Effective or Wise?

Contents: Julie Gorlewski/David Gorlewski/Catherine Lalonde: Practicing in the Panopticon: Teaching and Learning in the Surveillance Media Culture - Nicholas D. Hartlep/Sara Mccubbins/Grant B. Morgan: The Myth of the «Fully Qualified» Bright Young Teacher: Using Haberman Star Teacher Pre-Screener to Teach and Assess Professional Dispositions - P. L. Thomas: When the Obvious Isn't True: What's Really Wrong with Teacher Quality and Teacher Education? - T. Jameson Brewer/Anthony Cody: Teach For America, the Neoliberal Alternative to Teacher Professionalism - Jed Hopkins: The Joy of Educating - Pamela J. Hickey/Mary H. Sawyer: Seeking the Authentic: Inquiry and Dispositions, Teacher Candidates, and Ourselves - Barbara Rose: The Big «O»: Occupying against Reductionism in Education Using Small and Sustained Actions - Matthew J. Kruger-Ross: Ways of Being as an Alternative to the Limits of Teacher Dispositions - Tim Mahoney/John Ward: Seeking Balance: Rethinking Who Decides he Role of Dispositions in Teacher Evaluation - Susan M. Dunkle/Kelly H. Ahuna: Professional Dispositions for Teacher Candidates: From Standardization to Wisely Effective Classrooms - Shelley J. Pineo-Jensen: Teachers as Advocates for Democracy: Standardization of Public Education and Voter Participation - Jacquelyn Benchik-Osborne: CSFE Principles: Wise and Effective Mechanisms to Translate Social Foundations Content to K-12 Classroom Practice - Kate E. O'Hara: Urban Teachers and Technology: Critical Reflections in the Age of Accountability.

Julie A. Gorlewski (PhD, the State University of New York at Buffalo) is Assistant Professor of Secondary Education at the State University of New York at New Paltz. Her books include Power, Resistance, and Literacy: Writing for Social Justice and, with David A. Gorlewski, Making it Real: Case Stories for Secondary Teachers. She is coeditor of English Journal.
David A. Gorlewski (EdD, the State University of New York at Buffalo) is Assistant Professor of Educational Administration at the State University of New York at New Paltz. David is coeditor of English Journal and has published numerous articles and chapters on school reform and school leadership.
Jed Hopkins (PhD, the University of Minnesota) is Associate Professor of Education at Edgewood College in Madison, WI. His teaching and research interests straddle literacy, teacher education, drama-in-education, and philosophy of education.
Brad J. Porfilio (PhD, the State University of New York at Buffalo) is an associate professor in the Educational Leadership for Teaching and Learning Doctoral Program at Lewis University. His research interests and expertise include: urban education, gender and technology, cultural studies, neoliberalism and schooling, and transformative education.