front cover of Taking It Personally
Taking It Personally
Racism In Classroom From Kinderg To College
Ann Berlak
Temple University Press, 2001
When Sekani Moyenda, an African American elementary school teacher, accepted an invitation to speak at a graduate education class, neither the students nor Ann Berlak, their professor, could guess that her presentation would spark an outpouring of emotion and a reexamination of race from everyone involved.

The "encounter" -- as it was called -- was an expression of Moyenda's anger at the institutionalized racism of our educational system, a system whose foundations are reinforced and whose assumptions about race are reproduced in the graduate school classroom. Forcing everyone involved to rethink their own race consciousness, Taking it Personally is a chronicle of two teachers and their own educational progress. In processing their own responses to the encounter, along with their students', Berlak and Moyenda meditate not only on their own ideas on teaching and learning, but also redefine the obligation a teacher has to his or her students.

Personal in its approach, yet grounded in significant currents of educational thought, Taking it Personally  will be a must-read for any educator or educator-to-be who is committed to teaching  in our diverse classrooms.
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Talent and Education
Present Status and Future Directions
E. Torrance
University of Minnesota Press, 1960
Talent and Education was first published in 1960. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.The problem of identification, development, and utilization of talented young people is a matter of prime concern to all who are interested in the welfare of the individual and the future of the nation. This book, constituting a progress report on research related to the problem, will be of particular value to educators, psychologists, social workers, community leaders, and others who are engaged in the effort to make the most of our human resources.The volume contains chapters by a number of contributors drawn from various fields in elementary, secondary, and higher education. The contributors include John E. Anderson, Robert H. Beck, Florence N. Brumbaugh, Walter W. Cook, Willis E. Dugan, Dale B. Harris, Arthur J. Lewis, Catherine Cox Miles, Mary Pilch, Maynard C. Reynolds, Anne Roe, Merrill F. Roff, Paul C. Rosenbloom, Audrey Shechtman, and E. Paul Torrance. Orville L. Freeman, governor of Minnesota, writes an indtroduction.Among the topics discussed are the nature and scientific measurement of talent, the effects of life experiences on the development of talent, the enrichment of school curricula, special grouping and acceleration in the schools, psychological aspects of some of the problems, and Russian methods of dealing with individual differences. The volume is based on papers from an Institute on Exceptional Children held at the University of Minnesota.
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Talk about Sex
How Sex Ed Battles Helped Ignite the Right
Janice M. Irvine
Temple University Press, 2023
Praise for Talk about Sex

“Must reading for scholars, sexuality researchers, activists, and public policy and public health planners engaged in efforts to promote education on sex, sexually transmitted diseases, and HIV infection prevention for adolescents in schools.”—JAMA 
 
Talk about Sex is a rich social history about the political transformations, cultural dynamics, and emotional rhetorical strategies that helped the right wing manufacture controversies on the local and national levels in the United States. Although the emergence of a politicized Christian Right is commonly dated at the mid-seventies, with the founding of groups like the Moral Majority, Talk about Sex tells the story of a powerful right-wing Christian presence in politics a full decade earlier. These activists used inflammatory sexual rhetoric—oftentimes deceptive and provocative—to capture the terms of public debate, galvanize voters, and reshape the culture according to their own vision. 

This 20th Anniversary Edition includes a new preface and epilogue by the author that examines current controversies over public education on sexuality, gender, and race. 
 
Demonstrating how the right wing draws on the cultural power of sexual shame and fear to build a political movement, Talk about Sex explores the complex entanglements of sexual knowledge, politics, and discourses.
 
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Talking Art
The Culture of Practice and the Practice of Culture in MFA Education
Gary Alan Fine
University of Chicago Press, 2018
In Talking Art, acclaimed ethnographer Gary Alan Fine gives us an eye-opening look at the contemporary university-based master’s-level art program. Through an in-depth analysis of the practice of the critique and other aspects of the curriculum, Fine reveals how MFA programs have shifted the goal of creating art away from beauty and toward theory. Contemporary visual art, Fine argues, is no longer a calling or a passion—it’s a discipline, with an academic culture that requires its practitioners to be verbally skilled in the presentation of their intentions. Talking Art offers a remarkable and disconcerting view into the crucial role that universities play in creating that culture.
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Talladega College
The First Century
Maxine D. Jones
University of Alabama Press, 1990
An early history of Talladega College
 
In 1954 when the U.S. Supreme Court declared separate education inherently unequal, Talladega College was a notable black liberal arts school thriving in rural east Alabama. This is a study of that college, its growth, development, and significance, from its inception by freed slaves in the 1860s through the student protest movement more than a century later. Initially Talladega offered primary, secondary, nursing, and theological as well as college-level work. Under strong leadership of visionaries such as James T. Cater, the school’s first black dean, Talladega became a first-rate liberal arts institution. During its first decades the school struggled against poverty, white hostility, Ku Klux Klan threats, and internal dissension to produce a number of teachers and ministers for Alabama schools and churches.
 
This book examines such college issues as finance, enrollment, students, educational policy, and the often stormy relationship with black and white neighbors. It provides a sense of both the obstacles to and the positive consequences of building and nurturing a black college.
 
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Tapping the Riches of Science
Universities and the Promise of Economic Growth
Roger L. Geiger and Creso M. Sá
Harvard University Press, 2009

Can university-based scientific research contribute to the economic development of a region? Can it generate wealth for the university? American universities are under increasing pressure to maximize their economic contributions. Tapping the Riches of Science offers a rigorous and far-sighted explanation of this controversial and little-understood movement.

Just how do universities contribute to innovation in industry? How have state legislatures promoted local university commitments to economic relevance? And how has the pressure to be economically productive affected the core academic missions of teaching and research? Drawing from a range of social science analyses, campus interviews, and examples of university-industry partnerships, Roger Geiger and Creso Sá reveal the ways that economic development has been incorporated into university commitments.

Noting enduring cultural differences between the academic and business worlds, Geiger and Sá deflate both suspicious and overconfident views. They show how elusive success can be for embryonic discoveries with as-yet-unclear applications. Warning against promising—and expecting—too much, Tapping the Riches of Science nonetheless makes a strong case for the long-term promise of practical uses for academic research.

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Targeting Investments in Children
Fighting Poverty When Resources Are Limited
Edited by Phillip B. Levine and David J. Zimmerman
University of Chicago Press, 2010

A substantial number of American children experience poverty: about 17 percent of those under the age of eighteen meet the government’s definition, and the proportion is even greater within minority groups. Childhood poverty can have lifelong effects, resulting in poor educational, labor market, and physical and mental health outcomes for adults. These problems have long been recognized, and there are numerous programs designed to alleviate or even eliminate poverty; as these programs compete for scarce resources, it is important to develop a clear view of their impact as tools for poverty alleviation.

Targeting Investments in Children
tackles the problem of evaluating these programs by examining them using a common metric: their impact on earnings in adulthood. The volume’s contributors explore a variety of issues, such as the effect of interventions targeted at children of different ages, and study a range of programs, including child care, after-school care, and drug prevention. The results will be invaluable to educational leaders and researchers as well as policy makers.

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Task-Based Listening
What Every ESL Teacher Needs to Know
Steven Brown
University of Michigan Press, 2019
Are you looking for activities to use in your listening classes beyond asking students to answer comprehension questions? In Task-Based Listening, author Steven Brown defines task-based listening (TBL) and describes how to build a task-based listening program, how to create a task-based listening lesson, ways to activate vocabulary acquisition and improve grammatical knowledge, and the links between listening and pronunciation. In addition, he covers the ways that metacognitive strategies can assist students when listening, the advantages of extensive listening, and the benefits of interactive listening. Readers will find specific tips and suggestions for using these concepts in the classroom.
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A Taste for Language
Literacy, Class, and English Studies
James Ray Watkins Jr.
Southern Illinois University Press, 2009

“This is a book about the American Dream as it has become embodied in the university in general and in the English department in particular,” writes James Ray Watkins at the start of A Taste for Language: Literacy, Class, and English Studies. In it, Watkins argues that contemporary economic and political challenges require a clear understanding of the identity of English studies, making elementary questions about literacy, language, literature, education, and class once again imperative.  

A personal history of university-level English studies in the twentieth century, A Taste for Language combines biography, autobiography, and critical analysis to explore the central role of freshman English and literary studies in the creation and maintenance of the middle class. It tells a multi-generational story of the author and his father, intertwined with close reading of texts and historical analysis. The story moves from depression-era Mississippi, where the author's father was born, to a contemporary English department, where the author now teaches.

Watkins looks at not only textbooks, scholars, and the academy but also at families and other social institutions. A rich combination of biography, autobiography, and critical analysis, A Taste for Language questions what purpose an education in English language and literature serves in the lives of the educated in a class-based society and whether English studies has become wholly irrelevant in the twenty-first century. 

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Teach Your Tot to Sign
The Parents' Guide to American Sign Language
Stacy A. Thompson
Gallaudet University Press, 2005

Research has shown that very young children can learn sign language before they learn to speak. Teach Your Tot to Sign: The Parents’ Guide to American Sign Language provides parents and teachers the opportunity to teach more than 500 basic American Sign Language (ASL) signs to their infants, toddlers, and young children. Hearing children, deaf children, and children with special needs can benefit from learning the elementary signs chosen for this handy pocket-size book. Young children who can communicate using simple signs become less frustrated and also bond in a special way with their parents. In teaching ASL to parents of toddlers and preschool teachers, author Stacy A. Thompson recognized the need for a book that could be used at home and in the classroom. Her book features fundamental signs of great appeal to young children and concise instructions on how to sign, including the critical importance of facial expression.

Teach Your Tot to Sign anticipates all of the common desires and interests of young children — food, pets, planes, trains, cars, and boats, games, holidays, vegetables, family — in short, nearly everything. Reflecting children’s endless curiosity, the vocabulary chosen ranges from signs for “baby,” “broken,” “clown,” “dinosaur,” “firefighter,” “gentle,” “hot,” “hurt,” “ketchup,” “pacifier,” “rooster,” “sad,” “spaghetti,” “wagon,” “water,” “wet,” to “you’re welcome,” and even “McDonalds.” This lively assortment of signs will help every child convey earlier in their development their thoughts, feelings, and desires to their parents and teachers.

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Teacher Education across Minority-Serving Institutions
Programs, Policies, and Social Justice
Petchauer, Emery
Rutgers University Press, 2017
Winner of the 2018 AERA Division K Exemplary Research in Teaching and Teacher Education Award

The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions. The book moves beyond a singular focus on teacher racial diversity that has characterized scholarship and policy work in this area. Instead, it pushes for scholars to consider that racial diversity in teacher education is not simply an end in itself but is, a means to accomplish other goals, such as developing justice-oriented and asset-based pedagogies.
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Teacher Research and Educational Reform
Edited by Sandra Hollingsworth and Hugh Sockett
University of Chicago Press, 1994
Since the late 1950s, two ideas have dominated the debate surrounding the role of teacher research in the process of educational reform. Supporters of a "control paradigm" believe that teachers should be subordinate to university researchers in the formulation of new educational techniques. Opposing them are members of the "teacher autonomy" movement who favor decentralizing the reform process and making teachers the primary source of new ideas. By challenging the assumptions of conventional reform efforts, this volume applies fresh thinking to an old problem.

