This book brings new life to the long-standing debate in the United States over whether teacher education, K–12 teaching, and the role that universities play in this work can be revolutionized so that they are less subject to self-defeating conventions and orthodoxy, to the benefit of all the nation’s children. Author John Schwille reexamines the ambitious reform agenda that Michigan State University teacher education leaders brought to the national table in the 1980s and 1990s. This attempted revolution mobilized unprecedented resources to the struggle to transform teaching and learning of subject matter. Conveying this history through the words of the teachers and scholars responsible for it, Schwille shows that a great deal was achieved, but many of the lessons learned continue to be ignored.
ContentsForeword by Courtney BellAcknowledgmentsAbbreviationsPart One:The Rise and Decline of MSU’s Visionary Aspirations for a Revolution in Learning to TeachChapter One: First Steps toward Challenging the Old RegimeChapter Two: Initial Moves toward Overturning the Old RegimeChapter Three: The Revolution Takes Shape in Teacher-Education Research and Program DevelopmentChapter Four: Revolution in School-University Relations during the PDS Era at MSUChapter Five: PDSs and Revolution under SiegeChapter Six: The Restoration at MSUPart Two: Struggles to Transform the Teaching and Learning of Subject MatterChapter Seven: The Assault on Old-School Thinking and Pracrice in MathematicsChapter Eight: From Mindless to Meaningful in the Teaching of Social StudiesChapter Nine: From Mindless to Meaningful in the Teaching of ScienceChapter Ten: The Difficulties of Teaching Teachers and Students to Write MeaningfullyPart Three: What Was So Revolutionary about All This?Chapter Eleven: Teaching as Intellectual Challenge and a Matter of Professional JudgmentChapter Twelve: Collaboration as Never BeforeChapter Thirteen: Revolutionary Synergy within the PDSsChapter Fourteen: Amphibious Professors Learnto Be at Home in Both Higher Education and K–12Chapter Fifteen: Pivotal Discoveries in Student Thinking and LearningChapter Sixteen: The New Frontier of What It Takes to Mentor Novice TeachersChapter Seventeen: The False Dischotomu betweem Peadgogy and Subject MatterChapter Eighteen: Using Instructional Materials and Technology to Advance the Revolution in Learning to TeachConclusionAppendix: Technical Terms Used in Parts 2 and 3ReferencesIndex
