Pam Grossman

Bio: Pam Grossman is an academic researcher from Stanford University. The author has contributed to research in topics: Teacher education & Teaching method. The author has an hindex of 49, co-authored 101 publications receiving 16379 citations. Previous affiliations of Pam Grossman include University of Washington & University of Pennsylvania.

Responding to Our Critics : From Crisis to Opportunity in Research on Teacher Education.

Abstract: This article uses Andrew Abbott's concept of jurisdictional challenge to analyze the current challenges facing university-based teacher educators. The author suggests that teacher educators are dan...

Learning to Teach Without Teacher Education

Abstract: In an address to the Southern Legislative Conference in 1986, former Secretary of Education William Bennett asked legislators to consider dropping requirements that teachers complete professional programs to earn teaching credentials, arguing, ‘We need to attract the. best people to teaching, whether they are professional educators or not. Get rid of the mindless paper credentials.“’ Bennett went on to suggest that teachers should need to demonstrate evidence only of their subject matter knowledge, their good character, and their ability to communicate with youngsters in order to qualify for teaching. The former secretary’s remarks reflect a more general perception that teacher education offers little of value to prospective teachers, its completion resulting only in a meaningless credential rather than in the mastery of a professional body of knowledge and skills necessary for teaching. Although the majority of teachers in this country enter teaching only after completion of a formal program of teacher preparation, many teachers in independent and parochial schools begin to teach with no formal professional preparation. As states such as California and New Jersey are beginning to experiment with waivers of traditional university-based teacher education for new teachers entering public school teaching, researchers need to examine more closely the implicit assumptions underlying both these initiatives and Bennett’s remarks-that teacher education has little to offer prospective teachers who are well prepared in their subject matter and inclined to teach. This article explores the pedagogical content knowledge-knowledge of how to teach a particular subject-of three beginning secondary-school English teachers, all of whom entered teaching with strong backgrounds in

Curriculum Materials for Elementary Reading: Shackles and Scaffolds for Four Beginning Teachers

Abstract: The purpose of this longitudinal study was to learn how beginning elementary teachers understood and used curriculum materials for teaching reading, and how, in turn, these materials shaped teachers’ instruction. We followed 4 teachers who worked in markedly different school situations and were provided a variety of curriculum materials, ranging from scripted reading programs to supplemental materials without teaching guides. Data were gathered through classroom observations, interviews, and curriculum artifacts over the teachers’ first 3 years on the job. Our analysis suggested that curriculum materials interacted with teachers’ knowledge of reading and reading instruction, and with the contexts in which they worked. As a result, curriculum materials both fostered and inhibited teachers’ on‐the‐job learning. We found that the 2 teachers with weak knowledge or more restrictive materials and environments learned the least and were least able to adapt instruction to meet the needs of their students...

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Content Knowledge for Teaching: What Makes It Special?

Abstract: This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of p...