Three critiques form this postmodern approach to teacher research. An epistemological critique considers issues of power in the relationship of university researchers to teachers. A sociopolitical critique examines the relationships that a teacher may have to the research process. A professional critique argues for staff development programs that encourage teachers to take greater responsibility for curriculum and instruction and for institutional structures that support teacher research as a professional activity.
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Teacher Strike!
Public Education and the Making of a New American Political Order
Jon Shelton
University of Illinois Press, 2017
A wave of teacher strikes in the 1960s and 1970s roiled urban communities. Jon Shelton illuminates how this tumultuous era helped shatter the liberal-labor coalition and opened the door to the neoliberal challenge at the heart of urban education today.

As Shelton shows, many working- and middle-class whites sided with corporate interests in seeing themselves as society's only legitimate, productive members. This alliance increasingly argued that public employees and the urban poor took but did not give. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears to undermine not just teacher unionism but the whole of liberalism.

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Teachers and Reform
Chicago Public Education, 1929-70
John F. Lyons
University of Illinois Press, 2007
From the union's formation in 1937 until the 1960s, the Chicago Teachers Union (CTU) was the largest and most influential teachers' union in the country. John F. Lyons examines the role of public schoolteachers and the CTU in shaping the policies and practices of public education in Chicago.

Examining teachers' unions and public education from the bottom up, Lyons shows how the CTU and its members sought rigorous reforms. A combination of political action, public relations campaigns, and community alliances helped the CTU to achieve better salaries and benefits, increased school budgets, reformed curricula, and greater equality for women within the public education system. But its agenda was also constrained by internal divisions over race and gender and by ongoing external disputes with the school administration, politicians, and business and civic organizations.

Detailed and informed by rich interviews, Teachers and Reform: Chicago Public Education, 1929-1970 tells the story of how committed union members effected changes to public education and to local politics that still benefit Chicago teachers, students, and the city today.

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Teachers and Testing
David A. Goslin
Russell Sage Foundation, 1967
Discusses the uses and abuses of intelligence testing in our educational systems. Dr. Goslin examines teachers' opinions and practices with regard to tests and finds considerable discrepancies between attitude and behavior. He points to the need for formulation of school policies that clearly specify what role teachers are to play in the measurement process. Dr. Goslin makes several policy recommendations, stressing the idea that the measuring process must take into account many aspects of a child's background and characteristics, and must guard against premature labeling or over-categorization.
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The Teacher's Attention
Why Our Kids Must and Can Get Smaller Schools and Classes
Garrett Delavan
Temple University Press, 2009

The Teacher’s Attention is a fresh take on relationships in schools. Looking beyond our obsession with raising test scores, this book recognizes that education is a key partner in raising children. Garrett Delavan contends that allowing students, educators and parents to navigate a smaller number of relationships—a concept he calls "relationship load"—provides many benefits, including a better chance at achieving equal access to a good education for all children.

Delavan shows how class size, school size, and longer-term student-teacher relationships are all equally critical components for educating our children ethically and successfully. After examining these proposed reforms in detail, Delavan also considers counterarguments and provides a detailed projection of costs and savings, putting to rest the assumption that smaller classes and smaller schools are necessarily more expensive. Finally, the book discusses possible steps toward implementation, showing how the author's proposed reforms are remarkably practical.

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Teachers, Leaders, and Schools
Essays by John Dewey
Edited by Douglas J. Simpson and Sam F. Stack Jr.
Southern Illinois University Press, 2010

John Dewey was one of the most prominent philosophers and educational thinkers of the twentieth century, and his influence on modern education continues today. In Teachers, Leaders, and Schools: Essays by John Dewey, educators Douglas J. Simpson and Sam F. Stack Jr. have gathered some of  Dewey’s most user-friendly and insightful essays concerning education with the purpose of aiding potential and practicing teachers, administrators, and policy makers to prepare students for participation in democratic society.

Selected largely, but not exclusively, for their accessibility, relevance, and breadth of information, these articles are grouped into five parts—The Classroom Teacher, The School Curriculum, The Educational Leader, The Ideal School, and The Democratic Society. Each part includes an introductory essay that connects Dewey’s thoughts not only to each other but also to current educational concerns. The sections build on one another, revealing Dewey’s educational theories and interests and illustrating how his thoughts remain relevant today.

 

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Teachers of the People
Political Education in Rousseau, Hegel, Tocqueville, and Mill
Dana Villa
University of Chicago Press, 2017
2016 witnessed an unprecedented shock to political elites in both Europe and America. Populism was on the march, fueled by a substantial ignorance of, or contempt for, the norms, practices, and institutions of liberal democracy. It is not surprising that observers on the left and right have called for renewed efforts at civic education. For liberal democracy to survive, they argue, a form of political education aimed at “the people” is clearly imperative.

In Teachers of the People, Dana Villa takes us back to the moment in history when “the people” first appeared on the stage of modern European politics. That moment—the era just before and after the French Revolution—led many major thinkers to celebrate the dawning of a new epoch. Yet these same thinkers also worried intensely about the people’s seemingly evident lack of political knowledge, experience, and judgment. Focusing on Rousseau, Hegel, Tocqueville, and Mill, Villa shows how reformist and progressive sentiments were often undercut by skepticism concerning the political capacity of ordinary people. They therefore felt that “the people” needed to be restrained, educated, and guided—by laws and institutions and a skilled political elite. The result, Villa argues, was less the taming of democracy’s wilder impulses than a pervasive paternalism culminating in new forms of the tutorial state.
Ironically, it is the reliance upon the distinction between “teachers” and “taught” in the work of these theorists which generates civic passivity and ignorance. And this, in turn, creates conditions favorable to the emergence of an undemocratic and illiberal populism.
 
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Teachers on the Waves of Transformation
School Culture Before and After 1989
Dana Moree
Karolinum Press, 2020
It is known that a society in transformation undergoes significant changes on many levels, but structural and cultural changes are arguably two of the most significant. How do such monumental changes affect the lives of individuals and small communities?
 
Teachers on the Waves of Transformation aims to answer this question through the lens of education. With careful exploratory research at two schools in a small town in central Bohemia, anthropologist Dana Moree follows the fates of two generations of teachers at the schools. Through interviews with teachers, school administrators, and the students’ parents, Moree focuses on the relationships, values, shared stories, and symbolic and ritual worlds that create the culture of the schools. Teachers on the Waves of Transformation offers a unique perspective of cultural flux as witnessed in the classroom.
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Teaching about Race and Racism in the College Classroom
Notes from a White Professor
Cyndi Kernahan
West Virginia University Press, 2019

Teaching about race and racism can be a difficult business. Students and instructors alike often struggle with strong emotions, and many people have robust preexisting beliefs about race. At the same time, this is a moment that demands a clear understanding of racism. It is important for students to learn how we got here and how racism is more than just individual acts of meanness. Students also need to understand that colorblindness is not an effective anti-racism strategy.

In this book, Cyndi Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She provides evidence for how learning works with respect to race and racism along with practical teaching strategies rooted in that evidence to help instructors feel more confident. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students.

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Teaching about Religions
A Democratic Approach for Public Schools
Emile Lester
University of Michigan Press, 2013

"This provocative and timely book challenges Americans to rethink what it means to take democracy and religious freedom seriously in public education. Emile Lester takes the reader beyond culture war conflicts rooted in religious divisions and offers bold, new solutions for addressing our differences with fairness and robust toleration. Instead of battlegrounds, he argues, public schools can and should be places that include all voices in ways that prepare citizens to engage one another with civility and respect. Teaching about Religions is essential reading for all who care about the future of public schools---and the health of American democracy."
--- Charles C. Haynes, Senior Scholar, Freedom Forum First Amendment Center

"More than simply a synthesis of existing scholarship, [this book is] an original contribution to the field. [The] major themes are timely, and this book might well contribute to public discussion of important issues in our culture wars."
---Warren Nord, University of North Carolina–Chapel Hill

"Arriving in the wake of a bitter battle over the place of Islam in America and in the midst of calls for greater understanding and civility, Emile Lester's new book is a timely contribution to the debate about the best ways to teach about religion in our nation's public schools. A pioneering researcher in this field, Lester offers thoughtful critiques of existing proposals as well as fresh ideas. His recommendations reflect painstaking efforts to understand the concerns of groups (most notably, conservative Christians) to which he does not belong, and a firm grasp of the difference between fostering understanding of other faiths and pressing for acceptance of them. Lester's prescriptions, always informed and fair-minded and sometimes provocative, should drive the debate forward in productive ways."
---Melissa Rogers, Director, Center for Religion and Public Affairs at Wake Forest University School of Divinity and Nonresident Senior Fellow, The Brookings Institution

Frequent news stories about the debates waged between secularists and religious conservatives have convinced most Americans that public schools must choose between promoting respect for religious minorities and respecting the interests of conservative Christians. As a result, public schools fail to teach students about the meaning and value of protecting religious liberty and consequently perpetuate mistrust across the cultural divide, further empower extremists, and obscure the fact that most Americans of all religious backgrounds share a commitment to basic democratic principles.

In response, the public schools in the religiously diverse and divided community of Modesto, California, have introduced a widely acclaimed required world religions course. Drawing on groundbreaking research on the creation of and response to the Modesto course as well as on political philosophy, Emile Lester advocates a civic approach to teaching about religion in public schools that at once emphasizes respect for all views about religion and provides a special recognition of conservative Christian beliefs.

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Teaching Accelerated and Corequisite Composition
David Starkey
Utah State University Press, 2023
Teaching Accelerated and Corequisite Composition is the first book to compile on-the-ground advice and teaching strategies specifically curated for accelerated and corequisite writing courses. Trailblazers in the field from colleges across the United States—who developed a foundation for corequisites by facilitating equity and accessibility for marginalized students—speak to a range of topics and demographics, offering support for instructors and practical advice for improving student success.
 
The book primarily explores accelerated composition through the lens of two-year colleges to answer a central question in the field: to what extent do educators need to alter two-year college curricular design? The contributors also delve into assessment, a crucial process for instructors and their students transitioning to accelerated learning; the key role that reading plays in the writing process; and noncognitive learning, an area of study that has been associated with accelerated learning since its inception. Together these thirteen chapters provide instructors with a strategic approach to teaching accelerated and corequisite composition.
 
Teaching Accelerated and Corequisite Composition points toward a new way of approaching first-year composition: a method of instruction that fosters the growth and success of writers who were once considered underprepared for college writing and are now achieving unprecedented success.
 

 
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Teaching Actors
Knowledge Transfer in Actor Training
Ross W. Prior
Intellect Books, 2012
Teaching Actors draws on history, literature, and original research conducted across leading drama schools in England and Australia, to offer those involved in actor training a critical framework within which to think about their work. Prior, who brings to this volume more than twenty years of experience as both a teacher and performer in the field, devotes particular attention to the different ways in which teachers and students acquire and share knowledge through practical craft-based experience. The first book-length treatment of how actor trainers work—and understand their work—Teaching Actors will be an invaluable educational resource in an increasingly important area of theater training and research.
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Teaching American Students
A Guide for International Faculty and Teaching Assistants in Colleges and Universities, Third Edition
Ellen Sarkisian
Harvard University Press, 2006

Many faculty and graduate students from other countries expect language difficulties when they teach, but are unprepared for other surprises: different cultures make different assumptions about the academic background of college students, how students learn, the appropriate roles of teachers and students, and even the fundamental purpose of a college education.

The third edition of Teaching American Students explains the expectations of undergraduates at American colleges and universities and offers practical strategies for teaching, including how to give clear presentations, how to teach interactively, and how to communicate effectively. Also included are illustrative examples as well as advice from international faculty and teaching assistants. Appendices offer concrete suggestions on topics from planning the first day of class to grading papers and problem sets.

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Teaching and Its Predicaments
David K. Cohen
Harvard University Press, 2011

Ever since Socrates, teaching has been a difficult and even dangerous profession. Why is good teaching such hard work?

