WorldCat Identities

Reagan, Timothy G.

Overview
Works: 48 works in 187 publications in 6 languages and 10,484 library holdings
Genres: Case studies  Conference papers and proceedings  History  Abstracts 
Roles: Author, Editor
Classifications: LB43, 370.9
Publication Timeline
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Most widely held works about Timothy G Reagan
 
Most widely held works by Timothy G Reagan
Non-Western educational traditions : alternative approaches to educational thought and practice by Timothy G Reagan( Book )

32 editions published between 1996 and 2015 in English and held by 1,030 WorldCat member libraries worldwide

The history of education, as it has been conceived and taught in the United States (and in the West, generally), has focused almost entirely on the ways in which our own educational tradition emerged, developed, and changed over the course of the centuries. Although understandable, this means that the many other ways that societies have sought to meet the same challenges have been ignored. This book seeks to redress this oversight by providing a brief yet comprehensive review of a small number of other, non-Western approaches to educational thought and practice. Understanding the ways that other peoples have tried to educate their children - as well as what counted for them as "education"--May help us to think more clearly about some of our own assumptions and values. It should also help us to become more open to alternative viewpoints about important educational matters
Becoming a reflective educator : how to build a culture of inquiry in the schools by John W Brubacher( Book )

20 editions published between 1993 and 2000 in English and held by 796 WorldCat member libraries worldwide

Analyse et résumé à l' adresse
The professional teacher : the preparation and nurturance of the reflective practitioner by Kay A Norlander-Case( Book )

4 editions published in 1999 in English and held by 545 WorldCat member libraries worldwide

The Professional Teacher proposes a new standard that focuses on preparing teachers for a climate of school renewal and change
Language, education, and ideology : mapping the landscape of U.S. schools by Timothy G Reagan( Book )

13 editions published in 2002 in English and held by 385 WorldCat member libraries worldwide

Provides a comprehensive introduction to critical language awareness and critical language pedagogy for educators and future educators in virtually all subject areas and at all levels. Research and scholarship in critical pedagogy is impressive, extensive, and powerful, and has had significant impact on nearly every aspect of contemporary educational scholarship. One area in which critical theory and critical pedagogy have been slow to have a noticeable effect, however, is that of language education, especially foreign language education. Further, while a number of important works address issues of critical literacy, there are no general works presenting critical perspectives on language and language issues targeting classroom teachers and other educators. This work offers a broad and comprehensive overview of language and linguistic issues that emerge in the classroom context from a critical philosophical perspective.; The central focus is on the nexus of issues of language, education, and ideology, as the title suggests, and specific topics covered will include language and power, linguistic purism, the marginalization of second language education in the United States, the phenomenon of ideological monolingualism in the United States, the hierarchy of the "less commonly taught" languages (both in terms of its etiology and the ideological and hegemonic functions this hierarchy serves), nonmainstream language varieties in school settings, issues of linguistic legitimacy in the classroom context, the politics and ideological context of bilingual education in the United States, language policy both as a tool for oppression and as a means of empowerment, and finally, the need for critical language awareness on the part of all educators
Multiculturalism and TQE : addressing cultural diversity in schools by Paula A Cordeiro( Book )

8 editions published between 1994 and 2003 in English and Japanese and held by 292 WorldCat member libraries worldwide

Recent changes in society have greatly complicated the ability to provide an equitable and high-quality learning experience for all students. This book provides a basic discussion of the issues that are intrinsic to cultural diversity, with a focus on the school administrator's role in affirming student diversity. It relates these issues to Total Quality Education (tqe) concepts to help the school administrator think about cultural diversity in the schools. Chapters 1 and 2 discuss the nature of prejudice and discrimination and how they are manifested in society. Chapter 3 describes those practices that can negatively affect student learning. The key role of the administrator in enhancing staff and curriculum development is described in the fourth chapter. The role of school leaders in working with staff, students, and families to affirm cultural diversity is discussed in chapter 5. The sixth chapter argues that to develop a multicultural ethos in schools there must be fundamental shifts in patterns of thinking. It is asserted that facing diversity requires principals to take risks and reflect on their decisions. The final chapter discusses the skills needed for total quality leadership. Key terms and concepts are included at the end of each chapter. (Lmi)
The foreign language educator in society : toward a critical pedagogy by Timothy G Reagan( Book )

10 editions published between 2002 and 2016 in English and Undetermined and held by 248 WorldCat member libraries worldwide

Résumé et analyse à l' adresse
Language policy and planning for sign languages by Timothy G Reagan( Book )

7 editions published in 2010 in English and held by 212 WorldCat member libraries worldwide

The 16th volume in the Sociolinguistics in Deaf Communities Series addresses the burgeoning need for language policy and language planning for the sign languages used by deaf people. Author Timothy Regan writes for two audiences in his new book, those who know language policy and planning but not the deaf world, and those well-versed in the deaf cultural community but unfamiliar with language planning issues.--[book cover]
Language in the twenty-first century : selected papers of the millenial conferences of the Center for Research and Documentation on World Language Problems, held at ... by Humphrey Tonkin( Book )

21 editions published in 2003 in English and held by 189 WorldCat member libraries worldwide

This work presents selected papers of the millenial conferences of the Center for Research and Documentation on World Language Problems. Topics covered include interlingualism; English as a global language; the "business" of language endangerment; and maintaining linguodiversity
Critical questions, critical perspectives : language and the second language educator by Timothy G Reagan( Book )

7 editions published in 2005 in English and held by 116 WorldCat member libraries worldwide

Language matters : reflections on educational linguistics by Timothy G Reagan( Book )

