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PROFESSIONAL BOOKS.

TIME TO TEACH, TIME TO LEARN: Changing the Pace of School. Chip Wood. Greenfield, MA: Northeast Foundation for Children Inc., 1999. $16.95. "I believe time can be our friend, rather than our nemesis," says Wood, and he offers practical suggestions to document his convictions in Time To Teach, Time To Learn. Wood speaks to each teacher who is familiar with what he calls the concept of time as "currency"--we spend it, save it, account for it, and are economical with it.

Time To Teach, Time To Learn is organized into three sections: "Foundations" (the importance of theory and research), "Observations" (direct experience), and "Transformations" (practical application). Wood shows how to change the way we use time, as well as how to transform schools from the "fact factories" they have become into the democratic communities of learning that they can and should be. Practical strategies and guidelines for classroom administration and policy-making abound. The importance of incorporating children's concepts of time and the social context in learning is explained throughout the text.

Wood speaks to the heroes of the classroom, the good classroom teachers who are most representative of the profession. Parker Palmer says teachers need courage. Herbert Kohl says we need hope. The myriad texts that compel us to consider learners' developmental growth find further support in Wood's view of time as meaning more than being on task.

This sensitive, cogent, and exquisitely defined book bursts with ways to avoid the typical school hazards associated with time management. The author's voice is convincing, punctuated with experience and documented with successful results. He is inspired and inspiring.

A teacher and teacher-educator himself, Wood uses the responsive classroom approach, integrating the teaching of social and academic learning skills in elementary and middle schools. It is these skills, Wood contends, that not only meet or surpass state standards, but also restore our schools to places of civility and decency.

The conceptual framework of Time To Teach, Time To Learn can be codified in seven basic principles for a responsive classroom:

* Complementary sides of academic and social curriculum

* Balance between content and process of learning

* Cooperative interaction as learning facilitator

* Specific social skills that are necessary to learning

* Teachers' knowledge of children, as well as of content

* Teachers' knowledge of parents, as well as of children

* Good working relationships among adults.

Time To Teach, Time To Learn makes the lesson plan malleable, and the administrative tasks manageable. Time To Teach, Time To Learn is an invitation to take time to read. Reviewed by Lenore Sandel, Professor Emerita of Reading, Hofstra University, Hempstead, NY

CENTERS OF PEDAGOGY: New Structures for Educational Renewal. Robert S. Patterson, Nicholas M. Michelli, & Arturo Pacheco. San Francisco: Jossey-Bass, 1999. 240 pp. $27.95. The authors of this book are deans of university education programs, and have been involved in education reform for many years. This volume in the Agenda for Education in a Democracy series speaks to transformations that have or could occur across department and college boundaries for the betterment of teacher preparation.

A center of pedagogy is a "coordinating structure for fostering the ongoing simultaneous renewal of teacher education and public schools" (p. 58). The first section of this book brings history to bear on today's ideas of pedagogy. John Dewey, B.O. Smith, and John Goodlad all had teacher renewal at the cornerstone of their education reform visions. The authors ponder the "enabling conditions and persistent questions" that apply to all centers of pedagogy: structure, governance, responsibility, and identity.

The second section describes the setting and historical role of three university centers of pedagogy: Montclair State University in New Jersey, Brigham Young University in Utah, and the University of Texas in El Paso. All three universities have developed collaborative relationships across department / college boundaries. The institutions' methods share some similarities; even when they differ, the wisdom of using collaborative structures for solving multiple reform issues appears to be validated.

The book's third part describes the goals and principles that reflect the three universities' renewal agendas, as well as the obstacles in moving toward creating centers of pedagogy. The final chapter proposes six standards and multiple indicators to assist in the establishment and implementation of centers of pedagogy.

Goodlad first introduced the idea of a pedagogical center in Teachers for Our Nation's Schools (1990). In this book's afterword, also written by Goodlad, he continues to argue that schools of education are needed to help prepare future teachers. He is firm in stating that popular alternatives, such as mentoring in the public schools, are essential, but that they must co-exist with both colleges of arts and the primary through grade 12 schools. Reviewed by Judy Williston, Professor of Teacher Education, Eastern Michigan University, Ypsilanti

Reference

Goodlad, J. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass.

POINTS OF VIEWING CHILDREN'S THINKING: A Digital Ethnographer's Journey. Ricki Goldman-Segall. Mahwah, NJ: Erlbaum, 1998. $29.95. Readers of this thought-provoking book will find that it challenges the role of computers in contemporary life. Video and digital tools, the author says, are more than ways of documenting and analyzing people and events; the interaction with technology itself is changing the ways we create knowledge.

