At SAGE, Leah Fargotstein and Natalie Elliott have been a continuous source of encouragement and support. Several others at SAGE were instrumental in shepherding the project through all its phases. They include Natasha Tewari and Victoria Velasquez. The reviewers of the manuscript are gratefully acknowledged:
Eleanor Blair, Western Carolina University
Kristan Morrison, Radford University
Dr. Lauren Zucker, Fordham University
About the Editors
Alan S. Canestrari is a veteran social studies practitioner and professor of education at Roger Williams University. He earned his EdD from Boston University. He has had a long career in public schools and universities as a history teacher and department Chair, as adjunct professor at Rhode Island College, and as mentor in the Brown University Masters of Teaching Program. In 1992, he was recognized as the Rhode Island Social Studies Teacher of the Year. He is author (with Maureen M. Gillis and Margaret M. Thombs) of A Culturally Responsive Approach Using Webquests in the Social Studies Classroom (Corwin, 2009). He is also the editor (with Bruce Marlowe) of Educational Psychology in Context: Readings for Future Teachers (SAGE, 2006) and The Wiley Handbook of International Foundations of Education (Wiley, 2019).Bruce A. Marlowe is the author (with Marilyn Page) of Creating and Sustaining the Constructivist Classroom (Corwin, 1998) and a six-part video series titled Creating the Constructivist Classroom (The Video Journal of Education). He is also the editor (with Alan Canestrari) of Educational Psychology in Context: Readings for Future Teachers (SAGE, 2006) and The Wiley Handbook of International Foundations of Education (Wiley, 2019). He earned his PhD in educational psychology from the Catholic University of America in Washington, DC, where he also completed two years of postdoctoral training in neuropsychological assessment. He has taught at the elementary, secondary, and university levels. Formerly professor of educational psychology and special education at Roger Williams University, Bruce currently serves as chair of the Education Department at the University of South Carolina Beaufort. Alan and Bruce have both taught courses in the foundations of education; neither is satisfied with any of the foundations texts currently available on the market. Alan S. Canestrari can be reached at the Roger Williams University, School of Humanities Arts and Education, One Old Ferry Road, Bristol, Rhode Island 02809; (401) 254-3749; [email protected] Bruce A. Marlowe can be reached at the University of South Carolina Beaufort, Department of Education, Hargray Building, One University Blvd., Bluffton, SC 29909; (843) 208-8378; [email protected]
About the Contributors
Robert DiGiulio (deceased), former professor of education at Johnson State College in Vermont, was the author of numerous books, including Great Teaching: What Matters Most in Helping Students Succeed (2004), Educate, Medicate, or Litigate? What Teachers, Parents, and Administrators Must Do About Student Behavior (2011), and Positive Classroom Management: A Step-by-Step Guide to Successfully Running the Snow Without Destroying Student Dignity (2006).Monisa Gardner-Page is an early childhood education major at the University of South Carolina Beaufort. She enjoys writing and tutoring children and has written, and published, several books.Henry Giroux is a professor at McMaster University in Hamilton, Ontario, where he currently holds the Global Television Network Chair in English and Cultural Studies. He is a prolific writer. He is author of Youth in a Suspect Society (2009).Gloria Graves Holmes is a professor emerita from Quinnipiac University. In her book Justice in Search of Leaders: A Handbook for Equity-Driven School Leadership she makes a powerful case for equity-driven teaching and learning. She is particularly interested in the preparation of educational leaders who seek to identify and disrupt inequities in our system of public education.Stan Karp taught English and journalism to high school students in Paterson, New Jersey, for 30 years. He is an editor of Rethinking Schools.Herbert Kohl’s On Teaching remains a classic response to the perennial question: Why teach? He is the author of more than 40 books on education. He and his wife, Judy, were the recipients of the National Book Award in 1978 for The View From the Oak.Alfie Kohn, a self-described “gadfly,” was described in Time magazine as “perhaps the country’s most outspoken critic of education’s fixation on grades [and] test scores.” He writes and speaks widely on human behavior, education, and parenting.Deborah Meier is currently on the faculty of New York University’s Steinhardt School of Education as senior scholar and adjunct professor, as well as board member and director of New Ventures as Mission Hill, director and advisor to Forum for Democracy and Education, and on the board of the Coalition of Essential Schools.Thomas Newkirk’s most recent books include The Art of Slow Reading (2011), Holding Onto Good Ideas in a Time of Bad Ones (2009), and Teaching the Neglected “R” (2007, coedited with Richard Kent). He is a professor of English at the University of New Hampshire.Susan Ohanian, freelance writer and former teacher, is an outspoken critic of “stir and serve recipes” for teaching. In 2003, she won the National Council of Teachers of English George Orwell Award for Distinguished Contribution to Honesty and Clarity in Public Language.Marilyn Page, a former professor of education at Penn State, consults on novice teacher mentoring, school reform, classroom management, and technology issues in education. She is the author of You Can’t Teach Until Everyone Is Listening.David “Matthew” Rasmussen is a sophomore at the University of South Carolina Beaufort studying early childhood education. After graduation, his goal is to teach at the elementary level in his home state of South Carolina.Diane Ravitch is research professor of education at New York University and a historian of education. She is also a nonresident senior fellow at the Brooklyn Institution. She is an outspoken critic of the charter school movement.Elizabeth Robinson is an assistant professor of education and director of the Educational Studies Program at Suffolk University in Boston. She is author with Patricia Paugh of “Keeping a ‘Vigilant Critique’: Unpacking Critical Praxis as Teacher Educators.”Deanna Rochefort is a Marine Corps veteran from Maine who is double-majoring in early childhood and elementary education at the University of South Carolina Beaufort.Adam Sanchez is an editor of Rethinking Schools. Sanchez teaches at Harvest Collegiate High School in New York City and works as curriculum writer and organizer with the Zinn Education Project.Kerri Ullucci is an associate professor of education at Roger Williams University in Bristol, RI. Her research interests include race and poverty issues in schooling and the development of culturally relevant teaching practices. Dr. Ullucci has been published in several journals, including Urban Education, Race Ethnicity and Education, and Teacher Education Quarterly.Amanda N. Vincenti earned a degree in elementary education from the School of Humanities, Arts and Education at Roger Williams University. She combines her love for acting and her desire to engage children in inclusive, adaptable learning experiences in her Community Through Theater program. She is concerned about the impact of school security measures on the development of children.Elsa Wiehe is a professor who currently heads the Boston University African Studies Outreach program. Previously, she worked as an international educational consultant in the monitoring and evaluation of a large-scale program on gender and education in West and South Africa.Ann Gibson Winfield is professor of historical and philosophical foundations of education at Roger Williams University, Bristol, RI. Dr. Winfield’s research focuses on curriculum history and the history of education with a specific focus on eugenic ideology and its influence on our modern system of public education. Her book Eugenics and Education in America (2007) is considered a seminal work by eugenic historians.Darlene Witte-Townsend is a former professor of education at Johnson State College in Vermont. Her research has included examinations of children’s play, literacy, language, spirituality, and development, as well as educational philosophy, communication, practices, and the effects of No Child Left Behind (NCLB).
Foreword
Ann G. Winfield
When it comes to school, too often we fail to ask