Rethinking Intelligence: Confronting Psychological Assumptions about Teaching and Learning

Overview

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

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Overview

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

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Product Details

  • ISBN-13: 9780415922098
  • Publisher: Taylor & Francis
  • Publication date: 4/28/1999
  • Pages: 288
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.80 (d)

Meet the Author

Shirley R. Steinberg teaches at Adelphi University. She is author of Ain't We Misbehavin'?: A Pedagogy of Misbehavior and co-author of The Stigma of Genius: Einstein and Beyond Modern Education and with Joe L. Kincheloe, of Changing Multiculturalism: New Times, New Curriculum. Joe L. Kincheloe teaches Cultural Studies and Pedagogy at Penn State University. He is author of Teachers as Researchers: Qualitative Paths to Empowerment and Toil and Trouble: Good Work, Smart Workers and the Integration of Academic and Vocational Education. They are authors of Unauthorized Methods: Strategies for Critical Teaching (Routledge, 1998) and editors of Taboo: The Journal of Culture and Education. Leila Villaverde teaches at Penn State University.

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Table of Contents

Philip Wexler-Preface
Introduction
Chapter 1 Joe L. Kincheloe—The Foundations of a Democratic Educational Psychology
Chapter 2 Aimee Howley, Linda Spatig and Craig Howley—Developmentalism Deconstructed
Chapter 3 Pepi Leistyna—The Personality Vacuum: Abstracting the Social from the Psychological
Chapter 4 Susanne Gallagher—An Exchange of Gazes
Chapter 5 Lana Krieves and Karen Anijar—Eugenics, Evolution, and Deaf Education
Chapter 6 Aostre Johnson—Teaching as Sacrament
Chapter 7 Paul Stein—Practicing Eternity: Socialization, Development, and Social Life
Chapter 8 Gaile Cannella—Postformal Thought as Critique, Reconceptualization, and Possibility for Teacher Education Reform
Chapter 9 Anna Watts Pailliotet and Thomas A. Callister Jr.—Preparing Postformal Practioners: Pitfalls and Promises
Chapter 10 Marc Pruyn—The Power of Classroom Hegemony: An Examination of the Impact of Formal and Postformal Teacher Thinking in an Inner-city Latina/o School
Chapter 11 John Weaver and Ronald McClendon—Informally Speaking: A Continuing Dialogue on Postformal Thinking
Chapter 12 Joe L.Kincheloe and Shirley Steinberg—Politics, Intelligence, and The Classroom: Postformal Teaching
Chapter 13 Leila Villaverde and William Pinar—Postformal Research: A Dialogue on Intelligence
Conclusion

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