How can education be restructured to align more closely with the complex ways in which students actually create meaning and learn? The collection of essays asserts that this question must be the nexus of educational restructuring. This book addresses educational restructuring with a specific goal: the promotion of integrated education. Addressing a variety of contexts (elementary school through post-secondary) and written from a range of theoretical perspectives (critical theory, postmodernism, constructivism), the authors explore the educational structures that mediate the work of schools, teachers, and students. The contributors explore how educational institutions can change to promote authentic and holistic learning. Firmly rooted in theory, the collection presents a vision for the integrated education linked to concrete practices and contexts.
About the Author
TODD E. JENNINGS is Associate Professor and Chairman of the Department of Learning, Literacy and Culture at the School of Education at California State University, San Bernardino.
Table of Contents
Series Foreword by Henry Giroux
Developmental Dialectic of Students, Faculty, and Higher Education by Ivan D. Kovacs and Helen J. Shoemaker
Service Learning and the Liberal Arts: Restructuring for Integrated Education by Robbin D. Crabtree
Confronting the Ultimate Learning Outcome: We Teach Who We Are by Susan Drake
Transforming School Psychology: Paradigmatic Assumptions and Impediments to Holistic Roles by Dudley J. Wiest and Dennis A. Kreil
Restructuring Classroom Management for More Interactive and Integrated Teaching and Learning by Barbara Larrivee
From Alienating to Liberating Experiences: A New Comer's Learning Experiences in the New Culture by Danling Fu
Recent Mexican Immigrants: Forgotten Voices in the High School Restructuring Process by Rosalie Giacchino-Baker
Restructuring as an Integrative Process by Sam Crowell and Renate Caine