Educating Esme Diary Of A Teachers First Year
Download Educating Esme Diary Of A Teachers First Year full books in PDF, epub, and Kindle. Read online free Educating Esme Diary Of A Teachers First Year ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author | : Esmé Raji Codell |
Publisher | : Algonquin Books |
Total Pages | : 287 |
Release | : 2009-09-01 |
Genre | : Biography & Autobiography |
ISBN | : 1565129717 |
At once "a pop culture phenomenon" (Publishers Weekly) and "screamingly funny" (Booklist), Educating Esmé "should be read by anyone who's interested in the future of public education" (Boston Phoenix Literary Section). A must-read for parents, new teachers, and classroom veterans, Educating Esmé is the exuberant diary of Esmé Raji Codell’s first year teaching in a Chicago public school. Fresh-mouthed and free-spirited, the irrepressible Madame Esmé—as she prefers to be called—does the cha-cha during multiplication tables, roller-skates down the hallways, and puts on rousing performances with at-risk students in the library. Her diary opens a window into a real-life classroom from a teacher’s perspective. While battling bureaucrats, gang members, abusive parents, and her own insecurities, this gifted young woman reveals what it takes to be an exceptional teacher. Heroine to thousands of parents and educators, Esmé now shares more of her ingenious and yet down-to-earth approaches to the classroom in a supplementary guide to help new teachers hit the ground running. As relevant and iconoclastic as when it was first published, Educating Esmé is a classic, as is Madame Esmé herself.
Author | : Esme Raji Codell |
Publisher | : |
Total Pages | : |
Release | : 1999 |
Genre | : |
ISBN | : 9780053240516 |
Author | : Barbara Torre Veltri |
Publisher | : IAP |
Total Pages | : 284 |
Release | : 2010-05-01 |
Genre | : Education |
ISBN | : 1607524449 |
This work captures the voices of TFA novices who offer candid accounts of their experiences in Becoming Teach For America Teachers. Previously unanswered questions are addressed: Why do recent college graduates apply to Teach For America? How are they recruited, trained, and hired? How do they learn the culture (s) of the community, schools, grade level, curriculum, and children they teach? Is there a “culture” of the TFA organization? What recommendations do they offer to TFA donors, policy-makers, future corps members and the public? Woven into this book, are perspectives from mentors who worked alongside TFAers, administrators who hired them, corporate C.E.O.’s who supported them, and policies (both local and national) that privileged TFA over non-TFA teachers. Finally, a compelling series of eyewitness narratives introduces each chapter’s theme, documented from the author’s own, “Notes from the Field.” These accounts offer rich, descriptive vignettes that present the challenges TFAers faced, as they occurred. Schools reflect the multitiered and often non-level playing field that comprises America’s educational landscape. Learning on Other People’s Kids: Becoming a Teach For America Teacher provides readers a glimpse into the corps member experience in a rare ethnographic account.
Author | : Bromer, Billi L. |
Publisher | : IGI Global |
Total Pages | : 385 |
Release | : 2022-06-24 |
Genre | : Education |
ISBN | : 1668442418 |
Institutions of education are in an age of transformational change in which learning has a wider scope of understanding and long-term impact than ever before. Those involved in teaching and learning require additional training and subject matter support towards developing a broader and more profoundly complex understanding of the learners affected by evolving sociological events and associated needs. More than ever, a broader understanding of the learner is needed, inclusive of a learner-centered approach to both teaching and learner cognitive engagement. The Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change examines the abundant transformational changes that have occurred and provide strategies to understand and address them. It draws from a wide range of experts and provides a burgeoning understanding of the effects of these rapidly-moving transformational changes that are occurring in the processes of teaching and learning. Exploring a wide range of issues such as community engagement scholarship, motivation-driven assignment design, and trauma-informed practices, this major reference work is an invaluable resource for educators of K-12 and higher education, educational faculty and administration, pre-service teachers, government officials, non-profit organizations, sociologists, libraries, researchers, and academicians.
Author | : Barbara B. Levin |
Publisher | : Routledge |
Total Pages | : 317 |
Release | : 2003-01-30 |
Genre | : Education |
ISBN | : 1135635838 |
This book represents the results of a 15-year longitudinal study based on in-depth case studies of the development of four teachers' pedagogical thinking. These studies illustrate how teachers' thinking--about children's behavior, development, learning, and teaching--develops over time, based on their personal and professional life experiences. It is an especially significant book because understanding how pedagogical thought develops over time and how these ideas are put into action in classrooms can be used to improve teacher education, teacher induction, and teacher retention programs. Case Studies of Teacher Development: An In-Depth Look At How Thinking About Pedagogy Develops Over Time: *provides insight into reasons why some teachers remain and others leave the teaching profession; *combines narrative with scholarship; *highlights the voices of four educators through extensive quotes from their interviewers, includes vignettes of their classroom teaching, and incorporates their own writing; *contributes to the field of teacher education and teacher development because of the long duration of the four case studies (1985-2000) and the accompanying scholarly analysis of internal and external influences on their lives as teachers; and *addresses changes in the nature of qualitative research as it influenced this longitudinal study over time. At a time when teacher induction and teacher retention are critically important, this book will help teacher educators, school and district leaders, and policymakers understand better how to retain novice and experienced teachers by supporting their professional growth and development.