In this provocative, witty, and sometimes rueful book, David K. Cohen writes about the predicaments that teachers face. Like therapists, social workers, and pastors, teachers embark on a mission of human improvement. They aim to deepen knowledge, broaden understanding, sharpen skills, and change behavior. One predicament is that no matter how great their expertise, teachers depend on the cooperation and intelligence of their students, yet there is much that students do not know. To teach responsibly, teachers must cultivate a kind of mental double vision: distancing themselves from their own knowledge to understand students’ thinking, yet using their knowledge to guide their teaching. Another predicament is that although attention to students’ thinking improves the chances of learning, it also increases the uncertainty and complexity of the job.

The circumstances in which teachers and students work make a difference. Teachers and students are better able to manage these predicaments if they have resources—common curricula, intelligent assessments, and teacher education tied to both—that support responsible teaching. Yet for most of U.S. history those resources have been in short supply, and many current accountability policies are little help. With a keen eye for the moment-to-moment challenges, Cohen explores what “responsible teaching” can be, the kind of mind reading it seems to demand, and the complex social resources it requires.

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Teaching and Learning in Bilingual Classrooms
New Scholarship
Kristin J. Mulrooney
Gallaudet University Press, 2014
A new initiative known as the Scholarship of Teaching and Learning (SoTL) strives to improve education today by methodically examining and assessing the vital component of classroom interaction. This collection presents research by five professors who adopted SoTL methodology to study their own classrooms at Gallaudet University, a uniquely diverse bilingual institution that employs both American Sign Language (ASL) and written English. The Gallaudet study, called the GSTLI, intended to create an engaged learning community that investigated, reflected upon, and documented strategies that most effectively enhance learning for linguistically diverse, visually oriented populations.

     After extensive SoTL training, the GSTLI professors reviewed interaction in their respective classrooms. Through meticulous study of class videos and written assignments in three General Studies Requirements courses for first-year students, the teachers learned how to ensure connecting with students who have a variety of language differences and communication methods.

     The other professors assessed bottlenecks in classes on the linguistic structure of ASL, and on criminal justice. The linguistics professor identified the bottleneck as the students’ inability to conceptualize the interrelationship between definitions and examples, a fundamental skill to scientific thinking. In the criminal justice class, the professor saw the need to guide students through linguistic bottlenecks by providing materials in both ASL and English. The successes of the GSTLI presented in this unique volume can benefit other teachers by better preparing them to meet the needs of bilingual diverse learners in more effective ways.
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The Teaching Archive
A New History for Literary Study
Rachel Sagner Buurma and Laura Heffernan
University of Chicago Press, 2021
The Teaching Archive shows us a series of major literary thinkers in a place we seldom remember them inhabiting: the classroom. Rachel Sagner Buurma and Laura Heffernan open up “the teaching archive”—the syllabuses, course descriptions, lecture notes, and class assignments—of critics and scholars including T. S. Eliot, Caroline Spurgeon, I. A. Richards, Edith Rickert, J. Saunders Redding, Edmund Wilson, Cleanth Brooks, Josephine Miles, and Simon J. Ortiz. This new history of English rewrites what we know about the discipline by showing how students helped write foundational works of literary criticism and how English classes at community colleges and HBCUs pioneered the reading methods and expanded canons that came only belatedly to the Ivy League. It reminds us that research and teaching, which institutions often imagine as separate, have always been intertwined in practice. In a contemporary moment of humanities defunding, the casualization of teaching, and the privatization of pedagogy, The Teaching Archive offers a more accurate view of the work we have done in the past and must continue to do in the future.
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Teaching Artist Handbook, Volume One
Tools, Techniques, and Ideas to Help Any Artist Teach
Nick Jaffe, Becca Barniskis, and Barbara Hackett Cox
University of Chicago Press, 2015
Teaching Artist Handbook is based on the premise that teaching artists have the unique ability to engage students as fellow artists. In their schools and communities, teaching artists put high quality art-making at the center of their practice and open doors to powerful learning across disciplines.
This book is a collection of essays, stories, lists, examples, dialogues, and ideas, all offered with the aim of helping artists create and implement effective teaching based on their own expertise and strengths. The Handbook addresses three core questions: “What will I teach?” “How will I teach it?” and “How will I know if my teaching is working?” It also recognizes that teaching is a dynamic process that requires critical reflection and thoughtful adjustment in order to foster a supportive artistic environment.
Instead of offering rigid formulas, this book is centered on practice—the actual doing and making of teaching artist work. Experience-based and full of heart, the Teaching Artist Handbook will encourage artists of every experience level to create an original and innovative practice that inspires students and the artist.
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Teaching as Story Telling
An Alternative Approach to Teaching and Curriculum in the Elementary School
Kieran Egan
University of Chicago Press, 1989
"I am very impressed by the practicality of [Egan's] introduction of the use of story-forms in curriculum for young children. His model is fascinating, and its various possibilities in a range of fields makes it worth a good look by many kinds of teachers."—Maxine Greene, Teachers College, Columbia
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Teaching Black History to White People
By Leonard N. Moore
University of Texas Press, 2021

Leonard Moore has been teaching Black history for twenty-five years, mostly to white people. Drawing on decades of experience in the classroom and on college campuses throughout the South, as well as on his own personal history, Moore illustrates how an understanding of Black history is necessary for everyone.

With Teaching Black History to White People, which is “part memoir, part Black history, part pedagogy, and part how-to guide,” Moore delivers an accessible and engaging primer on the Black experience in America. He poses provocative questions, such as “Why is the teaching of Black history so controversial?” and “What came first: slavery or racism?” These questions don’t have easy answers, and Moore insists that embracing discomfort is necessary for engaging in open and honest conversations about race. Moore includes a syllabus and other tools for actionable steps that white people can take to move beyond performative justice and toward racial reparations, healing, and reconciliation.

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Teaching Black
The Craft of Teaching on Black Life and Literature
Ana-Maurine Lara and drea brown
University of Pittsburgh Press, 2021

Teaching Black: The Craft of Teaching on Black Life and Literature presents the experiences and voices of Black creative writers who are also teachers. The authors in this collection engage poetry, fiction, experimental literature, playwriting, and literary criticism. They provide historical and theoretical interventions and practical advice for teachers and students of literature and craft. Contributors work in high schools, colleges, and community settings and draw from these rich contexts in their essays. This book is an invaluable tool for teachers, practitioners, change agents, and presses. Teaching Black is for any and all who are interested in incorporating Black literature and conversations on Black literary craft into their own work.

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Teaching Children Science
Hands-On Nature Study in North America, 1890-1930
Sally Gregory Kohlstedt
University of Chicago Press, 2010

In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation.

The definitive history of this once pervasive nature study movement, TeachingChildren Science emphasizes the scientific, pedagogical, and social incentives that encouraged primarily women teachers to explore nature in and beyond their classrooms. Sally Gregory Kohlstedt brings to vivid life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking.  Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, Kohlstedt locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today.

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Teaching College Writing to Diverse Student Populations
Dana R. Ferris
University of Michigan Press, 2013

Statistical and anecdotal evidence documents that even states with relatively little ethnic or cultural diversity are beginning to notice and ask questions about long-term resident immigrants in their classes. As shifts in student population become more widespread, there is an even greater need for second language specialists, composition specialists, program administrators, and developers in colleges and universities to understand and adapt to the needs of the changing student audience(s).

This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education.  It is appropriate for those interested in working with students in academic settings, especially those students who are transitioning from secondary to post-secondary education.  It provides a coherent synthesis and summary not only of the scope and nature of the changes but of their practical implications for program administration, course design, and classroom instruction, particularly for writing courses. For pre-service teachers and those new(er) to the field of working with L2 student writers, it offers an accessible and focused look at the “audience” issues with many practical suggestions.  For teacher-educators and administrators, it offers a resource that can inform their own decision-making.
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Teaching Composition As A Social Process
Bruce McComiskey
Utah State University Press, 2000

Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show."

McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing.

A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms, Teaching Composition as a Social Process will be valued by experienced and beginning composition teachers alike.

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Teaching Comprehensive Medical Care
A Psychological Study of a Change in Medical Education
Kenneth R. Hammond
Harvard University Press
This study by a team of psychologists provides a full discussion of the controlled study of outpatient teaching at the University of Colorado, where the physician assumed responsibility for a patient’s total health rather than one specialized aspect thereof.
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Teaching Dancing with Ideokinetic Principles
Drid Williams
University of Illinois Press, 2011
In examining ideokinesis and its application to the teaching and practice of dancing, Drid Williams introduces readers to the work of Dr. Lulu Sweigard (1895–1974), a pioneer of ideokinetic principles. Drawing on her experiences during private instructional sessions with Sweigard over a two-year span, Williams discusses methods using imagery for improving body posture and alignment for ease of movement. Central to Williams's own teaching methods is the application of Sweigard's principles and general anatomical instruction, including how she used visual imagery to help prevent bodily injuries and increasing body awareness relative to movement. Williams also emphasizes the differences between kinesthetic (internal) and mirror (external) imagery and shares reactions from professional dancers who were taught using ideokinesis. Williams's account of teaching and practicing ideokinesis is supplemented with essays by Sweigard, William James, and Jean-Georges Noverre on dancing, posture, and habits. Teaching Dancing with Ideokinetic Principles offers an important historical perspective and valuable insights from years of teaching experience into how ideokinesis can shape a larger philosophy of the dance.
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Teaching Difficult Topics
Reflections from the Undergraduate Music Classroom
Olivia R. Lucas and Laura Moore Pruett
University of Michigan Press, 2024
Teaching Difficult Topics provides a series of on-the-ground reflections from college music instructors working in a wide variety of institutional settings about their approaches to inclusive, supportive pedagogy in the music classroom. Although some imagine the music classroom to be an apolitical space, instructors find themselves increasingly in need of resources for incorporating issues of race and ethnicity, gender and sexuality, and historical trauma into their classrooms in ways that support student learning and safeguard their classroom communities.

The teaching reflections in Teaching Difficult Topics examine difficult themes that fall into three primary categories: subjects that instructors sense to be controversial or emotionally challenging to discuss, those that derive from or intersect with real-world events that are difficult to process, and bigger-picture discussions of how music studies often focuses on dominant narratives while overlooking other perspectives. Some chapters offer practical guidance, lesson plans, and teaching materials to enable instructors to build discussions of race, gender, sexuality, and traumatic histories into their own classrooms; others take a more global view, reflecting on the importance and relevance of teaching these difficult topics and on how to respond in the music classroom when external events disrupt daily life.
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Teaching Embodied
Cultural Practice in Japanese Preschools
Akiko Hayashi and Joseph Tobin
University of Chicago Press, 2015
When we look beyond lesson planning and curricula—those explicit facets that comprise so much of our discussion about education—we remember that teaching is an inherently social activity, shaped by a rich array of implicit habits, comportments, and ways of communicating. This is as true in the United States as it is in Japan, where Akiko Hayashi and Joseph Tobin have long studied early education from a cross-cultural perspective. Taking readers inside the classrooms of Japanese preschools, Teaching Embodied explores the everyday, implicit behaviors that form a crucially important—but grossly understudied—aspect of educational practice.
           
