Becoming and Being a Teacher (Peter Lang USA)

BB.catalog copyThomas, P. L. (ed.)

Becoming and Being a Teacher

Confronting Traditional Norms to Create New Democratic Realities

Series: Critical Studies in Democracy and Political Literarcy – Volume 2

Year of Publication: 2013

New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2013. XVIII, 302 pp., num. ill.
ISBN 978-1-4331-1650-6 pb.  (Softcover)
ISBN 978-1-4331-1686-5 hb.  (Hardcover)

IN PRESS: De-Testing and De-Grading Schools (Peter Lang)

De-Testing and De-Grading Schools: Authentic Alternatives to Accountability and Standardization
Joe Bower and P. L. Thomas, editors

Introduction by Alfie Kohn

Peter Lang USA
Counterpoints Series




Alfie Kohn Introduction: “The Roots of Grades-and-Tests”

Part I: Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education

Lisa Guisbond, Monty Neill, and Bob Schaeffer ( Chapter One “NCLB’s Lost Decade for Educational Progress: What Can We Learn from this Policy Failure?”
Fernando F. Padró Chapter Two “High-stakes Testing Assessment: The Deus Ex Machina of Quality in Education”
Anthony Cody Chapter Three “Technocratic Groupthink Inflates the Testing Bubble”
Lawrence Baines and Rhonda Goolsby Chapter Four “Mean Scores in a Mean World”
Julie Gorlewski and David Gorlewski Chapter Five “Degrading Literacy: How New York State Tests Knowledge, Culture, and Critical Thinking”
Morna McDermott Chapter Six “The aesthetics of social engineering: How high stakes testing dehumanizes/desensitizes education”
Richard Mora Chapter Seven “Standardized Testing and Boredom at an Urban Middle School”
Brian Beabout and Andre Perry Chapter Eight “Reconciling Student Outcomes and Community Self-Reliance in Modern School Reform Contexts”
David Bolton and John Elmore Chapter Nine “The Role of Assessment in Empowering/ Disempowering Students in the Critical Pedagogy Classroom”
Part II: De-Grading and De-Testing in a Time of High-Stakes Education Reform
Alfie Kohn Chapter Ten “The Case Against Grade”
Joe Bower Chapter Eleven “Reduced to Numbers: From Concealing to Revealing Learning”
John Hoben Chapter Twelve “Assessment Technologies as Wounding Machines: Abjection, the Imagination and Grading”
Peter DeWitt Chapter Thirteen “No Testing Week: Focusing on Creativity in the Classroom”
Hadley Ferguson Chapter Fourteen “Creating an Ungraded Classroom”
James Webber and Maja Wilson Chapter Fifteen “’Parents Just Want to Know the Grade': Or Do They?”
P. L. Thomas Chapter Sixteen “De-grading Writing Instruction in a Time of High-stakes Testing: The Power of Feedback in Workshop”
Brian Rhode Chapter Seventeen “Demoralizing, Disengaging, Non-Actualizing Education”
Lisa William-White Conclusion “Striving Towards Authentic Teaching for Social Justice”