This book is divided into three sections. The first one places the use of video and computers for research within contemporary anthropological theory. The author describes the computer cultures of two schools widely separated by geography and demographics. As she describes the teachers, Goldman-Segall respectfully points to the need to create roles of "navigators and artists" to replace the suddenly anachronistic function of gatekeeper of knowledge.

Part Two considers the nuts and bolts issues of video ethnography and analysis of video data. The author describes the digital tools she used as Director of the Multimedia Ethnographic Research Lab of the University of British Columbia, and she provides Web site access to one such tool, "Constellations."

Part Three includes case studies of students observed over a 12-year period in the two schools described above. The children used computers in highly personalized ways, creating microworlds with individual modes of expression, content, and preferred styles of presentation. Contrasting case studies--one of girls and one of boys--challenge prevailing notions of the role of gender in teaching and learning. The portraits leave the reader wondering about the many dimensions of childhood, yet to be illustrated by the artful eye of Goldman-Segall, that will be altered through computer use.

This fascinating book is written for a scholarly audience and should quickly find a home in graduate courses dealing with instructional technology, anthropology, or educational research methods. Reviewed by Caroline V. Owens, Assistant Professor, Penn State, Harrisburg

Titles of Note

Adaptive School, The: A Sourcebook for Developing Collaborative Groups. R. J. Garmston & B. M. Wellman. Norwood, MA: Christopher-Gordon, 1999. $49.95.

Anger: Taming the Beast. R. Z. Peurifoy. New York: Kodansha America, 1999. $22.00.

Bad Boys, Bad Men. D. W. Black with C. L. Larson. New York: Oxford University Press, 1999. $25.00.

Better Beginning, A: Supporting and Mentoring New Teachers. M. Scherer (Ed.). Alexandria, VA: Association for Supervision and Curriculum Development, 1999. $25.95.

Building Family Literacy in an Urban Community. R. D. Handel. New York: Teachers College Press, 1999. $21.95.

Cheating on Tests: How To Do It, Detect It, and Prevent It. G. J. Cizek. Mahwah, NJ: Erlbaum, 1999. $29.95.

Child by Child: The Comer Process for Change in Education. J. P. Comer, M. Ben-Avie, N. M. Haynes, & E. T. Joyner. New York: Teachers College Press, 1999. $19.95.

Classrooms and Courtrooms: Facing Sexual Harassment in K-12 Schools. N. Stein. New York: Teachers College Press, 1999. $18.95.

Communicating With the Public: A Guide for School Leaders. A. A. Meek. Alexandria, VA: Association for Supervision and Curriculum Development, 1999. $22.95.

Complex World of Teaching, The: Perspectives From Theory and Practice. E. Mintz & J. T. Yun (Eds.). Cambridge, MA: Harvard University Press, 1999. $22.95.

Discipline With Dignity (Rev. ed). R. L. Curwin & A. N. Mendler. Alexandria, VA: Association for Supervision and Curriculum Development, 1999. $15.95.

Early Childhood Curriculum, The: Current Findings in Theory and Practice (3rd ed.). C. Seefeldt. New York: Teachers College Press, 1999. $36.95.

Early Childhood Development: A Multicultural Perspective (2nd ed.). J. Trawick-Smith. Upper Saddle River, NJ: Merrill, 2000. $54.35.

Educating Minds and Hearts: Social Emotional Learning and the Passage Into Adolescence. J. Cohen (Ed.). Alexandria, VA: Association for Supervision and Curriculum Development, copublished with Teachers College Press, 1999. $21.95.

Elementary Literacy Lessons: Cases and Commentaries From the Field. J. C. Richards & J. P. Gipe. Mahwah, NJ: Erlbaum, 2000. $24.50.

Evaluating Professional Development. T. R. Guskey. Thousand Oaks, CA: Corwin, 1999. $34.95.

Evaluating Teachers for Professional Growth: Creating a Culture of Motivation and Learning. D. R. Beerens. Thousand Oaks, CA: Corwin, 1999. $29.95.

Failure To Connect: How Computers Affect Our Children's Minds -- For Better and Worse. J. M. Healy. New York: Simon & Schuster, 1998. $14.00.

Family Therapy for ADHD: Treating Children, Adolescents, and Adults. C. A. Everett & S. V. Everett. New York: Guilford, 1999. $35.00.

Gay Parents/Straight Schools: Building Communication and Trust. V. Casper & S. B. Schultz. New York: Teachers College Press, 1999. $19.95.

Going Public: Priorities & Practice at the Manhattan New School. S. Harwayne. Portsmouth, NH: Heinemann, 1999. $25.00.

Hero's Journey, The: How Educators Can Transform Schools and Improve Learning. J. L. Brown & C. A. Moffett. Alexandria, VA: Association for Supervision and Curriculum Development, 1999. $20.95.