7 editions published in 2009 in English and held by 104 WorldCat member libraries worldwide

Comparative studies in educational policy analysis by Timothy G Reagan( Book )

13 editions published between 2012 and 2014 in English and Undetermined and held by 57 WorldCat member libraries worldwide

"This book has a pedagogical goal in mind; it is not a scholarly work so much as an applied text informed by scholarship and research. The book's goal is to provide individuals who are teaching courses in comparative and international education, educational administration, educational policy, and politics of education with a supplementary text that can be used to help their students develop skills in policy analysis, evaluation and development. As is explained in the book, the problem that we face with respect to having students engage in "hands-on" study of particular cases is that by focusing on real cases, students are faced with either virtually unlimited data, or insufficient data (or, indeed, paradoxically with both problems). In addition, students come to such cases with all sorts of preconceptions that can cloud judgment in a host of ways. By making use of fictitious case studies, though, we can carefully limit the amount of data with which students need to deal, and we can also minimize the challenges presented by the "baggage" that students might bring with them about particular real nations."--Publisher's website
Cómo ser un docente reflexivo : la construcción de una cultura de la indagación en las escuelas by John W Brubacher( Book )

4 editions published between 2000 and 2005 in Spanish and Esperanto and held by 32 WorldCat member libraries worldwide

A sociolinguistic model for the analysis of communication and communication problems in industry by Timothy G Reagan( Book )

3 editions published in 1986 in English and Afrikaans and held by 25 WorldCat member libraries worldwide

Language policy and planning for sign languages by Timothy G Reagan( Book )

3 editions published in 2010 in English and held by 5 WorldCat member libraries worldwide

Cheng wei fan si xing jiao shi by Timothy G Reagan( Book )

1 edition published in 2005 in Chinese and held by 4 WorldCat member libraries worldwide

Ben shu cong ke cheng jiao xue,Tan jiu wen hua,Jiao yu lun li,Jiao shi pei xun dao xue xiao ling dao de ge ge fang mian,Jing xin zu zhi gou zhu,Mei zhang jun yi yi ge huo duo ge an li yan jiu kai shi,Ran hou wei rao ben zhang de zhong xin zhan kai fen xi he tao lun
Developing "face and heart" in the time of the fifth sun : an examination of Aztec education by Timothy G Reagan( Book )

1 edition published in 1994 in English and held by 3 WorldCat member libraries worldwide

This paper provides a general overview of Aztec education as it existed when the Spanish arrived in 1519. a brief history traces the rise of the Aztecs from lower-class squatters and mercenaries in the Valley of Mexico to the rulers of a loosely structured "empire" consisting of some 15 million people. Aztec society was highly stratified, but higher rank carried with it higher expectations of moral responsibility and correct conduct. The foundations of society were a religion that ensured the continued existence of the cosmos through the shedding of human blood, and warfare that provided both the blood of warriors and sacrificial victims. Aztec education aimed to promote socially appropriate behavior and instill core values such as self-control and courage in the face of death. Young children learned their parents' daily tasks, learned to tolerate hunger and discomfort, and were punished for inappropriate behavior. At ages 12-15, both boys and girls attended a formal school maintained by their kinship group, where they received religious and cultural education. From ages 15 to 20, the sons of commoners engaged in extensive military training; received instruction in history, religion, ritual, proper behavior, and music; and learned vocational skills from their fathers. The sons of the nobility attended temple schools, where they received an academically superior education, memorized vast quantities of historical and religious material, and learned to speak well. There were also instances of girls and non-noble boys attending temple schools to become scribes or priests. In short, Aztec education for young adolescents was mandatory, universal, and quite successful in achieving its aims. (Sv)
The process of creating tradition with high-tech classrooms in a rural Jamaican school and community by Lynroy Grant( )

1 edition published in 2003 in English and held by 3 WorldCat member libraries worldwide

A study of parental involvement practices of Jamaicans in an urban area in Connecticut by Hermine Smikle( )

1 edition published in 2003 in English and held by 2 WorldCat member libraries worldwide

Conceptualizations of factors influencing career choices of Cuban youth during times of economic instability by Merianne D Kaye( )

1 edition published in 2002 in English and held by 2 WorldCat member libraries worldwide

Leading dynamic schools : how to create and implement ethical policies by Sharon F Rallis( )

2 editions published in 2007 in English and held by 0 WorldCat member libraries worldwide

A practical guide for creating, implementing, and evaluating school policy. This invaluable resource brings to life the process of making and enacting educational policy. The authors present a conceptual framework for developing effective and ethical school policies and help educational leaders evaluate, interpret, and analyze the regulations that govern their schools. Organized by key topics such as English Language Learners, inclusion, and bullying, the text incorporates vignettes, research, and relevant theories to illustrate how readers can: Create a dialogue that represents the need
 
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The professional teacher : the preparation and nurturance of the reflective practitioner
Alternative Names
Reagan, T.

Reagan, T.G. 1956-

Reagan, T. (Timothy)

Reagan, Timothy

Reagan, Timothy 1956-

レーガン, ティモシー・G

Languages
Covers
Becoming a reflective educator : how to build a culture of inquiry in the schoolsThe professional teacher : the preparation and nurturance of the reflective practitionerLanguage, education, and ideology : mapping the landscape of U.S. schoolsMulticulturalism and TQE : addressing cultural diversity in schoolsThe foreign language educator in society : toward a critical pedagogyLanguage policy and planning for sign languagesLanguage in the twenty-first century : selected papers of the millenial conferences of the Center for Research and Documentation on World Language Problems, held at ...Critical questions, critical perspectives : language and the second language educator