ABSTRACT
During graduate school, Becker often heard his fellow classmatescomplain about how the teacher-education portion of the program seemed particularly long on theory and far too short on the practice-related strategies and tools they would need to navigate their classrooms. They wanted more saws, hammers, and nails for their pedagogical toolkits. They had a difficult time translating the theories of schooling and curricu - lum, teaching and learning into such toolkits for action. Sometimes Becker shared their frustrations.
