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Teaching the Way Children Learn


reviewed by Mary C. Markowitz & Jessica M. Dunn - May 22, 2009

coverTitle: Teaching the Way Children Learn
Author(s): Beverly Falk
Publisher: Teachers College Press, New York
ISBN: 0807749281, Pages: 208, Year: 2008
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In the introduction to the book, Beverly Falk states that “the developmental theories, pedagogical understandings and reform strategies” (p. 8) she describes throughout the book are not new. Nor are her arguments for encouraging the adoption of these theories, understandings, and strategies. Since the release of A Nation at Risk in 1983 through the past eight years of intense standards-based reform initiatives tied to No Child Left Behind, many teachers, students, teacher educators, boards of education, parents, policy makers, and communities have questioned the purposes and efficacy of public schools, especially urban schools, and the manner by which public education can be improved. In that regard, Falk is probably preaching to the choir – those who already have qualms about the standards-based approaches being used to address the current performance of public schools and those who would agree with the child-centered approaches she helped implement and study at the Bronx... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: May 22, 2009
https://www.tcrecord.org ID Number: 15637, Date Accessed: 12/9/2019 8:41:22 AM

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About the Author
  • Mary Markowitz
    University of Kansas
    E-mail Author
    MARY C. MARKOWITZ is a Project Coordinator for the Institute for Educational Research and Public Service and a Courtesy Assistant Professor in Curriculum and Teaching at the University of Kansas. Currently, she is working on a collaborative project with two universities and a school district to develop a P-20 science education center for delivering science education in a naturalistic setting. The project includes teacher education faculty and students, STEM faculty and students, and P-12 teachers, students, and counselors. She is finishing a project to incorporate Response to Intervention in high school math classes, teaches graduate courses in foundations of curriculum and instruction and is developing an Ed.D. program in teacher leadership for the KU School of Education. She was a high school English teacher for 13 years.
  • Jessica Dunn
    University of Kansas
    JESSICA M. DUNN is a Graduate Research Assistant for the Institute for Educational Research and Public Service and a doctoral student in Educational Leadership and Policy Studies at the University of Kansas. She is a seven-year veteran of elementary school teaching, has a masterís degree in special education, and is majoring in policy studies, with a minor in public administration. She is also working on the science education and high school math intervention projects at the Institute and hopes to work at a private, nonprofit education foundation after receiving her doctoral degree.
 
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