Akiko Hayashi and Joseph Tobin embed themselves in the classrooms of three different teachers at three different schools to examine how teachers act, think, and talk. Drawing on extended interviews, their own real-time observations, and hours of video footage, they focus on how teachers embody their lessons: how they use their hands to gesture, comfort, or discipline; how they direct their posture, gaze, or physical location to indicate degrees of attention; and how they use the tone of their voice to communicate empathy, frustration, disapproval, or enthusiasm. Comparing teachers across schools and over time, they offer an illuminating analysis of the gestures that comprise a total body language, something that, while hardly ever explicitly discussed, the teachers all share to a remarkable degree. Showcasing the tremendous importance of—and dearth of attention to—this body language, they offer a powerful new inroad into educational study and practice, a deeper understanding of how teaching actually works, no matter what culture or country it is being practiced in. 
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Teaching English as a Foreign or Second Language, Second Edition
A Teacher Self-Development and Methodology Guide
Jerry G. Gebhard
University of Michigan Press, 2006
Teaching English as a Foreign or Second Language, Second Edition, is designed for those new to ESL/EFL teaching and for self-motivated teachers who seek to maximize their potential and enhance the learning of their students. This guide provides basic information that ESL/EFL teachers should know before they start teaching and many ideas on how to guide students in the skills of listening, speaking, reading, and writing. It stresses the multifaceted nature of teaching the English language to non-native speakers and is based on the real experiences of teachers.

The second edition of Teaching English as a Foreign or Second Language includes a wider range of examples to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. It is also updated with discussions of technology throughout, and it considers ways in which technology can be used in teaching language skills. Sources for further study are included in each chapter and in the appendixes.

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Teaching English as a Foreign or Second Language, Third Edition
A Self-Development and Methodology Guide
Jerry G. Gebhard
University of Michigan Press, 2017
Like previous editions, the third edition is an ideal teacher development text for pre-service and in-service EFL/ESL teachers, as well as a guide for those who find themselves teaching English overseas but who do not have a master's in TESOL.

This edition has the same three major sections: (1) Self-Development, Exploration, and Settings; (2) Principles of EFL/ESL Teaching; and (3) Teaching Language Skills. New to this edition are:
  • a chapter on digital literacy, technology, and teaching
  • the addition of technology issues as they relate to the teaching of the various skills in Part 3
  • discussions of task-based teaching, student presentations, how corpus linguistics can inform teaching, metacognitive reading strategies, collaborative writing, assessing writing, and the teaching of grammar.
The lists of recommended resources that appear at the end of each chapter have been updated, and all research and pedagogical practices have been revised and updated. 
 
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Teaching Evolution in a Creation Nation
Adam Laats and Harvey Siegel
University of Chicago Press, 2016
No fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom.
           
Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.      
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Teaching Expertise in Three Countries
Japan, China, and the United States
Akiko Hayashi
University of Chicago Press, 2022
A comparison of the development of expertise in preschool teaching in China, Japan, and the United States.

In Teaching Expertise in Three Countries, Akiko Hayashi shows how teachers from  Japan, China, and the United States think about what it means to be an expert teacher. Based on interviews with teachers conducted over the span of fifteen years and videos taken in their classrooms, Hayashi gives us a valuable portrait of expert teachers in the making. While Hayashi’s research uncovered cultural variations in the different national contexts, her analysis of how teachers adapted their pedagogy throughout their careers also revealed many cross-national similarities. Younger teachers often describe themselves as being in a rush, following scripts, and “talking too much,” while experienced teachers describe themselves as being quieter, knowing children better, and being more present.
 
Including a foreword by scholar of early childhood education Joseph Tobin, Teaching Expertise in Three Countries provides a foundation for understanding the sequence and pathways of development over the first decade of teaching in three national contexts, demonstrating the value of the field of comparative education in the process.  
 
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Teaching Fear
How We Learn to Fear Crime and Why It Matters
Nicole E. Rader
Temple University Press, 2023

Where do lessons of “stranger danger” and safety come from—and do they apply differently for women? A gender-fear paradox shows that although women are less likely to be victims of most crimes (sexual assault aside), their fear of crime is greater. Moreover, girls and women—especially White women—are taught to fear the wrong things and given impossible tools to prevent victimization. In Teaching Fear, Nicole Rader zooms in on the social learning process, tracing the ways that families, schools, and the media have become obsessed with crime myths, especially regarding girls and women.

Based on in-depth research and family studies, Rader reveals the dubious and dangerous origins of many of the most prominent safety guidelines that teach young girls to be more afraid of crime. These guidelines carry over to adulthood, influencing women’s behaviors and the way they order their worlds, with dangerous consequences. As women teach their learned behavior and conditioned fear to others, gendered crime myths are recirculated from generation to generation, making them a staple in our society.

Teaching Fear includes suggestions for taking precautionary measures and crime prevention strategies. Rader also provides guidance for instilling safety values and demonstrating how we can “teach fear better” to break this cycle and truly create greater security.

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Teaching Generation M
A Handbook for Librarians and Educators
American Library Association
American Library Association, 2009

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Teaching Gloria E. Anzaldúa
Pedagogy and Practice for Our Classrooms and Communities
Edited by Margaret Cantú-Sánchez, Candace de León-Zepeda, Norma E. Cantú
University of Arizona Press, 2020

Gloria Evangelina Anzaldúa—theorist, Chicana, feminist—famously called on scholars to do work that matters. This pronouncement was a rallying call, inspiring scholars across disciplines to become scholar-activists and to channel their intellectual energy and labor toward the betterment of society. Scholars and activists alike have encountered and expanded on these pathbreaking theories and concepts first introduced by Anzaldúa in Borderlands/La frontera and other texts.

Teaching Gloria E. Anzaldúa is a pragmatic and inspiring offering of how to apply Anzaldúa’s ideas to the classroom and in the community rather than simply discussing them as theory. The book gathers nineteen essays by scholars, activists, teachers, and professors who share how their first-hand use of Anzaldúa’s theories in their classrooms and community environments.

The collection is divided into three main parts, according to the ways the text has been used: “Curriculum Design,” “Pedagogy and Praxis,” and “Decolonizing Pedagogies.” As a pedagogical text, Teaching Gloria E. Anzaldúa also offers practical advice in the form of lesson plans, activities, and other suggested resources for the classroom. This volume offers practical and inspiring ways to deploy Anzaldúa’s transformative theories with real and meaningful action.

Contributors
Carolina E. Alonso
Cordelia Barrera
Christina Bleyer
Altheria Caldera
Norma E. Cantú
Margaret Cantú-Sánchez
Freyca Calderon-Berumen
Stephanie Cariaga
Dylan Marie Colvin
Candace de León-Zepeda
Miryam Espinosa-Dulanto
Alma Itzé Flores
Christine Garcia
Patricia M. García
Patricia Pedroza González
María del Socorro Gutiérrez-Magallanes
Leandra H. Hernández
Nina Hoechtl
Rían Lozano
Socorro Morales
Anthony Nuño
Karla O’Donald
Christina Puntasecca
Dagoberto Eli Ramirez
José L. Saldívar
Tanya J. Gaxiola Serrano
Verónica Solís
Alexander V. Stehn
Carlos A. Tarin
Sarah De Los Santos Upton
Carla Wilson
Kelli Zaytoun

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Teaching History in the Digital Age
T. Mills Kelly
University of Michigan Press, 2013
Although many humanities scholars have been talking and writing about the transition to the digital age for more than a decade, only in the last few years have we seen a convergence of the factors that make this transition possible: the spread of sufficient infrastructure on campuses, the creation of truly massive databases of humanities content, and a generation of students that has never known a world without easy Internet access.
 
Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history. T. Mills Kelly synthesizes more than two decades of research in digital history, offering practical advice on how to make best use of the results of this synthesis in the classroom and new ways of thinking about pedagogy in the digital humanities.

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Teaching in America
The Slow Revolution
Gerald Grant and Christine E. Murray
Harvard University Press, 1999

If the essential acts of teaching are the same for schoolteachers and professors, why are they seen as members of quite separate professions? Would the nation's schools be better served if teachers shared more of the authority that professors have long enjoyed? Will a slow revolution be completed that enables schoolteachers to take charge of their practice--to shoulder more responsibility for hiring, mentoring, promoting, and, if necessary, firing their peers?

This book explores these questions by analyzing the essential acts of teaching in a way that will help all teachers become more thoughtful practitioners. It presents portraits of teachers (most of them women) struggling to take control of their practice in a system dominated by an administrative elite (mostly male). The educational system, Gerald Grant and Christine Murray argue, will be saved not by better managers but by better teachers. And the only way to secure them is by attracting talented recruits, developing their skills, and instituting better means of assessing teachers' performance.

Grant and Murray describe the evolution of the teaching profession over the last hundred years, and then focus in depth on recent experiments that gave teachers the power to shape their schools and mentor young educators. The authors conclude by analyzing three equally possible scenarios depicting the role of teachers in 2020.

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Teaching In The Field
Hal Crimmel
University of Utah Press, 2003

Taking students out of the classroom and into a variety of settings, ranging from remote wilderness sites to urban or built environments is now recognized as a valuable means of teaching ecological concepts and environmental values. But field studies are also a way of encouraging explorations across the curriculum, enhancing the teaching of life sciences, literature, and creative writing.

Teaching in the Field is the first volume to specifically survey field studies conducted through colleges and universities. The essays, arranged into three sections, offer rationales, pedagogical strategies, and foundational advice and information that broaden and strengthen the collective knowledge of this increasingly popular means of instruction. The essays present theoretical information within engaging, candid narratives that report on various aspects of field experiences, whether hour-long excursions or month-long trips.

Teachers of environmental studies, of English, composition, and creative writing, and of allied humanities and science disciplines, will find here a wealth of success stories and cautionary tales to guide them in envisioning their own outdoor classrooms.

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Teaching in the Terrordome
Two Years in West Baltimore with Teach for America
Heather Kirn Lanier
University of Missouri Press, 2012
Only 50 percent of kids growing up in poverty will earn a high school diploma. Just one in ten will graduate college. Compelled by these troubling statistics, Heather Kirn Lanier joined Teach For America (TFA), a program that thrusts eager but inexperienced college graduates into America’s most impoverished areas to teach, asking them to do whatever is necessary to catch their disadvantaged kids up to the rest of the nation.
With little more than a five-week teacher boot camp and the knowledge that David Simon referred to her future school as “The Terrordome,” the altruistic and naïve Lanier devoted herself to attaining the program’s goals but met obstacles on all fronts. The building itself was in such poor condition that tiles fell from the ceiling at random. Kids from the halls barged into classes all day, disrupting even the most carefully planned educational activities. In the middle of one lesson, a wandering student lit her classroom door on fire. Some colleagues, instantly suspicious of TFA’s intentions, withheld their help and supplies. (“They think you’re trying to ‘save’ the children,” one teacher said.) And although high school students can be by definition resistant, in west Baltimore they threw eggs, slashed tires, and threatened teachers’ lives. Within weeks, Lanier realized that the task she was charged with—achieving quantifiable gains in her students’ learning—would require something close to a miracle.
Superbly written and timely, Teaching in the Terrordome casts an unflinching gaze on one of America’s “dropout factory” high schools. Though Teach For America often touts its most successful teacher stories, in this powerful memoir Lanier illuminates a more common experience of “Teaching For America” with thoughtful complexity, a poet’s eye, and an engaging voice. As hard as Lanier worked to become a competent teacher, she found that in “The Terrordome,” idealism wasn’t enough. To persevere, she had to rely on grit, humility, a little comedy, and a willingness to look failure in the face. As she adjusted to a chaotic school administration, crumbling facilities, burned-out colleagues, and students who perceived their school for the failure it was, she gained perspective on the true state of the crisis TFA sets out to solve. Ultimately, she discovered that contrary to her intentions, survival in the so-called Charm City was a high expectation.
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Teaching India–Pakistan Relations
Teachers' Attitudes, Practices and Agency
Kusha Anand
University College London, 2023
A study of how the fraught relationship between India and Pakistan is taught to students in both countries.
 
