Thomas S. Popkewitz

Bio: Thomas S. Popkewitz is an academic researcher from University of Wisconsin-Madison. The author has contributed to research in topics: Educational research & Curriculum. The author has an hindex of 45, co-authored 228 publications receiving 8209 citations. Previous affiliations of Thomas S. Popkewitz include University of Luxembourg & Uppsala University.

International Comparisons of School Results : A Systematic Review of Research on Large Scale Assessments in Education

Abstract: International Comparisons of School Results : A Systematic Review of Research on Large Scale Assessments in Education

The Limits of Teacher Education Reforms: School Subjects, Alchemies, and an Alternative Possibility

Abstract: Contemporary U.S. schools and professional reforms call for teachers to have greater disciplinary and pedagogical knowledge for teaching school subjects. Reform efforts leave unexamined the rules and standards of “reason” that historically order school subjects. The notion of alchemy provides an analytic “tool” to consider the processes of translation from disciplinary knowledge to teaching practices. It is argued that the intellectual tools of school pedagogies have little to do with the disciplinary fields. The psychological strategies for defining school subjects historically are strategies of governing who the child is and should be. There is an ironic quality to this alchemy of schooling subjects. Efforts to increase student participation may narrow the possibilities of reflection and action. An alternative style for thinking about the translation of disciplinary fields into the curriculum and “methods” of school subjects is discussed, drawing on studies of science, technology, and mathematics.

Global and Local Patterns of Governing the Child, Family, Their Care, and Education

Abstract: This book focuses on new patterns of governing associated with the notions of welfare, care, and education that have emerged during the late twentieth and early twenty-first century in light of historically and culturally specific, and global, relations. Recent changes in welfare state provisions have produced multiple changes in different institutions related to the structure of “care” and education for the family and the child. But when looking across nations, there is a certain similarity in the changes occurring that some suggest is related to the globalization of cultural, or political, economic patterns. We critically examine the emergence of similar ideas across different spaces through cultural and historical analyses, and by theoretically examining the ways in which local knowledge and practice travel and get translated in other places and spaces.

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.

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

Abstract: Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

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.