WorldCat Identities

Fenstermacher, Gary D.

Overview
Works: 31 works in 127 publications in 6 languages and 5,631 library holdings
Genres: Terminology 
Roles: Author, Editor
Classifications: LB5, 371.102
Publication Timeline
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Most widely held works by Gary D Fenstermacher
Approaches to teaching by Gary D Fenstermacher( Book )

44 editions published between 1986 and 2015 in 3 languages and held by 2,759 WorldCat member libraries worldwide

"This widely used text has been completely revised to strengthen the connections between theories of teaching and the practice of teaching. Providing descriptions of philosophical and historical conceptions of teaching, this edition continues using the format of the three approaches and case study dilemmas." "The Executive approach views the teacher as a skillful manager of learning and the acquisition of knowledge, skills, understandings, and competencies." "The Facilitator approach (previously called the therapist approach) has been renamed and reconceived to allow for a more global consideration of teachers who focus on the development and nurturing of each student's unique capacities and personal characteristics to help them attain authenticity and self actualization." "The Liberationist approach views the teacher as a liberator of the mind. The classical liberationist stresses initiation into ways of knowing and the development of the student's intellectual and moral virtues. The emancipationist variation stresses freeing the minds of students from false consciousness about their class, race, gender, or ethnic status and other forms of social repression."--Jacket
Why do we educate? : renewing the conversation by John R Wiens( )

16 editions published between 2008 and 2009 in English and held by 1,026 WorldCat member libraries worldwide

Annotation
Individual differences and the common curriculum by National Society for the Study of Education( Book )

14 editions published in 1983 in English and held by 859 WorldCat member libraries worldwide

Leadership for educational renewal : developing a cadre of leaders( Book )

4 editions published in 1999 in English and held by 368 WorldCat member libraries worldwide

"This volume from the Agenda for Education in a Democracy series introduces the four-part mission that guides the National Network for Educational Renewal's agenda: enculturate the young in a democracy, ensure access to knowledge for all students, provide caring and effective pedagogy, and exercise responsible stewardship of schools." "From curriculum to evaluation, this guide outlines the core concepts and winning strategies for building leadership skills in school administrators, teachers, teacher educators, and other university faculty."--Jacket
Why do we educate? : voices from the conversation( Book )

5 editions published in 2008 in English and held by 298 WorldCat member libraries worldwide

The use of practical arguments in staff development : a study of teachers' research-based instruction of reading comprehension by Virginia Richardson( Book )

4 editions published in 1988 in English and held by 143 WorldCat member libraries worldwide

It is suggested in this paper that practical arguments can be used in teacher education and staff development programs to introduce teachers to research-based practices. Practical arguments consist of three types of premises--value, empirical, and situational--that conclude with an action, or an intention to act. Such arguments are a useful way to think about the ways teachers can use research results as evidence, as information, and as sources of insight for them to consider along with their own experiences. A staff development process based on practical argument elicitation can help a teacher bring together, organize, and analyze a set of premises that provide rationale for an action, and examine them in relation to research. An example is given of the use of practical arguments in changing beliefs and practices. A description is presented of a teacher education model currently being developed as part of the Reading Instruction Study that will use belief interviews, videotaping, group practical argument elicitation, and current research discussions to change teaching practices. The purpose of this model program is to provide teachers with a way of examining their practice in relation to their classroom goals and also to explore their premises about reading, students, and teaching. (Jd)
A conceptual framework for the analysis of staff development by Gary D Fenstermacher( Book )

6 editions published between 1983 and 1984 in English and held by 90 WorldCat member libraries worldwide

Enfoques de la enseñanza by Gary D Fenstermacher( Book )

6 editions published between 1998 and 1999 in Spanish and Undetermined and held by 26 WorldCat member libraries worldwide

Where are we going? Who will lead us there? : presidential address by Gary D Fenstermacher( Book )

3 editions published in 1992 in English and held by 23 WorldCat member libraries worldwide

The public purpose of education and schooling : a symposium( Visual )

1 edition published in 1996 in English and held by 8 WorldCat member libraries worldwide

The rhetoric of school reform continues to focus on the private purposes of schooling. We have all but forgotten the critical public role of schools in promoting the ideals of our American democracy. In this new videotape, seven prominent educators and scholars discuss and debate the purposes of schooling in America today. They consider the social and political forces that shape educational policies and explore the vital links between education and a civil society
The Absence of Democratic and Educational Ideals from Contemporary Educational Reform Initiatives by Gary D Fenstermacher( Book )

2 editions published in 1994 in English and held by 3 WorldCat member libraries worldwide

This paper argues that there is a near-complete absence of the ideals of democracy from the rhetoric and results of those who make, influence, and implement educational policy. Tied to this is the assertion that any loss of the educational ideal constitutes a loss of democratic ideal. The connection between education and liberal democracy is explored, and it is concluded that the loss of democratic ideals permits the preservation of privilege and position for the elites, while subjugating the less fortunate groups in society. It is recommended that educators and the educational press regain an understanding of democracy and its present state in America. A dilemma for democracy is how the members of each and every doctrine can find a common basis for preserving union, how to form common space, speech, and commitments while preserving differences. Second, educators and the press must examine ways to foster social capital for the development of character and critical habits of mind, as well as that core of beliefs necessary to assume responsibility for democratic restoration. Dissent, which presents a sustained, thoughtful opposition to a story line, is differentiated from disagreement, which focuses on differences and lack of agreement. Dissent, however, occupies an equal portion of the story with the purpose of informing the debate. The press and professoriate must work together to regain commitment to sustain the ideals of democracy and education. (Lmi)
Access to knowledge and the human conversation : a conversation with Gary Fenstermacher( Visual )

