Rethinking Intelligence
Confronting Psychological Assumptions About Teaching and Learning
Published on 8. April 1999
Book
Paperback/Softback
288 pages
978-0-415-92209-8 (ISBN)
Description
First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Dimensions
Height: 229 mm
Width: 152 mm
Weight
396 gr
ISBN-13
978-0-415-92209-8 (9780415922098)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Joe L. Kincheloe | Shirley R. Steinberg | Leila Villaverde
Rethinking Intelligence
Confronting Psychological Assumptions About Teaching and Learning
E-Book
08/2013
Routledge
€59.49
Available for download
Joe L. Kincheloe | Shirley R. Steinberg | Leila Villaverde
Rethinking Intelligence
Confronting Psychological Assumptions About Teaching and Learning
E-Book
08/2013
Routledge
€59.49
Available for download
Joe L. Kincheloe | Shirley R. Steinberg | Leila Villaverde
Rethinking Intelligence
Confronting Psychological Assumptions About Teaching and Learning
Book
05/1999
Routledge
€71.98
Article not available at the moment
Persons
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.
Content
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
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