Sometimes a Shining Moment: The Foxfire Experience. Twenty Years Teaching in a High School Classroom.

Autor/in	Wigginton, Eliot
Titel	Sometimes a Shining Moment: The Foxfire Experience. Twenty Years Teaching in a High School Classroom.
Quelle	(1986), (453 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-385-13359-6
Schlagwörter	Stellungnahme; Active Learning; Boarding Schools; Educational Principles; Educational Strategies; Experiential Learning; High School Students; High Schools; Personal Narratives; Relevance (Education); Rural Education; School Community Relationship; Secondary School Teachers; Student Projects; Student Publications; Teacher Student Relationship; Teaching Experience; Teaching Methods; Georgia + Suchen Sie Ihr Suchwort? Aktives Lernen; Boarding school; Internat; Bildungsprinzip; Lehrstrategie; Experiental learning; Erfahrungsorientiertes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erlebniserzählung; Relevance; Relevanz; Ländliche Erwachsenenbildung; Schulprojekt; Studentenzeitung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In fall 1966, Eliot Wigginton took his first teaching job in Rabun Gap-Nacoochee School, a semiprivate rural Georgia high school with both local and boarding students. This book is his account of his early struggle to control and interest his students, the genesis and development of the student-produced Foxfire publications, and his views on the principles underlying successful teaching. The core of the Foxfire publications was student interviews of family and community members about local history and culture. Part I tells the Foxfire story: how and why the first issue of "Foxfire" magazine was put together, what happened in the years between its publication and the appearance of the first "Foxfire Book" in 1972, the immediate aftermath of that event, and the structure and purposes of the Foxfire organization that had evolved by 1984. Part II discusses the role of the teacher; examines some questions about power in the school; outlines overarching truths about teacher knowledge, the teacher-student relationship, discipline, and professional growth; and suggests educational goals that teachers should hold for their students. Part III details the activities entailed in a 12-week project-based grammar and composition course. Contains a bibliography, an index, and photographs. (SV)
Anmerkungen	Anchor Books, Anchor Press/Doubleday, 1540 Broadway, New York, NY 10036-4094 (currently out-of-print and available only via libraries).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC