Contents
Foreword by Courtney Bell
Acknowledgments
Abbreviations
Part One:The Rise and Decline of MSU’s Visionary Aspirations for a Revolution in Learning to Teach
Chapter One: First Steps toward Challenging the Old Regime
Chapter Two: Initial Moves toward Overturning the Old Regime
Chapter Three: The Revolution Takes Shape in Teacher-Education Research and Program Development
Chapter Four: Revolution in School-University Relations during the PDS Era at MSU
Chapter Five: PDSs and Revolution under Siege
Chapter Six: The Restoration at MSU
Part Two: Struggles to Transform the Teaching and Learning of Subject Matter
Chapter Seven: The Assault on Old-School Thinking and Pracrice in Mathematics
Chapter Eight: From Mindless to Meaningful in the Teaching of Social Studies
Chapter Nine: From Mindless to Meaningful in the Teaching of Science
Chapter Ten: The Difficulties of Teaching Teachers and Students to Write Meaningfully
Part Three: What Was So Revolutionary about All This?
Chapter Eleven: Teaching as Intellectual Challenge and a Matter of Professional Judgment
Chapter Twelve: Collaboration as Never Before
Chapter Thirteen: Revolutionary Synergy within the PDSs
Chapter Fourteen: Amphibious Professors Learnto Be at Home in Both Higher Education and K–12
Chapter Fifteen: Pivotal Discoveries in Student Thinking and Learning
Chapter Sixteen: The New Frontier of What It Takes to Mentor Novice Teachers
Chapter Seventeen: The False Dischotomu betweem Peadgogy and Subject Matter
Chapter Eighteen: Using Instructional Materials and Technology to Advance the Revolution in Learning to Teach
Conclusion
Appendix: Technical Terms Used in Parts 2 and 3
References
Index