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The moral dimensions of teaching / ed. John I. Goodlad, Roger Soder, Kenneth A. Sirotnik

Secondary Author Goodlad, John I.
Soder, Roger
Sirotnik, Kenneth A.
Country Estados Unidos. Publication San Francisco : Jossey-Bass, 1990 Description XXV, 340 p. ; 24 cm Series The Jossey-Bass education series) The Jossey-Bass higher education series) ISBN 1-55542-199-7 CDU 371.15
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca Geral da Universidade do Minho
BGUMD 103292 Available 122012
Total holds: 0

Enhanced descriptions from Syndetics:

"[The authors] artfully piece together important essays in educational policy and philosophy. . . . The book deals in detail with such issues as teacher professionalization, moral responsibility of public schools, accountability, and ethical codes of practice. Must reading for teachers, administrators, and professors in schools and departments of education."
-Choice

Table of contents provided by Syndetics

  • On The Nature And Commitments Of Teaching As Profession
  • The Occupation of Teaching in Schools
  • The Rhetoric of Teacher Professionalization
  • The Limits of Teacher Professionalization
  • Some Moral Considerations on Teaching as a Profession
  • The Moral Mission Of Education And Implications For The Teaching Profession
  • The Moral Responsibility of Public Schools
  • The Legal and Moral Responsibility of Teachers
  • Accountability, Trust, and Ethical Codes of Practice
  • The Teacher and the Taught: Moral Transaction in the Classroom
  • The School as a Moral Learning Community
  • Society, Schooling, Teaching, and Preparing to Teach

Reviews provided by Syndetics

CHOICE Review

Goodlad, Soder, and Sirotnik (University of Washington) artfully piece together important essays in educational policy and philosophy. They consider ethical questions as issues that are central for the education profession in modern liberal society. The book deals in detail with such issues as teacher professionalization, moral responsibility of public schools, accountability, and ethical codes of practice. This well-written, cogently presented volume includes papers by such insightful analysts as Barry L. Bull (University of Minnesota), Christopher M. Clark (Michigan State University), Walter Feinberg (University of Illinois, Urbana), Gary D. Fenstermacher (University of Arizona), Hugh Sockett (George Mason University), Kenneth A. Strike (Cornell University), and Bruce R. Thomas (Illinois Institute for Social Policy). A major contribution to renewal of civic and professional dialogue on efforts to articulate the unique status of education in the context of moral and societal dilemmas, this book is must reading for teachers, administrators, and professors in schools and departments of education across the nation. -J. L. DeVitis, SUNY at Binghamton

Author notes provided by Syndetics

John Goodlad was born in British Columbia, Canada, and educated at the University of British Columbia and the University of Chicago. A former dean of the graduate school of education at the University of California at Los Angeles, he has also been a professor of education at the University of Washington.

Goodlad has written more than 20 books and hundreds of articles on education. Among his best-known works are The Ecology of School Renewal (1987) and A Place Called School: Prospects for the Future (1984). A major figure in the educational reform movements that began in the 1980s, he has been a leading figure in the field of teacher education for the past 30 years. In addition to his teaching and writing, Goodlad directs the state Partnerships for Educational Renewal throughout the United States, and he also is active in many educational organizations and task forces.

(Bowker Author Biography)

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