The rivalry between India and Pakistan began with the British withdrawal from the British Indian Empire in 1947 and the sudden partition of India immediately afterward. Seventy-five years later, it remains powerful. While the countries share a long history and considerable socio-cultural affinity, relations since Partition have been marked by three wars, constant border skirmishes, and a deep distrust that permeates both societies. In each, teaching about those relations is weighted with political and cultural significance, and research shows that curricula have been used deliberately to shape the understanding of new generations.
 
This book explores the attitudes and pedagogical decision-making of teachers in India and Pakistan when teaching India–Pakistan relations. Situating teachers in the context of reformed textbooks and curriculums in both countries that explicitly advocate critical thinking and social cohesion, Kusha Anand explores how far teachers have enacted these changes in their classrooms. What she finds is that while there is progress towards the stated goals, teachers in both countries face pressures from the interests of school and state, and often miss opportunities to engage with multiple perspectives and stereotypes in their classrooms.
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Teaching Israel
Studies of Pedagogy from the Field
Edited by Sivan Zakai and Matt Reingold
Brandeis University Press, 2024
An edited volume that grapples with the complex issues and conflicts that face instructors developing curricula about Israel.
 
Jewish Americans are divided in their views on Israel. While scholars have outlined philosophical principles to guide educators who teach about Israel, there has been less scholarship focused on the pedagogy surrounding the country. This book resituates teaching—the questions, dilemmas, and decision-making that teachers face—as central to both Israel studies and Israel education. Contributors illuminate how educators from differing pedagogical orientations, who teach in a range of educational settings learn, understand, undertake, and ultimately improve the work of teaching Israel. The volume also looks at the professional support and learning opportunities teachers may need to engage with these pedagogical questions.
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Teaching Life
Letters from a Life in Literature
Dale Salwak
University of Iowa Press, 2008
Part epistolary memoir, part handbook, Teaching Life reflects on more than three decades of teaching literature and touching the lives of students. Both a reflection on a life in literature and a primer on teaching as a vocation, this soul-stirring work also provides behind-the-scenes stories of many of the authors who have influenced Dale Salwak’s career.

Written in response to the sudden death of one of his students, who died tragically in an automobile accident on her way to Salwak’s office to talk over her career plans, Teaching Life is an effort to impart lessons to the next generation of teachers: “It was the suddenness of her death, I think, along with the utter loss of so much potential, which struck me forcibly, and I found myself wondering if anything I had said in class had made a difference in her too-short life or, for that matter, in the lives of any of my students.”

By turns analytical, reflective, and exhortatory, Teaching Life unselfconsciously captures the fascination, enlightenment, and sheer joy that literary studies can offer professors and students. It also implicitly speaks to society's prevailing—and disturbing—prejudice against the profession.
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Teaching Literature
What Is Needed Now
James Engell
Harvard University Press, 1988

Hugh Kenner, Helen Vendler, Harry Levin, Nathan A. Scott, Jr., Barbara Johnson, J. Hillis Miller, and seven other scholars, critics, and metacritics at the forefront of intellectual developments in their fields offer provocative statements on the teaching of literature and on their own practices as teachers. The authors, differing widely in their areas of interest and their approaches to literature, stress an inherent relation between the classroom and their published writings, integrating teaching strategies with critical or theoretical positions.

Teaching is seen as an essential part of their work at large rather than a separate discipline with other methods and aims. Ranging over such topics as Shakespeare, feminism, composition, the teaching of poetry, and interpretation, the essays are mostly personal: descriptive, not prescriptive. From the writers' experiences, both positive and negative, much can be learned about ways of approaching a work of literature, of reading and understanding a text, as well as ways of helping students to do the same.

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Teaching Lives
Essays & Stories
Wendy Bishop
Utah State University Press, 1997

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Teaching Marianne and Uncle Sam
Public Education, State Centralization, and Teacher Unionism in France and the United States
Nicholas Toloudis
Temple University Press, 2012

Offering the first systematic, comparative examination of the origins of teachers’ unions in two countries—France and the United States—Teaching Marianne and Uncle Sam shows how teachers’ unions came into existence not because of the willful efforts of particular actors, but over the course of decades of conflict over the proper role of professional educators in public politics.

Nicholas Toloudis traces teacher unionism back to the first efforts of governments to centralize public education. He carefully documents how centralization created new understandings of the role of teachers in their societies and generated new sources of conflict within teachers’ corps. Using rare archival source materials, Toloudis illustrates how these internal conflicts became salient in teachers’ battles with governments over their legitimate right to exist as collective claim-makers within the polity.

In the series Politics, History, and Social Change, edited by John C. Torpey

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Teaching Matters
A Guide for Graduate Students
Aeron Haynie
West Virginia University Press, 2022

A practical and evidence-based teaching guide for graduate students across all fields.

In a book written directly for graduate students that includes graduate student voices and experiences, Aeron Haynie and Stephanie Spong establish why good teaching matters and offer a guide to helping instructors-in-training create inclusive and welcoming classrooms.

Teaching Matters is informed by recent research while being grounded in the personal perspectives of current and past graduate students in many disciplines. Graduate students can use this book independently to prepare to teach their courses, or it can be used as a guide for a teaching practicum. With a just-in-time checklist for graduate students who are assigned to teach courses right before the semester starts, step-by-step directions for writing a compelling teaching philosophy, and an emphasis on teaching well regardless of modality, Teaching Matters will remain relevant for graduate students throughout their careers.

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The Teaching of English
James R. Squire
University of Chicago Press, 1977

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The Teaching of Reading
An International View
William S. Gray
Harvard University Press

Presenting a vivid picture of the current world-wide effort to promote literacy, the author discusses the problems faced, the procedures followed, the ends sought.

Stressing the increasing interest in reading today throughout the world, the author points out the recognized importance of world-wide literacy and the increasing demands made on readers in all countries. The conditions which make world literacy imperative, and the role of reading in the lives of adults everywhere are reviewed.

An analysis of records of eye-movements in reading reveals that the basic attitudes and skills involved in reading are similar the world over, independent of differences in language and culture. Review of the teaching of reading reveals that both meaning and word recognition should be emphasized from the beginning. The author next lays out programs for teaching both children and adults to read. Finally, he discusses the lessons to be learned about the teaching of reading from this world wide study.

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The Teaching of Science
The Teaching of Science as Enquiry and Science in the Elementary School
Joseph J. Schwab and Paul F. Brandwein
Harvard University Press

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Teaching Sex
The Shaping of Adolescence in the 20th Century
Jeffrey P. Moran
Harvard University Press, 2002

Sex education, since its advent at the dawn of the twentieth century, has provoked the hopes and fears of generations of parents, educators, politicians, and reformers. On its success or failure seems to hinge the moral fate of the nation and its future citizens. But whether we argue over condom distribution to teenagers or the use of an anti-abortion curriculum in high schools, we rarely question the basic premise—that adolescents need to be educated about sex. How did we come to expect the public schools to manage our children’s sexuality? More important, what is it about the adolescent that arouses so much anxiety among adults?

Teaching Sex travels back over the past century to trace the emergence of the “sexual adolescent” and the evolution of the schools’ efforts to teach sex to this captive pupil. Jeffrey Moran takes us on a fascinating ride through America’s sexual mores: from a time when young men were warned about the crippling effects of masturbation, to the belief that schools could and should train adolescents in proper courtship and parenting techniques, to the reemergence of sexual abstention brought by the AIDS crisis. We see how the political and moral anxieties of each era found their way into sex education curricula, reflecting the priorities of the elders more than the concerns of the young.

Moran illuminates the aspirations and limits of sex education and the ability of public authority to shape private behavior. More than a critique of public health policy, Teaching Sex is a broad cultural inquiry into America’s understanding of adolescence, sexual morality, and social reform.

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Teaching Shakespeare into the Twenty-First Century
Ronald E. Salomone
Ohio University Press, 1997

Shakespeare is a central shaping and defining figure in our culture. His plays are being taught, filmed, and performed every day in many places and in most of the world’s languages. At the same time, teachers and students from junior high through the early undergraduate years often struggle with the Bard in discomfort and negativity that can only be counter-productive.

Teaching Shakespeare into the Twenty-First Century is by teachers and for teachers. Specifically, it is a collection of essays in which teachers describe their best ideas and experiences as they confront the challenges of bringing Shakespeare alive for students who often feel intimidated and less than eager to participate.

It is on behalf of these students that this book has been prepared. Written by middle school, high school, and college teachers from around the country, the essays record successful efforts at bringing Shakespeare and the student together in fresh, exciting, and productive ways.

From today’s performance techniques, designed to make students active participants in the learning process, through a host of extra-textual resources such as festivals and films, to a look at applications of the computer and cyberspace, Teaching Shakespeare into the Twenty-First Century is a book of success stories.

Covering the most contemporary issues, critical theory, and classroom approach, it is designed to provide teachers with a useful, friendly, and forward-looking resource as they continue to make Shakespeare available into the future.

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Teaching Speaking Online
What Every ESL Teacher Needs to Know
Pamela S.H. Bogart
University of Michigan Press, 2020
Whether you are teaching a speaking course online for the first time or transitioning to a face-to-face course to online, Teaching Speaking Online outlines ways to foster spoken language development in online teaching contexts. Because technical problems, economic resources, and student schedules may curtail opportunities for student participation in live, synchronous online classes, this book focuses primarily on asynchronous modes of teaching and learning. Each section emphasizes practical strategies and resources to promote spoken communication: fluency, accuracy, and context-sensitive usage. It outlines proven strategies and ends with reflection questions to invite readers to adopt the best strategies for their teaching.
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Teaching Styles and Pupil Progress
Neville Bennett
Harvard University Press, 1976

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Teaching Subject, A
Composition Since 1966, New Edition
Joseph Harris
Utah State University Press, 2012

In this classic text, Joseph Harris traces the evolution of college writing instruction since the Dartmouth Seminar of 1966. A Teaching Subject offers a brilliant interpretive history of the first decades during which writing studies came to be imagined as a discipline separable from its partners in English studies. Postscripts to each chapter in this new edition bring the history of composition up to the present.

Reviewing the development of the field through five key ideas, Harris unfolds a set of issues and tensions that continue to shape the teaching of writing today. Ultimately, he builds a case, now deeply influential in its own right, that composition defines itself through its interest and investment in the literacy work that students and teachers do together. Unique among English studies fields, composition is, Harris contends, a teaching subject.

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Teaching Tainted Lit
Popular American Fiction in Today's Classroom
Janet G. Casey
University of Iowa Press, 2015
Popular American fiction has now secured a routine position in the higher education classroom despite its historic status as culturally suspect. This newfound respect and inclusion have almost certainly changed the pedagogical landscape, and Teaching Tainted Lit explores that altered terrain. If the academy has historically ignored, or even sneered at, the popular, then its new accommodation within the framework of college English is noteworthy: surely the popular introduces both pleasures and problems that did not exist when faculty exclusively taught literature from an established “high” canon. How, then, does the assumption that the popular matters affect teaching strategies, classroom climates, and both personal and institutional notions about what it means to study literature?

The essays in this collection presume that the popular is here to stay and that its instructive implications are not merely noteworthy, but richly nuanced and deeply compelling. They address a broad variety of issues concerning canonicity, literature, genre, and the classroom, as its contributors teach everything from Stephen King and Lady Gaga to nineteenth-century dime novels and the 1852 best-seller Uncle Tom’s Cabin.

