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American Educator
Spring 1986

 

Table of Contents

Those Who Understand: A Conception of Teacher Knowledge
By Lee S. Shulman

In recent years, education research and teacher evaluation have focused on the process and techniques of teaching, while generally neglecting questions concerning knowledge of subject matter. In calling for a renewed emphasis on content knowledge, the author analyzes just what it means to know something so well that one can teach it.

Forces That Undermine Reform: A Teacher's Perspective
By Adam Urbanski

A new book—A Teacher's Diary—gives a vivid and distressing account of the problems in an urban high school.

Classics in the Classroom
Great Expectations Fulfilled
By Shela Pearl

A teacher finds the reassurance to teach what she believes in and loves, then takes her students on a journey of literature and life.

Over-Programmed Materials: Taking the Teacher Out of Teaching
By Arthur Woodward

Rigid curricular materials leave little room for the professional judgment, discretion, and decision making necessary for effective teaching.

A Nation of Readers

A photo essay celebrates the wisdom and delights to be discovered in reading.

Could Textbooks Be Better Written and Would It Make a Difference?
By Michael F. Graves and Wayne H. Slater

Find out what happens when a team of Time-Life magazine editors turn their red pens loose on a history textbook.



Articles not posted online are available. To receive a copy, send an e-mail to amered@aft.org.


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About American Educator

American Educator is a quarterly journal of educational research and ideas published by the American Federation of Teachers. Recent articles have focused on such topics as reducing the achievement gap between poor and affluent students, heading off student discipline problems, teaching an appreciation and understanding of democracy, the benefits of a common coherent curriculum, and other issues affecting children and education here and abroad. Total circulation, as of our most recent issue, is over 900,000.

 
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