accessed: 7/29/2021 9:12:24 PM

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About the Author
  • Michael Parr
    Nipissing University
    E-mail Author
    MIKE PARR presently teaches for the Faculty of Education at Nipissing University, and brings with him considerable experience working with students at risk as well as those students identified as having specific emotional and behavioural disorders. His wide variety of teaching experiences in both segregated and regular classroom settings, as well as his experiences as an administrator has been instrumental in serving as a springboard to his work investigating the needs of students at risk. Research interests center around students at risk as well as leadership and change initiatives and processes in education today.
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