ETAP 512: Teachers in Context
Fall, 2009
Course Readings












This page contains information about texts for ETAP 512. Deadlines for readings assignments can be found on the Course Schedule.

Books listed on this page are available at the University at Albany Bookstore or Mary Jane Books in Albany.

Articles listed below under "Additional Readings" are available through the University library's electronic reserves. To access these readings,

  1. Go to ERes and click the link for "Electronic Reserves and Reserve Pages."

  2. Use the ERES search function to find ETAP 512. Click the link for this section of ETAP 512 (instructor: Yagelski; term: Fall; year: 2009).

  3. You will be prompted for a password. (The password to access the ETAP 512 course readings will be provided in class.) Enter the password and click "accept."

  4. You will now see a listing of all course readings contained in electronic reserve. Simply click the link to the reading you are looking for.

Please note that some of the files in our electronic reserve are PDF files, which require Adobe Acrobat Reader to open. Adobe Acrobat Reader is freely available for download on the Internet.

Required Books

Grant, G., & Murray, C. E. (1999). Teaching in America: The slow revolution. Cambridge, MA: Harvard UP. ISBN 0674007980

Reagan, T. G., Case, C. W., & Brubaker, J. W. (2000). Becoming a reflective educator: How to build a culture of inquiry in the schools, 2nd ed. Thousand Oaks, CA: Corwin Press. ISBN 0761975535

Additional Course Texts

Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162.

Baldacci, L. (2003). The kids are all right, but the teachers are wrecks. Inside Mrs. B's classroom: Courage, hope, and learning on Chicago's south side. New York: McGraw-Hill. ISBN 0071417354

Berliner, D. C. (2005, Aug. 2). Our impoverished view of educational reform. Teachers College Record. Retrieved August 20, 2005 from

Chapman, A. (n.d.) Gender bias in education. Edchange. Retrieved August 8, 2005 from

Darling-Hammond, L. (2008). Creating excellent and equitable schools. Educational Leadership, 65(8), 14-21.

Delpit, L. (1995). "Hello, Grandfather": Lessons from Alaska. Other people's children: Cultural conflict in the classroom (pp. 91-104). New York: The New Press.

Finn, P. (1999). A distinctly un-American idea: An education appropriate to their station. In P. Finn, Literacy with an attitude: Educating working-class children in their own self-interest (pp. 9-26). Albany, NY: SUNY Press.

Freire, P. (1970). The banking concept of education. In P. Freire, Pedagogy of the oppressed. (pp. 57-74). New York: Continuum.

Fried, R. (2005). Abd Al-Maalik, high school history teacher. The game of school (pp. 101-110). San Francisco: Jossey-Bass.

Gatto, J. (July, 1991). I may be a teacher, but I am not an educator. Wall Street Journal. Reprinted in Jack Selzer (Ed.), Conversations: Readings for writing, 3rd ed. (pp. 48-49), Boston: Allyn and Bacon, 1997.

Giroux, H. (1988). Teachers as transformative intellectuals. Teachers as intellectuals: Toward a critical pedagogy of learning (pp. 121-128). Granby, MA: Bergin & Garvey.

Gorski, P. (2008). The myth of the culture of poverty. Educational Leadership, 65(7), 32-36.

Haycock, K., and Crawford, C. (2008). Closing the teacher quality gap. Educational Leadership, 65(7), 14-19.

Katz, S. R. (1999). Teaching in tensions: Latino immigrant youth, their teachers, and the structures of schooling. Teachers College Record, 100, 809-40.

Kozol, J. (2007). Reaching out to get to know the parents of our children. Letters to a Young Teacher (pp. 21-31). New York: Crown.

Lortie, D. C. (1975). The hand of history. Schoolteacher (pp. 1-24). Chicago, IL: University of Chicago Press.

Mackert, N. (2006, Sept. 3). Class project. New York Times.

McNeil, L. M. (1998). Forest Hills High School. Contradictions of control: School structure and school knowledge (pp. 66-90). New York: Routledge. ISBN 0415900751

Merten, D. E. (2005). Transitions and trouble: Rites of passage for suburban girls. Anthropology and Education Quarterly, 36, 2, 132-148.

Moore, T. (2007, January 19). Classroom distinctions. New York Times.

Orfield, G. (2000). Policy and equity: Lessons of a third of a century of educational reforms in the United States. In F. Reimers (Ed.), Unequal schools, unequal chances: The challenges of equal opportunity in the Americas. Cambridge, MA: Harvard University, Rockefeller Center for Latin American Studies. 401-426.

Patri, A. (1997). A schoolmaster of the great city. Reprinted in Rosetta Marantz Cohen and Samuel Scheer (Eds.), The work of teachers in America: A social history through stories (pp. 205-214). Mahwah, NJ: Lawrence Erlbaum.

Postman, N., and Weingartner, C. (1969). The medium is the message, of course. Teaching as a subversive activity (pp. 16-24). New York: Delta.

Postman, N., and Weingartner, C. (1969). New teachers. Teaching as a subversive activity (pp. 133-154). New York: Delta.

Rees, J. (2001). Frederick Taylor in the classroom: Standardized testing and scientific management. Radical Pedagogy, 3. Retrieved August 8, 2005 from

Slouka, M. (2009). Dehumanized: When math and science rule school. Harper's, 32-40.

Starnes, B. A. (2006). What we don't know can hurt them: White teachers, Indian children. Phi Beta Kappan, 87, 384-92.

Thompson, G. L. (2004). Why do African-American students need a culturally relevant education? Through ebony eyes (pp. 189-208). San Francisco: Jossey-Bass.

Wills, J. S. (2005). "Some people even died": Martin Luther King, Jr, the civil rights movement, and the politics of remembrance in elementary classrooms. International Journal of Qualitative Studies in Education,18, 109131.

Wolk, S. (2007). Why go to school? Phi Beta Kappan, 88, 648-658.