Imaginary Companions and the Children Who Create Them. M. Taylor. New York: Oxford University Press, 1999. $25.00.

Inclusive Early Childhood Classroom, The: Easy Ways To Adapt Learning Centers for All Children. P. Gould & J. Sullivan. Beltsville, MD: Gryphon House, 1999. $24.95.

Interactive Writing: How Language & Literacy Come Together, K-2. A. McCarrier, G. S. Pinnell, & I. C. Fountas. Portsmouth, NH: Heinemann, 1999. $30.00.

Knowing and Serving Diverse Families (2nd ed.). V. Hildebrand, L. A. Phenice, M. M. Gray, & R. P. Hines. Upper Saddle River, NJ: Merrill, 2000. $42.60.

Lead, Follow, or Get Out of the Way: How To Be a More Effective Leader in Today's Schools. R. D. Ramsey. Thousand Oaks, CA: Corwin, 1999. $24.95.

Let's Begin Reading Right: A Developmental Approach to Emergent Literacy (4th ed.). M. V. Fields & K. L. Spangler. Upper Saddle River, NJ: Merrill, 2000. $40.50.

Life Cycle of the Career Teacher. B. E. Steffy, M. P. Wolfe, S. H. Pasch, & B. J. Enz (Eds.). Thousand Oaks, CA: Corwin, 1999. $22.95.

Managing Difficult, Frustrating, and Hostile Conversations: Strategies for Savvy Administrators. G. J. Kosmoski & D. R. Pollack. Thousand Oaks, CA: Corwin, 1999. $19.95.

Managing Quality in Young Children's Programs: The Leader's Role. M. L. Culkin (Ed.). New York: Teachers College Press, 2000. $26.95.

Managing Unmanageable Students: Practical Solutions for Administrators. E. K. McEwan & M. Damer. Thousand Oaks, CA: Corwin, 1999. $32.95.

Matching Books to Readers: Using Leveled Books in Guided Reading, K-3. I. C. Fountas & G. S. Pinnell. Portsmouth, NH: Heinemann, 1999. $27.50.

One Size Fits Few: The Folly of Educational Standards. S. Ohanian. Westport, CT: Heinemann, 1999. $16.00.

Origins of Genius: Darwinian Prespectives on Creativity. D. Simonton. New York: Oxford University Press, 1999. $27.50.

Parents as Partners in Education (5th ed.). E. H. Berger. Upper Saddle River, NJ: Merrill, 2000. $42.55.

Play & Imagination in Children With Autism. P.J. Wolfberg. New York: Teachers College Press, 1999. $22.95.

Skills for Preschool Teachers (6th ed.). J. J. Beaty. Upper Saddle River, NJ: Merrill, 2000. $32.00.

Spreading Resiliency: Making It Happen for Schools and Communities. M. M. Milstein & D. A. Henry. Thousand Oaks, CA: Corwin, 1999. $32.95.

Start Smart! Building Brain Power in the Early Years. P. Schiller. Beltsville, MD: Gryphon House, 1999. $14.95.

Supervision in Early Childhood Education: A Developmental Perspective (2nd ed.). J. J. Caruso & M. T. Fawcett. New York: Teachers College Press, 1999. $21.95.

Supervision That Improves Teaching: Strategies and Techniques. S. Sullivan & J. Glanz. Thousand Oaks, CA: Corwin, 1999. $29.95.

Taking Charge: Caring Discipline That Works at Home and at School (3rd ed.). J. Nordling. Portland, OR: SIBYL Publications, 1999. $14.95.

Talk Matters: Refocusing the Language of Public Schooling. B. S. Fennimore. New York: Teachers College Press, 2000.

Teachers Transforming Their World and Their Work. A. Lieberman & L. Miller. Alexandria, VA: Association for Supervision and Curriculum Development, 1999. $16.95.

Telling a Different Story: Teaching and Literacy in an Urban Preschool. C. Wilson. New York: Teachers College Press, 2000. $18.95.

25 Biggest Mistakes Teachers Make and How To Avoid Them. C. Orange. Thousand Oaks, CA: Corwin, 2000. $24.95.

Uncommon Sense: Core Knowledge in the Classroom. T. A. Mackley. Alexandria, VA: Association for Supervision and Curriculum Development, 1999. $11.95.

Violent and Aggressive Youth: Intervention and Prevention Strategies for Changing Times. F. Bemak & S. Keyes. Thousand Oaks, CA: Corwin, 1999. $16.95.
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Title Annotation:Review
Author:Williston, Judy
Publication:Childhood Education
Article Type:Book Review
Date:Jun 22, 2000
Words:2144
Previous Article:BOOKS FOR CHILDREN.
Next Article:Linking Technology and Teaching Practice.
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