It is no secret that teaching popular texts fuels controversies about the value of cultural studies, the alleged relaxation of aesthetic standards, and the possible “dumbing down” of Americans. By implicitly and explicitly addressing such contentious issues, these essays invite a broader conversation about the place of the popular not only in higher education but in the reading lives of all Americans.
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Teaching the Quadrivium
A Guide for Instructors
Peter Ulrickson
Catholic University of America Press, 2023
Reviving an educational tradition involves a double task. A new generation of students must be taught, and at the same time the teachers themselves must learn. This book addresses the teachers who seek to hand on the quadrivium-the four mathematical liberal arts of arithmetic, geometry, music, and astronomy-at the same time as they acquire it. Two components run in parallel throughout the book. The first component is practical. Weekly overviews and daily lesson plans explain how to complete the study of A Brief Quadrivium in the course of a single school year, and suggestions for weekly assessments make it easy to plan tests and monitor student progress. The second component is directed to the continuing education of the teacher. Short essays explore the history, philosophy, and practice of mathematics. The themes of these essays are coordinated with the simultaneous mathematical work being done by students, allowing the teacher to instruct more reflectively. Some users of this book are confident in their grasp of mathematics and natural science. For them, the essays will clarify the unity of mathematical activity over time and reveal the old roots of new developments. Other users of this book, including some parents who school their children at home, find mathematics intimidating. The clear structure of the lesson plans, and the support of the companion essays, give them the confidence to lead students through a demanding but doable course of study. The British mathematician John Edensor Littlewood remarked that one finds in the ancient mathematicians not “clever schoolboys” but rather “Fellows of another College.” This guide invites all teachers of the quadrivium to join the enduring mathematical culture of Littlewood and his predecessors, and to witness for themselves the significance and vitality of a tradition as old as Pythagoras.
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Teaching the Bible
Practical Strategies for Classroom Instruction
Mark Roncace
SBL Press, 2005
While books on pedagogy in a theoretical mode have proliferated in recent years, there have been few that offer practical, specific ideas for teaching particular biblical texts. To address this need, Teaching the Bible, a collection of ideas and activities written by dozens of innovative college and seminary professors, outlines effective classroom strategies—with a focus on active learning—for the new teacher and veteran professor alike. It includes everything from ways to incorporate film, literature, art, and music to classroom writing assignments and exercises for groups and individuals. The book assumes an academic approach to the Bible but represents a wide range of methodological, theological, and ideological perspectives. This volume is an indispensable resource for anyone who teaches classes on the Bible.
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Teaching the Bible through Popular Culture and the Arts
Mark Roncace
SBL Press, 2007
This resource enables biblical studies instructors to facilitate engaging classroom experiences by drawing on the arts and popular culture. It offers brief overviews of hundreds of easily accessible examples of art, film, literature, music, and other media and outlines strategies for incorporating them effectively and concisely in the classroom. Although designed primarily for college and seminary courses on the Bible, the ideas can easily be adapted for classes such as “Theology and Literature” or “Religion and Art” as well as for nonacademic settings. This compilation is an invaluable resource for anyone who teaches the Bible.
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Teaching the Bible with Undergraduates
Jocelyn McWhirter
SBL Press, 2022

Teaching the Bible with Undergraduates offers concrete strategies for Bible instruction in college classrooms. Each essay pays special attention to the needs of tech-savvy students whose sensibilities, aspirations, expectations, and preferred ways of learning may differ significantly from those of their instructors. The volume’s contributors, all biblical scholars and undergraduate instructors, focus on best pedagogical practices using concrete examples while sharing effective strategies. Essays and quick tips treat topics, including general education, reading skills, student identities, experiential learning, and instructional technology. Contributors include Kimberly Bauser McBrien, George Branch-Trevathan, Callie Callon, Lesley DiFransico, Nicholas A. Elder, Timothy A. Gabrielson, Kathleen Gallagher Elkins, Susan E. Haddox, Seth Heringer, John Hilton III, Melanie A. Howard, Christopher M. Jones, Steve Jung, Katherine Low, Timothy Luckritz Marquis, Kara J. Lyons-Pardue, Jocelyn McWhirter, Sylvie T. Raquel, Eric A. Seibert, Hanna Tervanotko, Carl N. Toney, John Van Maaren, and Robby Waddell. This book provides an essential resource not only for instructors at the undergraduate level but also for anyone who teaches biblical studies in the classroom.

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Teaching the Eighteenth Century Now
Pedagogy as Ethical Engagement
Kate Parker
Bucknell University Press, 2024
In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant.

Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.
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Teaching the History of the Book
Edited by Matteo Pangallo and Emily B. Todd
University of Massachusetts Press, 2023

With original contributions from a diverse range of teachers, scholars, and practitioners in literary studies, history, book arts, library science, language studies, and archives, Teaching the History of the Book is the first collection of its kind dedicated to book history pedagogy. Presenting a variety of methods for teaching book history both as its own subject and as an approach to other material, each chapter describes lessons, courses, and programs centered on the latest and best ways of teaching undergraduate and graduate students.

Expansive and instructive, this volume introduces ways of helping students consider how texts were produced, circulated, and received, with chapters that cover effective ways to organize courses devoted to book history, classroom activities that draw on this subject in other courses, and an overview of selected print and digital tools. Contributors, many of whom are leading figures in the field, utilize their own classroom experiences to bring to life some of the rich possibilities for teaching book history in the twenty-first century.

In addition to the volume editors, contributors include Ryan Cordell, Brigitte Fielder, Barbara Hochman, Leslie Howsam, Matthew Kirschenbaum, Clare Mullaney, Kate Ozment, Leah Price, Jonathan Rose, Jonathan Senchyne, Sarah Wadsworth, and others.

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Teaching the Literature Survey Course
New Strategies for College Faculty
James M. Lang
West Virginia University Press, 2018
Teaching the Literature Survey Course makes the case for maintaining—even while re-imagining and re-inventing—the place of the survey as a transformative experience for literature students. Through essays both practical and theoretical, the collection presents survey teachers with an exciting range of new strategies for energizing their teaching and engaging their students in this vital encounter with our evolving literary traditions.

​From mapping early English literature to a team-based approach to the American survey, and from multimedia galleries to a “blank syllabus,” contributors propose alternatives to the traditional emphasis on lectures and breadth of coverage. The volume is at once a set of practical suggestions for working teachers (including sample documents like worksheets and syllabi) and a provocative engagement with the question of what introductory courses can and should be.
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Teaching the Practitioners of Care
New Pedagogies for the Health Professions
Edited by Nancy L. Diekelmann
University of Wisconsin Press, 2003
Contributors
Nancy L. Diekelmann
Karin Dahlberg
Margaretha Ekebergh
Pamela M. Ironside
Kathryn Hopkins Kavanagh
Melinda M. Swenson
Sharon L. Sims
Rosemary A. McEldowney
Jan D. Sinnott
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Teaching the Pronunciation of English
Focus on Whole Courses
John Murphy, Editor
University of Michigan Press, 2017
This volume fills a gap by introducing readers to whole courses focused on teaching the pronunciation of English as a second, foreign, or international language. This collection is designed to support more effective pronunciation teaching in as many language classrooms in as many different parts of the world as possible and to serve as a core text in an ESOL teacher development course dedicated to preparing pronunciation teachers. 
 
Teaching the Pronunciation of English illustrates that pronunciation teaching is compatible with communicative, task-based, post-method, and technology-mediated approaches to language teaching.  This theme permeates the volume as a whole and is well represented in Chapters 3-12, which are dedicated to specialist-teachers’ firsthand depictions of pronunciation-centered courses.  Each of these ten chapters features a set of innovative teaching strategies and contemporary course design structures developed by the chapter contributor(s). 

To prepare readers to more fully appreciate the substance and quality of Chapters 3-12, the volume’s two initial chapters are more foundational.  Chapters 1 and 2 provide an overview of core topics language teachers need to know about to become pronunciation teachers:  the suprasegmentals (thought groups, prominence, word stress, intonation, and pitch jumps) and the English consonants and vowel sounds.
 
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Teaching Undergraduates with Archives
Nancy Bartlett
Michigan Publishing Services, 2019
Teaching Undergraduates with Archives mirrors the evolving practice and academic research on primary sources in the classroom. The result of a national symposium at the University of Michigan in 2018, the volume features case studies, reflections, and forecasts concerning critical thinking, active learning, and archival evidence. The chapters describe collaborations between faculty, archivists, librarians, and students. Ideas behind new assignments and syllabi provide an immediate utility for those who teach with primary sources. Testimonies to the challenges and benefits of robust programs speak to the emerging prioritization of teaching and learning across disciplines with archives and special collections.

"The contributions to this volume capture exceptionally well the passion and the creativity that archivists and special collections librarians who teach and do outreach with primary sources are bringing to their work in this increasingly important activity domain."
-- Martha O’Hara Conway, Director, Special Collections Research Center, University of Michigan Library

"As teaching with archival materials has moved to the foreground of the archival mission for many institutions, this timely, inspiring, and practical volume, which comes out of the multi-day symposium solely devoted to teaching undergraduates with archival materials, is a required reading for anyone who teaches with archival materials, or who would like to. It really captures the spirit and enthusiasm that these authors brought to that symposium."
-- Josué Hurtado, Coordinator of Public Services & Outreach, Special Collections Research Center, Temple University Libraries

"Reflecting the increasing priority of teaching in archives and special collections libraries, this book captures a variety of perspectives, insights, approaches, and prognostications that will enlighten, challenge, and inspire a growing community of practitioners."
-- Bill Landis, Head of Public Services, Manuscripts and Archives, Yale University Library

"Building on the momentum generated at the symposium, this book is a treasure trove for professionals in the field who are eager for innovative ideas regarding collaboration and experimentation in teaching with archival material."
-- Elizabeth Williams-Clymer, Special Collections Librarian, Kenyon College
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Teaching U.S. History through Sports
Edited by Brad Austin and Pamela Grundy
University of Wisconsin Press, 2022
Few areas of study offer more insight into American culture than competitive sports. The games played throughout this nation's history dramatically illuminate social, economic, and cultural developments, from the balance of power in world affairs to changing conceptions of race, gender, and sexuality.
Teaching U.S. History through Sports provides strategies for incorporating sports into any U.S. history curriculum. Drawing upon their own classroom experiences, the authors suggest creative ways to use sports as a lens to examine a broad range of historical subjects, including Puritan culture, the rise of Jim Crow, the Cold War, the civil rights movement, and the women's movement. Essays focus on the experiences of African American women, working-class southerners, Latinos, and members of LGBTQ communities, as well as topics including the controversy over Native American mascots and the globalization of U.S. sports.
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Teaching Vocabulary Is the Writing Teacher's Job
Why and How
Keith S. Folse
University of Michigan Press, 2020
While most teachers acknowledge the importance of vocabulary in learning a new language, many assume a reading class or other teacher will cover vocabulary. Yet vocabulary plays an essential role in good writing, especially academic writing. Teaching Vocabulary Is the Writing Teacher’s Job explores the serious nature of ESL students’ lexical plight and looks at vocabulary in relation to reading, speaking, listening, and writing proficiency. It also examines the role of vocabulary in ESL writing assessment. In the conclusion, author Keith Folse discusses eight research-based suggestions for writing teachers, including encouraging students to become vocabulary detectives, teaching collocations, testing vocabulary, and teaching paraphrasing and summarizing.
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Teaching What You Don’t Know
Therese Huston
Harvard University Press, 2012

Your graduate work was on bacterial evolution, but now you're lecturing to 200 freshmen on primate social life. You've taught Kant for twenty years, but now you're team-teaching a new course on “Ethics and the Internet.” The personality theorist retired and wasn't replaced, so now you, the neuroscientist, have to teach the "Sexual Identity" course. Everyone in academia knows it and no one likes to admit it: faculty often have to teach courses in areas they don't know very well. The challenges are even greater when students don't share your cultural background, lifestyle, or assumptions about how to behave in a classroom.