1 edition published in 1997 in English and held by 2 WorldCat member libraries worldwide

Fenstermacher discusses how teachers' understanding of knowledge affects their approaches and relationships with students
Teacher Personnel Policies A Case of Inappropriate Means to Appropriate Ends by Gary D Fenstermacher( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

The process of making and implementing coherent teacher personnel policies is compounded by complex interactions among Federal, State, and local agencies. On first view, it appears these interactions are what impede rational policy initiatives in the teacher personnel area. However, it is not so much the interactions as the way in which policy is typically implemented across the several levels of government that impede such initiatives. The demands of higher government agencies for strict compliance, accompanied by mandated evaluations, frequently produce consequences that are the antithesis of those the policy intends and that may result in miseducative endeavors at the local level. The local option alternative and the educative alternative to the compliance approach may yield better educational results for local schools while simultaneously achieving the larger aims of Federal and State policy efforts. The attainment of these results is more likely if operational policies for teaching personnel are kept to an essential minimum. (Author/APM)
Vyučovací styly učitelů by Gary D Fenstermacher( Book )

1 edition published in 2008 in Czech and held by 2 WorldCat member libraries worldwide

On Getting from Here (Research) to There (Practice) by Gary D Fenstermacher( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

There is no easy way to get from research on teaching to teaching practice; moreover, trying to make teaching practices directly out of research can have destructive effects for teaching. Research can be extremely beneficial when results are linked with teachers' goals, and when teachers are aware that a specific occasion is appropriate for realization of the goal. This awareness enables them to engage in actions appropriate to fulfilling the goal. Research results can be brought to bear on teaching practices through careful, considered incorporation into the practical arguments in the minds of teachers. If research is presented to teachers in a manner that shows regard for their prior beliefs and experience, teachers will be encouraged to consider the research and its impact on practice. (Cjb)
Graduate Programs of Teacher Education and the Professionalization of Teaching [Revised.] by Virginia Richardson( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

Some recent education reform proposals call for two essential and interrelated structural changes: changes in the organization of teaching, and a change from undergraduate to graduate degree status for initial teacher preparation. This paper examines these arguments for professionalizing teaching, and raises doubts that the goals set forth in the reports would be realized by the forms of professionalization proposed. The particular forms of the professionalization of teaching proposed in the Carnegie Commission and Holmes Group reports are examined. Questions are raised on the effects these forms might have on schools and their students, and on the possibility of other ways to help teachers become experts without the potentially adverse effects of proposed structural changes in teaching. These questions are answered by examining the key characteristics of the Holmes Group and Carnegie proposals and the grounds upon which they are based. It is suggested that the particular forms of professionalization offered in these reports may neither be desirable nor necessary to the restructuring of teacher education programs. Alternatives that are more likely to succeed in achieving the larger goals in these reports are discussed. (Jd)
Style nauczania by Gary D Fenstermacher( Book )

1 edition published in 2000 in Polish and held by 2 WorldCat member libraries worldwide

A Conceptual Framework for the Analysis of Staff Development. A Rand Note by Gary D Fenstermacher( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

A conceptual framework that provides a mechanism for anticipating the worth and potential success of staff development activities, in advance of their implementation, is described. In the first section, descriptions are given of the four main components of the staff development framework: defining staff development, salient organizational features, participants' roles, and an evaluation perspective. A description is given of the roles of key participants in staff development: the planners, providers, recipients, and evaluators. Section II provides a full discussion of each of the dimensions, its conditions, and their interrelationships. Section III illustrates the use of the conceptual framework for appraising the value of proposed staff development activities. Several typical staff development activities are analyzed to show the use of the framework for forward-looking evaluation. The concluding section briefly discusses research and policy issues arising from the application of the framework to staff development activities. (JD)
Approaches to teaching by Gary D Fenstermacher( Recording )

2 editions published between 1986 and 1992 in English and held by 2 WorldCat member libraries worldwide

The distributed practice principle a case of contextual indeterminacy by Gary D Fenstermacher( Book )

2 editions published in 1970 in English and held by 2 WorldCat member libraries worldwide

 
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Audience level: 0.28 (from 0.21 for Approaches ... to 0.99 for Vyučovaci ...)

Approaches to teaching
Covers
Why do we educate? : renewing the conversationLeadership for educational renewal : developing a cadre of leadersWhy do we educate? : voices from the conversationEnfoques de la enseñanza
Alternative Names
Fenstermacher, G. D. 1939-

펜스터마처, G. D. 1939-

펜스터마처, 개리 D. 1939-

Languages
English (105)

Spanish (5)

Chinese (2)

German (1)

Polish (1)

Czech (1)