Author | : Danny Brassell |
Publisher | : Shell Education |
Total Pages | : 146 |
Release | : 2014-05-27 |
Genre | : Education |
ISBN | : 1425893694 |
"Learn from Danny Brassell's real-life teaching experiences ranging from preschool to college in urban school settings as he provides insights on 13 valuable lessons for teachers."--Page 4 of cover
Author | : Beverly Stanford |
Publisher | : |
Total Pages | : 596 |
Release | : 2004-02 |
Genre | : |
ISBN | : 9780205393176 |
Author | : Kaplan Test Prep |
Publisher | : Kaplan Publishing |
Total Pages | : 445 |
Release | : 2018-12-04 |
Genre | : Study Aids |
ISBN | : 1506246079 |
Kaplan's Praxis Prep features comprehensive content review, realistic practice, and proven test-taking strategies to help you master all Praxis assessment types. Whether you're taking the Core tests or a Subject Assessment test, our updated edition includes new content and the latest exam information to help you avoid surprises on test day. Praxis Core Academic Skills for Educators tests are frequently used as a basis for admission into teaching programs, while Praxis Subject Assessments and Praxis Content Knowledge for Teaching Assessments are often required as part of the teacher certification process. Whether you're applying for admission to a teaching program or aiming for additional certifications, Kaplan's book and online resources can help you face the Praxis with confidence. The Most Review More than 1,000 practice questions, with answers and detailed explanations for each question, including sample written responses Pre-tests for each chapter to assess strengths and weaknesses so you can focus your study 6 full-length computer-based Praxis Core practice tests—for Reading (5712), Writing (5722), and Mathematics (5732) 3 full-length computer-based Praxis Principles of Learning and Teaching (PLT) practice tests—one each for K-6 (5622), 5-9 (5623), and 7-12 (5624) 2 full-length computer-based Elementary Education practice tests—one for Content Knowledge (5018), one for Instruction & Assessment (5017) 4 Subject Assessment question banks covering math, science, reading & language arts, and social studies In-depth and targeted review of all tested material Expert Guidance Kaplan's experts ensure our practice questions and study materials are true to the test We invented test prep—Kaplan (www.kaptest.com) has been helping students for 80 years, and our proven strategies have helped legions of students achieve their dreams Want additional instructional videos, practice quizzes, and full-length practice exams? Try Kaplan's Praxis Deluxe online course. The previous edition of this book was titled Praxis Prep 2017-2018.
Author | : Patrick M. Jenlink |
Publisher | : Rowman & Littlefield |
Total Pages | : 209 |
Release | : 2020-08-24 |
Genre | : Education |
ISBN | : 1475856911 |
Teacher Preparation and Practice: Reconsideration of Assessment for Learning introduces the reader to a collection of thoughtful research-based works by authors that represent current thinking about assessment. What we know is that assessments are designed and implemented in educational settings (both university-based teacher preparation and school-based teacher practice in school classrooms) that serve to inform and guide teaching and learning. We also know that there is a dichotomy between assessment of learning (summative) and assessment for learning (formative) that is recognized on a global level in teacher preparation. Importantly, the reported research examines assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation and practice. There is a need in the “work of teaching” for assessments that focus on cultural competence and relational sensitivity, communication skills, and the combination of rigor and imagination fundamental to the teaching and learning practices in classrooms. Each chapter focuses on assessment and the preparation and practice of teachers who will enter classrooms to instruct the next generation of students. Chapter One opens the book with a focus on assessment and its relationship to teaching and learning in the classroom, providing the reader with an introduction to the book and an understanding of the role assessment plays in teacher preparation and practice. The authors of Chapters Two–Nine present field-based research that examines assessment in teacher preparation and practice. Each chapter offers the reader an examination of assessment in teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as equally important, the findings and conclusions drawn with respect to assessment and teacher preparation and practice. Finally, Chapter Ten presents an epilogue that focuses on the future of assessment in teacher preparation and practice.
Author | : Jian Wang |
Publisher | : R&L Education |
Total Pages | : 270 |
Release | : 2010-07-16 |
Genre | : Education |
ISBN | : 1607097648 |
This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.