In this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. How can you prepare most efficiently for a new course in a new area? How do you look credible? And what do you do when you don't have a clue how to answer a question?

Encouraging faculty to think of themselves as learners rather than as experts, Therese Huston points out that authority in the classroom doesn't come only, or even mostly, from perfect knowledge. She offers tips for introducing new topics in a lively style, for gauging students' understanding, for reaching unresponsive students, for maintaining discussions when they seem to stop dead, and -yes- for dealing with those impossible questions.

Original, useful, and hopeful, this book reminds you that teaching what you don't know, to students whom you may not understand, is not just a job. It's an adventure.

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Teaching with Tenderness
Toward an Embodied Practice
Becky Thompson
University of Illinois Press, 2017
Imagine a classroom that explores the twinned ideas of embodied teaching and a pedagogy of tenderness. Becky Thompson envisions such a curriculum--and a way of being--that promises to bring about a sea change in education.

Teaching with Tenderness follows in the tradition of bell hooks's Teaching to Transgress and Paulo Freire's Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offers a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care.

Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship.

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Teaching with Tension
Race, Resistance, and Reality in the Classroom
Edited by Philathia Bolton, Cassander L. Smith, and Lee Bebout
Northwestern University Press, 2019
Teaching with Tension is a collection of seventeen original essays that address the extent to which attitudes about race, impacted by the current political moment in the United States, have produced pedagogical challenges for professors in the humanities. As a flashpoint, this current political moment is defined by the visibility of the country's first black president, the election of his successor, whose presidency has been associated with an increased visibility of the alt-right, and the emergence of the neoliberal university. Together these social currents shape the tensions with which we teach.

Drawing together personal reflection, pedagogical strategies, and critical theory, Teaching with Tension offers concrete examinations that will foster student learning. The essays are organized into three thematic sections: "Teaching in Times and Places of Struggle" examines the dynamics of teaching race during the current moment, marked by neoconservative politics and twenty-first century freedom struggles. "Teaching in the Neoliberal University" focuses on how pressures and exigencies of neoliberalism (such as individualism, customer-service models of education, and online courses) impact the way in which race is taught and conceptualized in college classes. The final section, "Teaching How to Read Race and (Counter)Narratives," homes in on direct strategies used to historicize race in classrooms comprised of millennials who grapple with race neutral ideologies. Taken together, these sections and their constitutive essays offer rich and fruitful insight into the complex dynamics of contemporary race and ethnic studies education.
 
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Teaching Working Class
Sherry Lee Linkon
University of Massachusetts Press, 1999
Since the 1970s, working-class individuals have made up an increasing proportion of students enrolled in institutions of higher education. At the same time, working-class studies has emerged as a new academic discipline, updating a long tradition of scholarship on labor history and proletarian literature to include discussions of working-class culture, intersections of class with race and ethnicity, and studies of the representation of the working class in popular culture. These developments have generated new ideas about teaching that incorporate both a sensitivity to the working-class roots of many students and the inclusion of course content informed by an awareness of class culture. This volume brings together nineteen essays that offer innovative approaches to a class-conscious pedagogy. Although the contributors represent several fields—including English, history, labor studies, literature, speech communication, and American studies—they are united by the conviction that class matters in all kinds of courses. Their essays provide models for interdisciplinary teaching as well as guidance, encouragement, and insight for those wishing to incorporate class into their courses.
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Technological Shortcuts to Social Change
Amitai Etzioni
Russell Sage Foundation, 1973
Evaluates a technological approach to social change which seeks to cure society's ills by dealing with its symptoms, rather than root causes. It examines four such technological shortcuts in terms of their relevance to specific social problems: methadone in controlling heroin addiction; antabuse in treating alcoholism; the breath analyzer in highway safety; and gun control in reducing crime. The authors seek solutions which do not require large amounts of new resources or planning, and will accelerate the pace of social change. They indicate that technological handling of such problems may be the answer.
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Technology and Engagement
Making Technology Work for First Generation College Students
Rowan-Kenyon, Heather T.
Rutgers University Press, 2018
Winner of the 2018 Association for the Study of Higher Education Outstanding Book Award​

Technology and Engagement is based on a four-year study of how first generation college students use social media, aimed at improving their transition to and engagement with their university. Through web technology, including social media sites, students were better able to maintain close ties with family and friends from home, as well as engage more with social and academic programs at their university. This ‘ecology of transition’ was important in keeping the students focused on why they were in college, and helped them become more integrated into the university setting. By showing the gains in campus capital these first-generation college students obtained through social media, the authors offer concrete suggestions for how other universities and college-retention programs can utilize the findings to increase their own retention of first-generation college students.  
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Technology and the Future of Schooling in America
Edited by Stephen T. Kerr
University of Chicago Press, 1996
This volume explores how technology will help shape the future of American education. Rather than focusing on specific technologies, these essays consider the broad impact of technology on educational philosophy, education policy, and the social context of education.

Guiding this volume is the conviction that advances in technology do not necessarily translate into improvements in education even as the basic structure of teaching programs must be changed to fully exploit the educational uses of technology. The contributors argue that technology should be distributed throughout the educational system, not just in wealthy districts; they examine the impact of communications technologies on relationships between teachers and students, parents and children, and men and women; they consider the ways in which new technologies change the dynamics of learning and teaching; and they show how teachers and administrators can tailor technology-based programs to the particular needs of their school or district.
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Technology and the Historian
Transformations in the Digital Age
Adam Crymble
University of Illinois Press, 2021
Charting the evolution of practicing digital history

Historians have seen their field transformed by the digital age. Research agendas, teaching and learning, scholarly communication, the nature of the archive—all have undergone a sea change that in and of itself constitutes a fascinating digital history. Yet technology's role in the field's development remains a glaring blind spot among digital scholars.

Adam Crymble mines private and web archives, social media, and oral histories to show how technology and historians have come together. Using case studies, Crymble merges histories and philosophies of the field, separating issues relevant to historians from activities in the broader digital humanities movement. Key themes include the origin myths of digital historical research; a history of mass digitization of sources; how technology influenced changes in the curriculum; a portrait of the self-learning system that trains historians and the problems with that system; how blogs became a part of outreach and academic writing; and a roadmap for the continuing study of history in the digital era.

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Teen Mothers--Citizens or Dependents?
Ruth Horowitz
University of Chicago Press, 1994
In a book that speaks clearly and forcefully to the heart of the welfare debate in the United States, Ruth Horowitz examines one of the most critical questions of welfare policy: how can a United States government program help teen mothers—one of the most needful groups of all welfare recipients—move from welfare dependency to employment, independence, and responsible citizenship?

"Rich vignettes reveal the complexities of teenage mothers' lives, particularly the disjuncture between classroom and street identities, 'inside' and 'outside.' . . . Original and illuminating as well as timely."—Sharon Thompson, Women's Review of Books

"Horowitz offers insights that should be considered in the debate over welfare reform. . . . Teen Mothers . . . places Horowitz's results in the context of major theories about the role of welfare in the U.S. and offers a microlevel critique of the implicit assumptions and probable consequences of each theory's approach to welfare reform."—Booklist
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Teens, Digital Media, and the Chicago Public Library
Penny Bender Sebring, Eric R. Brown, Kate M. Julian, Stacy B. Ehrlich, Susan E. Sporte, Erin Bradley, and Lisa Meyer
University of Chicago Press, 2013
As new initiatives to exploit technology and digital media for learning sweep the country, a learning center for teens at the Harold Washington Library in downtown Chicago demonstrates both the challenges and opportunities these efforts present, this report from the University of Chicago
Consortium on Chicago School Research finds.
 
The study:

-Illuminates how the design of YOUmedia shapes youth participation
-Describes the teens that YOUmedia serves, their patterns of participation, and the activities in which they engage
-Provides examples of the benefits youth perceive from their participation
-Characterizes the roles adults play in engaging teens and the ways programmatic choices have shifted
-Offers suggestions for organizations intending to launch similar initiatives
-Illustrates how YOUmedia instantiates elements of the emerging Connected Learning Model
 
Opened in the fall of 2009, YOUmedia Chicago, attempts to capitalize on teens’ interest in technology to motivate them to create, innovate and become active learners by providing them access to digital media, a safe, inviting space and staff members who serve as mentors. There currently are 30 learning centers across the country being modeled on YOUmedia Chicago and funded by the MacArthur Foundation and the Institute of Museum and Library Services.
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Tell Me How It Reads
Tutoring Deaf and Hearing Students in the Writing Center
Rebecca Day Babcock
Gallaudet University Press, 2012

Deaf students are attending mainstream postsecondary institutions in increasing numbers, raising the stakes for the complicated and multifaceted task of tutoring deaf students at these schools. Common tutoring practices used with hearing students do not necessarily work for deaf people. Rebecca Day Babcock researched and wrote Tell Me How It Reads: Tutoring Deaf and Hearing Students in the Writing Center to supply writing instructors an effective set of methods for teaching Deaf and other students how to be better writers.

       Babcock’s book is based on the resulting study of tutoring writing in the college context with both deaf and hearing students and their tutors. She describes in detail sessions between deaf students, hearing tutors, and the interpreters that help them communicate, using a variety of English or contact signing rather than ASL in the tutorials. These experiences illustrate the key differences between deaf-hearing and hearing-hearing tutorials and suggest ways to modify tutoring and tutor-training practices accordingly. Although this study describes methods for tutoring deaf students, its focus on students who learn differently can apply to teaching writing to Learning Disabled students, ESL students, and other students with different learning styles. Ultimately, the well-grounded theory analysis within Tell Me How It Reads provides a complete paradigm for tutoring in all writing centers.

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Telling a Research Story
Writing a Literature Review
Christine B. Feak and John M. Swales
University of Michigan Press, 2009

Telling a Research Story: Writing a Literature Review is concerned with the writing of a literature review and is not designed to address any of the preliminary processes leading up to the actual writing of the literature review.

This volume represents a revision and expansion of the material on writing literature reviews that appeared in English in Today's Research World.

This volume progresses from general to specific issues in the writing of literature reviews. It opens with some orientations that raise awareness of the issues that surround the telling of a research story. Issues of structure and matters of language, style, and rhetoric are then discussed. Sections on metadiscourse, citation, and paraphrasing and summarizing are included.

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Telling Stories
Perspectives on Longitudinal Writing Research
Jenn Fishman
Utah State University Press, 2023

In Telling Stories, more than a dozen longitudinal writing researchers look beyond conventional project findings to story their work and, in doing so, offer otherwise unavailable glimpses into the logics and logistics of long-range studies of writing. The result is a volume that centers interrelations among people, places, and politics across two decades of praxis and an array of educational sites: two-year colleges, a senior military college, an adult literacy center, a small liberal arts college, and both public and private four-year universities.

Contributors share direct knowledge of longitudinal writing research, citing project data (e.g., interview transcripts, research notes, and journals), descriptions drawn from memory, and extended personal reflections. The resulting stories, tempered by the research and scholarship of others, convey a sense of longitudinal research as a lived activity as well as a prominent and consequential approach to inquiry. Yet Telling Stories is not a how-to guide, nor is it written for longitudinal researchers alone. Instead, this volume addresses issues about writing research that are germane to all who conduct or count on it. Such topics include building and sustaining good interpersonal research relations, ethically negotiating the institutional power dynamics that undergird writing research, effectively using knowledge from longitudinal studies to advocate for writers and writing educators, and improving both conceptual and concrete resources for long-range research in writing studies.

