The four coauthors describe the twenty-five-year history of efforts of the Council of Learned Societies in Education (CLSE) to represent the interests of the social foundations of education in the National Council for Accreditation of Teacher Education (NCATE), including the evolution of CLSE into the Council for the Social Foundations of Education and its recent departure from NCATE after a quarter century of successful involvement. The coauthors, each personally supportive of foundational involvement in national accreditation, delineate advantages gained by both (...) CLSE and NCATE during the quarter century of involvement, while also describing concerns and arguments that have led to the current disassociation of the Council for Social Foundations of Education (CSFE) fromNCATE. The article concludes with suggestions for the future and the coauthors' hope that this history and chronicle will provide incentive for reinvolvement of the foundations in national accreditation circles. (shrink)

This work investigates the complexity of ethics as a field of inquiry and practice across a principal's career. Fully contextualized, and thus carrying the contradictions and requirements of any school, the issues realistically do not usually lead to a single, beat-all answer, as any solution will likely have positive and negative consequences. Drawn from the authors' experiences and studies of schools over decades, the central figure is a fictional principal of a magnet school, whose dilemmas reflect the questions educators must (...) be prepared for. Each decision takes into account the principal's and staff's identities and values because they are all human and their opinions influence the outcomes. The work injects analytic, virtue, feminist, care, deontological, and critical theory insights as Deweyan ethics provides a lens for examining dilemmas. This accessible work blends reflective theory, the ordinary worlds of schools, and engaging pedagogical practice to guide those planning to enter the education sector. (shrink)

John Dewey is a well-known proponent of certain aspects of progressive education, including the idea that students and teachers should be reflective co-inquirers, not just acquirers of information.1 Among his many other educational ideas are the continuing need to reconstruct school conditions and environments, pedagogical thinking and practice, curricular planning and development, and educational activities and outcomes.2 In the field of education, however, his ideas of ethical inquiry, thinking, and decision-making are not as widely known as his views of teaching (...) and learning. Moreover, some advocates and critics of his ideas often confuse or blur his ethical deliberations.3 Since we think his ethical... (shrink)

This book illuminates contemporary educational reform discussions regarding teacher education programs and pre-K-12 schools by providing a clear analysis and application of John Dewey's relevant educational writings and ideas. The volume addresses issues of how future teachers should be liberally educated as well as prepared to be professional educators. Pre-K-12 education is evaluated through a Deweyan lens, involving a discussion of such topics as the teacher's responsibilities, charter schools, a common curriculum, professional development schools, new curricula, school administration, and cooperative (...) learning. In the concluding chapter, the authors point out many of the questions and concerns that those who are interested in educational reform are well-advised to ask and discuss. (shrink)