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"Crocco, Margaret"
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Learning to teach in an age of accountability
This book documents the \"brave new world\" of teacher, administrator, school, and student accountability that has swept across the United States in recent years. Its particular vantage point is the perspective of dozens of new teachers trying to make their way through their first months and years working in schools in the New York City metropolitan area. The issues they grapple with are not, however, unique to this context, but common problems found today in urban, suburban, and rural schools across the United States. The stories in this book offer a compelling portrait of these teachers' encounters with the new culture of accountability and the strategies they develop for coping, even succeeding, within such demanding settings. Learning to Teach in an Age of Accountability: *introduces research on teaching and engages the \"big ideas\" concerning teacher research, highlighting what we know and where that leads us; *offers a rich set of teacher narratives that are organized to widen the angle of vision from biography, to classrooms, schools, and society; and *includes questions and activities to encourage discussion and further research about the ideas raised; and *addresses the possibilities for best practice and curricular decision making in light of the issues and ideas presented in the book. This volume--unique in its portrayal of new teachers' encounters with issues of accountability--makes a singular contribution to the educational literature on new teachers. It is relevant to everyone interested in the contemporary world of teaching, and is particularly appropriate as a text for preservice and in-service students. All readers who believe that the key to a good school lies in attracting and keeping good teachers will find the issues presented here both personally engaging and deeply troubling.
eBook
Moral Outrage and Teaching about Hurricane Katrina
This article is a pedagogical case study reflecting on the Teaching the Levees curriculum (Crocco, 2007), written in the aftermath of Hurricane Katrina and in tandem with the Spike Lee film, When the Levees Broke (2006). Over 30,000 copies of the curriculum, underwritten by the Rockefeller Foundation, were distributed widely throughout and beyond the United States. In a review of the curriculum, the writer praised it but felt that it had not done enough to express \"moral outrage\" (Kavanagh,
2009
) about the situation of individuals caught in New Orleans as a result of the levees breaching and the city flooding. This review prompted this article, which uses several works of Nel Noddings, including her book (with Laurie Brooks) on Teaching Controversial Issues (2017), to take up the question of whether and how moral outrage regarding this event should shape approaches to teaching about Hurricane Katrina or other natural disasters in social studies classrooms.
Journal Article
Clio in the classroom : a guide for teaching U.S. women's history
Over the last four decades, women’s history has developed from a new and marginal approach to history to an established and flourishing area of the discipline taught in all history departments. Clio in the Classroom makes accessible the content, key themes and concepts, and pedagogical techniques of U.S. women’s history for all secondary school and college teachers. Editors Carol Berkin, Margaret S. Crocco, and Barbara Winslow have brought together a diverse group of educators to provide information and tools for those who are constructing a new syllabus or revitalizing an existing one. The essays in this volume provide concise, up-to-date overviews of American women’s history from colonial times to the present that include its ethnic, racial, and regional changes. They look at conceptual frameworks key to understanding women’s history and American history, such as sexuality, citizenship, consumerism, and religion. And they offer concrete approaches for the classroom, including the use of oral history, visual resources, material culture, and group learning. The volume also features a guide to print and digital resources for further information. This is an invaluable guide for women and men preparing to incorporate the study of women into their classes, as well as for those seeking fresh perspectives for their teaching.
eBook
At the Crossroads of the World: Women of the Middle East
The authors offer a brief introduction to the history of women of the Middle East, with a focus on three major religions (Judaism, Christianity, and Islam). Schools are paying increased attention to teaching world history, but they are giving too little attention to incorporating women as part of world history. One of the major dividing lines within the Middle East has been religion, a fixed feature of the world history curriculum. The authors attempt to provide insights, based on new research about women in the region, into how religion and culture influence women's lives in this area of the world. They conclude with a brief consideration of how women are organizing for change in the Middle East.
Journal Article
Promoting Educational Reform through Teaching about Hurricane Katrina
This paper deals with two types of educational reform related to teaching and learning the traditional school subject of social studies. First, we consider the importance of teaching about controversial issues by examining the impact of Hurricane Katrina, the record-setting, natural disaster, which struck the Gulf Coast of the United States in late August 2005. Using this episode as their foundation, the authors demonstrate how the common practice of avoiding controversy within the social studies arena can be addressed. Since Katrina represents a topic for which no warrant exists within state standards for teaching the subject, it can be considered a true “teachable moment”. Second, we analyze a case study involving the use of technology to spark discussion relative to the issues of race and class tied to Katrina, primarily for the two-year period after the hurricane struck. While the use of digital technology has been slow to gain popularity in the field of social studies, the authors use the case study to demonstrate how it can be utilized to generate democratic dialogue and civic engagement.
Journal Article
Education and Marginality: Race and Gender in Higher Education, 1940–1955
Whether it be my religion, my aesthetic taste, my economic opportunity, my educational desire, whatever the craving is, I find a limitation because I suffer from the greatest known handicap, a Negro — a Negro woman. (Mary McLeod Bethune, “Closed Doors,” 1936).
Journal Article
The Missing Discourse About Gender and Sexuality in the Social Studies
Misogynistic and homophobic norms in American society contribute to contemporary examples of social deviance. Educators must address these norms, along with violence, as part of the social studies curriculum. The paper discusses new conceptions of citizenship education, self-destructive gendered scripts, homophobia in schools, and a curricular shift for handling issues of gender, sexuality, misogyny, and homophobia within social studies. (SM)
Journal Article