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Tempests into Rainbows
Managing Turbulence
Robben W. Fleming
University of Michigan Press, 1996

Robben W. Fleming was President of the University of Michigan during the turmoil of the Vietnam era. He brought a clear and effective philosophy to the challenges he faced as manager and leader in a turbulent time. Fleming recounts the dramatic confrontations and demonstrations at Michigan over the war in Vietnam, military research in universities, the investment of university endowment funds in South African enterprises, and black student campaigns for improved conditions on campus.

Robben W. Fleming has much to teach. There are lessons for all who face the challenges of leadership in this lively and readable autobiography of one who has displayed grace, style and effectiveness in difficult and sometimes threatening situations. Tempests into Rainbows also explores the influences on his life that nurtured his exceptional ability to create agreement and to solve conflict.

The story of his formative years is filled with both humor and pathos. Fleming writes about local personalities, the deaths of his "twin" brother and father, and the difficulties of the family during the economic recession of the 1920s and 1930s. Academic and athletic prowess enabled him to put himself through college and law school, emerging just in time to serve as a military government officer with troops in North Africa and Europe.

After World War II, Fleming became a specialist in labor-management relations, teaching at the University of Illinois and serving as a professional mediator and arbitrator of labor disputes. Then in 1964 he became Chancellor of the University of Wisconsin in Madison, and later President of the University of Michigan until 1979. Although he remains active as a consultant deploying his mediation skills, his last career position was as President of the Corporation for Public Broadcasting.

This unusual autobiography, appealing in its honesty and in the original story it has to tell, is also instructive in showing how a thoughtful person with a humane, consistent philosophy can manage when chaos and turmoil threaten. It will thus appeal not only to those who knew Fleming and who have ties to the universities in which he served, but also to all who manage and study the management of complex institutions.

"Robben Fleming has written a fascinating memoir, especially his intensely personal account of the trials and terrors that faced this university president as Ann Arbor's student body--and he came to grips with the civil rights revolution and the Vietnam War."
---Mike Wallace

"To relive Robben Fleming's life is to relive an American epoch. There was a time when America was at war with its enemies, and a time when America was at war with itself. He writes perceptively from both battlegrounds."
---Daniel Schorr

"Robben Fleming is a giant--a creative and imaginative leader of exceptional talent. All of us can learn from the lessons of his life. His book is a treasure."
---Newton N. Minow

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Temple University
125 Years of Service to Philadelphia, the Nation, and the World
James W. Hilty with Matthew M. Hanson, foreword by Ann Weaver Hart
Temple University Press, 2010
Temple University's alumni number over a quarter million, andinclude entertainment legend Bill Cosby and Shirley Tilghman, the first woman president of Princeton University. One of every eight college graduates in the Philadelphia area received their degrees at Temple. Temple Owls are everywhere!

Temple University: 125 Years of Service to Philadelphia, the Nation, and the World, by noted historian and Temple professor James Hilty offers the first full history of Temple University. Lovingly written and beautifully designed, it presents a rich chronicle from founder Russell Conwell’s vision to democratize, diversify, and broaden the reach of higher education to Temple's present-day status as the twenty-eighth largest university and the fifth largest provider of professional education in the United States. With its state-of-the-art technological capabilities, improved amenities, and new multi-million- dollar facilities, Temple remains at the forefront of America’s modern urban universities.

The book captures Temple’s long record of service to its North Philadelphia neighbors, its global reach to Rome, Tokyo, and beyond, and its development from a rowhouse campus into a lively 11,000- resident urban village—all the while assuring “Access to Excellence.” Along the way, we learn how Temple reacted to and helped shape major developments in the history of American higher education.

Featuring 250 full-color photos, Temple University provides a wonderful keepsake for those who already know the university and will become a valued resource for anyone interested in the urban university. 
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Temporary Stages II
Critically Oriented Drama Education
Jo Beth Gonzalez
Intellect Books, 2013
Theater teachers are forced to adapt constantly. Whether responding to advancing technologies, cuts to (or the growth of) their program, or ever-changing governmental mandates, they struggle to serve both their students and their craft. Using a theater arts program at one at a Midwestern high school, this book explores how change, good or ill, directly impacts students as well as teachers. Building on the work of the previous edition of Temporary Stages, Jo Beth Gonzalez shows teachers how to sustain confidence and outlines “critically conscious” teaching, a technique that encourages students to practice self-agency and critical awareness. Essential reading for all theater teachers, this indispensable resource is a font of innovative classroom and production practices.
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Ten Thousand Democracies
Politics and Public Opinion in America's School Districts
Michael B. Berkman and Eric Plutzer
Georgetown University Press, 2005

The essence of democracy is popular sovereignty. The people rule. In the United States, citizens exercise this right through elected officials who they believe will best represent their own values and interests. But are those interests and values always being followed? Authors Michael B. Berkman and Eric Plutzer provide the first systematic examination of the extent to which the governments closest to the American public—its 10,000-plus local school boards—respond to the wishes of the majority.

Ten Thousand Democracies begins with a look at educational reforms from the Progressive era in the late 19th and early 20th centuries through the civil rights movement and ending with Pennsylvania's 2004 tax relief measure. Berkman and Plutzer explore what factors determine education spending levels in school districts, including the effects of public opinion, the nature of local political institutions, and the roles played by special interests. The authors show how board members are selected, how well the boards represent minorities, whether the public can bypass the board through referenda, and how the schools are financed. By providing an innovative statistical portrait that combines public opinion data with Census data for these school districts, the authors answer questions central to democratic control of our schools: how responsive are school boards to their public and when? How powerful are such special interests such as teachers' unions and senior citizens? By using the lens of America's public school districts to examine the workings of democracy, Ten Thousand Democracies offers new insight not only into the forces shaping local education policy but also how democratic institutions may function throughout all levels of government.

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Tenured Bosses and Disposable Teachers
Writing Instruction in the Managed University
Edited by Marc Bousquet, Tony Scott, and Leo Parascondola. Foreword by Randy Martin
Southern Illinois University Press, 2003

Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed University exposes the poor working conditions of contingent composition faculty and explores practical alternatives to the unfair labor practices that are all too common on campuses today.

Editors Marc Bousquet, Tony Scott, and Leo Parascondola bring together diverse perspectives from pragmatism to historical materialism to provide a perceptive and engaging examination of the nature, extent, and economics of the managed labor problem in composition instruction—a field in which as much as ninety-three percent of all classes are taught by graduate students, adjuncts, and other “disposable” teachers. These instructors enjoy few benefits, meager wages, little or no participation in departmental governance, and none of the rewards and protections that encourage innovation and research. And it is from this disenfranchised position that literacy workers are expected to provide some of the core instruction in nearly everyone's higher education experience.

Twenty-six contributors explore a range of real-world solutions to managerial domination of the composition workplace, from traditional academic unionism to ensemble movement activism and the pragmatic rhetoric, accommodations, and resistances practiced by teachers in their daily lives.

Contributors are Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo Parascondola, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins, and Katherine Wills.

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The Test Drive
Avital Ronell
University of Illinois Press, 2004

The Test Drive deals with the war perpetrated by highly determined reactionary forces on science and research. How does the government at once promote and prohibit scientific testing and undercut the importance of experimentation? To what extent is testing at the forefront of theoretical and practical concerns today? Addressed to those who are left stranded by speculative thinking and unhinged by cognitive discourse, The Test Drive points to a toxic residue of uninterrogated questions raised by Nietzsche, Husserl and Derrida. Ranging from the scientific probe to modalities of testing that include the limits of friendship or love, this work explores the crucial operations of an uncontestable legitimating machine. Avital Ronell offers a tour-de-force reading of legal, pharmaceutical, artistic, scientific, Zen, and historical grids that depend upon different types of testability, involving among other issues what it means to put oneself to the test.

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The Testing Charade
Pretending to Make Schools Better
Daniel Koretz
University of Chicago Press, 2017
 
For decades we’ve been studying, experimenting with, and wrangling over different approaches to improving public education, and there’s still little consensus on what works, and what to do. The one thing people seem to agree on, however, is that schools need to be held accountable—we need to know whether what they’re doing is actually working. But what does that mean in practice?
 
High-stakes tests. Lots of them. And that has become a major problem. Daniel Koretz, one of the nation’s foremost experts on educational testing, argues in The Testing Charade that the whole idea of test-based accountability has failed—it has increasingly become an end in itself, harming students and corrupting the very ideals of teaching. In this powerful polemic, built on unimpeachable evidence and rooted in decades of experience with educational testing, Koretz calls out high-stakes testing as a sham, a false idol that is ripe for manipulation and shows little evidence of leading to educational improvement. Rather than setting up incentives to divert instructional time to pointless test prep, he argues, we need to measure what matters, and measure it in multiple ways—not just via standardized tests.

Right now, we’re lying to ourselves about whether our children are learning. And the longer we accept that lie, the more damage we do. It’s time to end our blind reliance on high-stakes tests. With The Testing Charade, Daniel Koretz insists that we face the facts and change course, and he gives us a blueprint for doing better.
 
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Testing Deaf Students in an Age of Accountability
Robert C. Johnson
Gallaudet University Press, 2008

Despite the idealism represented by the No Child Left Behind law’s mandate for accountability in education, deaf students historically and on average have performed far below grade level on standardized tests. To resolve this contradiction in deaf education, this collection presents a spectrum of perspectives from a diverse corps of education experts to suggest a constructive synthesis of worthy ideals, hard realities, and pragmatic solutions. Contributors to this study include volume editors Robert C. Johnson and Ross E. Mitchell, Ed Bosso, Michael Bello, Betsy J. Case, Patrick Costello, Stephanie W. Cawthon, Joseph E. Fischgrund, Courtney Foster, Christopher Johnstone, Michael Jones, Jana Lollis, Pat Moore, Barbara Raimondo, Suzanne Recane, Richard C. Steffan, Jr., Sandra J. Thompson, Martha L. Thurlow, and Elizabeth Towles-Reeves.

These noted educators and researchers employ experiences from Massachusetts, Delaware, Maryland, North Carolina, Illinois and California to support their findings about the dilemma facing deaf students and their teachers. They assess the intent and flexibility of federal law; achievement data regarding deaf students; potential accommodations and universal design to make tests more accessible; possible alternatives for deaf student not ready for conventional assessments; accounts of varying degrees of cooperation and conflict between schools and state education departments; and the day-to-day efforts of teachers and school administrators to help deaf students measure up to the new standards. By presenting these wide-ranging insights together, Testing Deaf Students in an Age of Accountability provides a unique opportunity to create genuine means to educate deaf students for the only test that matters, that of life.

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Testing Education
A Teacher's Memoir
Kathy Greeley
University of Massachusetts Press, 2024

Since the 2002 implementation of No Child Left Behind, the American public education system has been fundamentally changed. Excessive testing, standardized curriculums, destructive demands on children, corporate-­style evaluations, and top-­down mandates have become the norm. In response, record numbers of demoralized educators have quit, and millions of students have been left educationally impoverished. This troubling transformation has been exhaustively critiqued by scholars and commentators. Yet one crucial voice has been missing, until now.

In Testing Education, Kathy Greeley recounts the impact of education reform from a teacher’s point of view. Based on a teaching career spanning nearly forty years, Greeley details how schools went from learning communities infused with excitement, intellectual stimulation, and joy to sterile spaces of stress, intimidation, and fear. In this ultimately hopeful memoir, Greeley asks us to learn from the past to reimagine the future of public education.

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