Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) K-12
The CASTL Program for K-12 Teachers and Teacher Educators supported the development of ideas, expertise and relationships that contribute to improved K-12 education and teacher preparation and development. Working with teachers and teacher educators who are skilled at teaching diverse groups of students and well-connected to national networks in which to share their work, CASTL K-12/TE built a social and intellectual infrastructure to support a scholarly examination of teaching and learning.
- Ann Lieberman, Senior Scholar
- Thomas Hatch, Senior Scholar
- Desiree Pointer Mace, Research Scholar
Going Public With Our Teaching: An Anthology of Practice
Thomas Hatch, Dilruba Ahmed, Ann Lieberman, Deborah Faigenbaum, Melissa Eiler White, and Desiree H. Pointer Mace. New York: Teachers College Press, 2005
Going Public With Our Teaching brings together the inquiries and reflections of the K-12 teachers who have been at the vanguard of the scholarship of teaching and learning. The collection highlight the many “problems of practice” teachers deal with every day to highlight how they come to new understandings about these problems, to show the manifold ways that they can make their teaching public, and to lend legitimacy to their efforts to do so. The 20 selections in the anthology represent a diverse array of scholarly methods and genres and focus on a wide range of subjects and level, organized around four overarching themes: “The Culture of Schools and Classrooms”; “The Content of the Curriculum: Expanding Classroom Understanding”; “Issues of Equity, Race, and Culture”; and “Negotiating the Dilemmas of Teaching.” Many of the contributions build on the work of participants in the Carnegie Academy for the Scholarship of Teaching and Learning. The Going Public with Our Teaching website provides access to inquiries in other media including a spoken word performance, a short video documentary, and collections of video clips along with the book’s introduction and the table of contents.
Into the Classroom: Developing the Scholarship of Teaching and Learning
Thomas Hatch. San Francisco: Jossey-Bass, 2005.
"Into the Classroom" demonstrates the power of bringing teaching into the public arena and making visible the work of teachers and students inside schools. Making teaching public enables teachers to learn from one another and creates opportunities for all members of the community to reflect on the nature and quality of teaching and learning. The book shows what it takes to make teaching public by addressing how to (1) Document and represent what teachers actually do in the classroom; (2) Establish new forums for the presentation, publication, and review of teachers' work; (3) Create an audience for teachers' work and build the collective capacity to interpret and assess what goes on in the classroom; (4) Implement standards that recognize and encourage teachers' professionalism; and (5) Develop new standards that support improving teaching quality and effectiveness. A related collection of websites provides examples of ways to use multimedia to make teaching public.