Overview
- Editors:
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Julie A. Gorlewski
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State University of New York at New Paltz, USA
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David A. Gorlewski
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D’Youville College, USA
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Table of contents (11 chapters)
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- Julie A. Gorlewski, David A. Gorlewski
Pages 1-13
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- Julie A. Gorlewski, David A. Gorlewski
Pages 15-27
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- Julie A. Gorlewski, David A. Gorlewski
Pages 29-38
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- Julie A. Gorlewski, David A. Gorlewski
Pages 39-49
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- Julie A. Gorlewski, David A. Gorlewski
Pages 51-61
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- Julie A. Gorlewski, David A. Gorlewski
Pages 63-73
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- Julie A. Gorlewski, David A. Gorlewski
Pages 75-85
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- Julie A. Gorlewski, David A. Gorlewski
Pages 87-97
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- Julie A. Gorlewski, David A. Gorlewski
Pages 99-109
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- Julie A. Gorlewski, David A. Gorlewski
Pages 111-121
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- Julie A. Gorlewski, David A. Gorlewski
Pages 123-133
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Back Matter
Pages 135-135
About this book
This book provides no answer key. If you are looking for “one right answer,” go elsewhere. Implicit in the current educational reform movement towards standards and standardization is the belief that the work of teachers is quantifiable; that the hours and days of contact time between teachers and students can be reduced to a number that has meaning; in short, that there is one right answer. Making it Real: Case Stories for Secondary Teachers focuses not on the episodic nature of the standardized test but on those “hours and days of contact time” that represent the essence of what teachers do on a daily basis. Within that context, teachers are called upon to make hundreds of decisions each day - decisions which require knowledge and expertise about planning, learner development, content knowledge, student assessment, and ethical practice – among many others. These decisions are not made easily and cannot be quantified because they take place in the complex world of human nature and human activity; where values and priorities conflict and often clash. The teachers, administrators, and students in Making it Real: Case Stories for Secondary Teachers represent the day-to-day situations, relationships, conflicts, and dilemmas that exist in every school. No “formulas” are presented. No “secrets” are revealed. Rather, the authors provide a template for analysis that encourages readers to place themselves in these real life school settings and consider the causes and consequences of their decisions—for themselves, their students, and society as a whole.
Editors and Affiliations
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State University of New York at New Paltz, USA
Julie A. Gorlewski
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D’Youville College, USA
David A. Gorlewski
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