Annotation Goldstein (education, U. of Texas, Austin) offers this text in an effort to reestablish "caring" in teaching and in teacher education, with an urge to move away from the "gentle smiles and warm hugs" view toward one that sees caring as an integral part of the teacher- learning process and teacher education programs. Coverage includes conceptual, theoretical and empirical interpretations of caring which provide a framework for a moral and intellectual relation view of caring; educating teachers to understand and be committed to this concept of caring teaching; and possibilities for developing teacher education programs which demonstrate for preservice teachers the pedagogical power of the moral and intellectual relation view of caring. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Reclaiming the Teaching Profession gives educators (especially teachers and future teachers) and their allies a clear overview of the massive effort to dismantle public education in the United States, which includes a direct attack on teachers. The book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. It provides counter narratives that public school advocates can use to talk back to those who would destroy the teaching profession and public education. It includes examples of successful acts of resistance and identifies resources for challenging reformers’ taken for granted primacy in the education debate. It concludes with strategies educators can use to “speak truth to power,” reclaim their professional status, and reshape the education landscape in ways that serve all of America’s children and preserve our democracy.

"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education" --

It's often been said, with some validity, that we teach what we need to know. So, too, we write what we want to read: in this case, the book that I wish someone had written for me when I was a young teacher just starting out. I began teaching in a British-style boys' boarding school: all boys, all boarding-a trial by fire if ever there was one. I was fresh out of university, with a good MA but virtually no teaching experience and only the dimmest idea of why I was joining the profession. I had been told by someone I trusted that I had a natural talent for teaching, felt faint stirrings of vocation, and wanted to give something back after a long and self-indulgent education. Beyond that, I had no idea of what I was getting into or why. It was a strange Darwinian world of bad food, cold showers, harsh discipline, and cross-country runs, with other vestiges of British public school tradition, including bread pudding, corporal punishment, and daily chapel. Paradoxically, despite the strict discipline and institutional formality-the masters were universally referred to as Sir, and the boys addressed by surname-a great fondness grew between staff and students. We were, at the very least, honorable enemies reminiscent of Tom Brown's School Days-at best, a boisterous family marooned together, more like Swiss Family Robinson. Something hilarious happened every day. The boys were irrepressible, despite our best efforts, and the charged, insular atmosphere of the school somehow produced the most extravagantly colorful personalities. I was always amazed at how the boys bounced back after a frozen route march or an exhausting exam week; it was the masters who showed the strain. Partly, we lacked the resiliency of youth. We were older in our bones, and our sinews had lost their elasticity. Partly, we followed an unrelenting schedule since, in addition to our teaching duties (including a half day on Saturday), we were required to patrol the dorms, supervise study hall, and lead all-weather outdoor adventures. Sixty-hour workweeks were standard, rising to eighty hours during peak periods. But we also suffered the natural consequences of an immutable law and a professional handicap, which I will explain.

Are you overwhelmed by unruly students, difficult parents, and never-ending classroom distractions? Are you tired of scavenging and pleading for basic school supplies? Do you wonder if anyone notices or cares how much effort you put into teaching every day? If you answered yes to any of these questions, then this book is for you. When Teaching Gets Tough offers practical strategies you can use to make things better right away. Veteran educator Allen Mendler organizes the discussion around four core challenges: * Managing difficult students * Working with unappreciative and irritating adults * Making the best of an imperfect environment * Finding time to take top-notch care of yourself When Teaching Gets Tough is there when you need help to reclaim and sustain your energy and enthusiasm for teaching. Written with a deep understanding of the issues that teachers face every day, the book also includes sections for administrators who want to help teachers stay at the top of their game. Allen Mendler is an educator and school psychologist and the author of Connecting with Students and co-author of Discipline with Dignity, 3rd edition .

This book presents an antidote to the self-destructive war between educational conservatives and progressives, arguing that each has only part of the solution in what should be a productive dialectic between experience and concepts--Outlines the rich tradition of educational thought we have already created in this country, suggesting ways to apply it to our current reform efforts--Provides a new paradigm for re-conceptualizing our educational past, urging us to move in the direction of our best and most characteristic literary and philosophical thinkers--Critiques the usual academic discourse on education and suggests alternatives through his lively and direct style.

Though much has been written about ethic of care and its importance in education, little is available to guide Christian educators who desire to demonstrate a disposition of care toward self, learners, colleagues, and community. As this book makes clear, a Christian ethic of care serves to illuminate our relationship with God while also helping to flesh out what care looks like in various contexts, including and especially teaching and teacher education. How Shall We Then Care? invites engagement with questions not just about what teachers should know about care, but about how they are to care for those in their circle of influence, what it means to care, what counts as care, what practices nurture care, and how care is experienced. The authors are teachers and teacher educators who, like you, have struggled to find answers to these questions. The settings for these explorations span the spectrum from K-12 classrooms to Christian and public higher education, covering issues such as trauma-informed classroom practice, the use of role-playing games for teaching ethics, the transition from teacher candidate to novice teacher, the crucial interface between care and inclusive education, and the vital role empathy plays in educational care.