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| Author | : Frederick L. Yeo |
| Publisher | : Routledge |
| Total Pages | : 268 |
| Release | : 2013-04-03 |
| Genre | : Education |
| ISBN | : 1136513647 |
Focusing on the causes for the continuing marginalization of minority children, this book examines inner-city education, its teaching practices, curricular rationales, perspectives of teachers and students, and the institutions themselves.
| Author | : R. Patrick Solomon |
| Publisher | : Routledge |
| Total Pages | : 248 |
| Release | : 2020-07-24 |
| Genre | : Education |
| ISBN | : 1000149463 |
This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in teacher education to focus on diversity, social justice, democratic schooling, and community building. What emerges is an emphatic message of hope for those committed to the ongoing project of improving urban teacher education and working in urban settings. Contributors from Canada, the United States, and the Caribbean bring rich and divergent knowledges, perspectives, and cultural experiences to their discussion of the three central themes around which the book is organized: • the conceptual framing of key issues in urban schooling; • pre-service teacher preparation for urban transformation; and • culturally relevant pedagogy and advocacy in urban settings. This book is intended for all students, practitioners, and researchers involved in urban education. It is appropriate as a text for student teaching and field experience seminars, and for courses dealing with social issues, educational policy, curriculum development, and multicultural teacher education.
| Author | : Pedro A. Noguera |
| Publisher | : Teachers College Press |
| Total Pages | : 193 |
| Release | : 2020 |
| Genre | : Education |
| ISBN | : 0807778559 |
Over a decade ago, the first edition of City Schools and the American Dream debuted just as reformers were gearing up to make sweeping changes in urban education. Despite the rhetoric and many reform initiatives, urban schools continue to struggle under the weight of serious challenges. What went wrong and is there hope for future change? More than a new edition, this sequel to the original bestseller has been substantially revised to include insights from new research, recent demographic trends, and emerging political realities. In addition to surveying the various limitations that urban schools face, the book also highlights programs, communities, and schools that are making good on public education’s promise of equity. With renewed commitment and sense of urgency, this new edition provides a clear-eyed vision of what it will take to ensure the success of city schools and their students. “City schools continue to play one of the most important roles in our quest to restore democracy. This is a must-read . . . again!” —Gloria Ladson-Billings, University of Wisconsin–Madison “The authors provide concrete examples of innovative strategies and practices employed by urban schools that are succeeding against all odds.” —Betty A. Rosa, chancellor, New York State Board of Regents “This is the book every teacher, parent, policymaker, and engaged citizen should read.” —Marcelo M. Suárez-Orozco, UCLA
| Author | : David Schaafsma |
| Publisher | : University of Pittsburgh Pre |
| Total Pages | : 260 |
| Release | : 2010-06-15 |
| Genre | : Education |
| ISBN | : 9780822971634 |
David Schaafsma presents a powerful and compelling book about the struggle of teaching literacy in a racially divided society and the importance of story and storytelling in the educational process. At the core of this book is the concept of storytelling as an interactive experience for both the teller and listener. Schaafsma offers rich samples of students' writing about their lives in a troubled neighborhood. Eating on the Street offers stories by Schaafsma, his colleagues, and students to illustrate how talking across multiple perspectives can enrich the learning process and the community-building process outside the classroom as well.
| Author | : Jana Noel |
| Publisher | : Routledge |
| Total Pages | : 265 |
| Release | : 2013-05-07 |
| Genre | : Education |
| ISBN | : 1136310827 |
Winner of the 2013 American Educational Studies Association's Critics Choice Award! When teacher education is located on a university campus, set apart from urban schools and communities, it is easy to overlook the realities and challenges communities face as they struggle toward social, economic, cultural, and racial justice. This book describes how teacher education can become a meaningful part of this work, by re-positioning programs directly into urban schools and communities. Situating their work within the theoretical framework of prioritizing community strengths, each set of authors provides a detailed and nuanced description of a teacher education program re-positioned within an urban school or community. Authors describe the process of developing such a relationship, how the university, school, and community became integrated partners in the program, and the impact on participants. As university-based teacher education has come under increased scrutiny for lack of "real world" relevance, this book showcases programs that have successfully navigated the travails of shifting their base directly into urban schools and communities, with evidence of positive outcomes for all involved.
| Author | : Norvella P. Carter |
| Publisher | : BRILL |
| Total Pages | : 198 |
| Release | : 2018-04-16 |
| Genre | : Education |
| ISBN | : 9004365206 |
Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education brings together scholarship that employs an intersectionality methodology to actual conditions that affect school-age children, teachers and teacher educators in relation to institutional systems of power and privilege.
| Author | : Catherine Cornbleth |
| Publisher | : |
| Total Pages | : 200 |
| Release | : 2008-07-25 |
| Genre | : Education |
| ISBN | : |
In this extraordinary volume, veteran teacher educator and internationally respected scholar Catherine Cornbleth examines one of the most challenging issues for new teachers—how to effectively teach a diverse student population. Cornbleth weaves the voices and experiences of student teachers from urban elementary and high schools into her own analysis. She invites new and prospective teachers (especially white teachers from middle-class homes) to draw on these experiences to explore working more constructively with students different from themselves, and to succeed in schools different than their own. She also speaks to teacher educators about their role in preparing new teachers to face increasing diversity in public schools. Featuring vignettes and interviews, this book: Offers in-depth descriptions of the issues white student teachers confront as they teach in urban settings. Provides insight and advice to help strengthen relationships between racially, socioeconomically, and culturally dissimilar students and teachers. Examines the successes and failures teachers experience when engaging diverse groups of students in meaningful academic learning.
| Author | : Sonia Nieto |
| Publisher | : Routledge |
| Total Pages | : 367 |
| Release | : 2017-09-01 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1315465671 |
Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Designed for upper-undergraduate and graduate-level students and professional development courses, each chapter includes critical questions, classroom activities, and community activities suggesting projects beyond the classroom context. Language, Culture, and Teaching • explores how language and culture are connected to teaching and learning in educational settings; • examines the sociocultural and sociopolitical contexts of language and culture to understand how these contexts may affect student learning and achievement; • analyzes the implications of linguistic and cultural diversity for classroom practices, school reform, and educational equity; • encourages practicing and preservice teachers to reflect critically on their classroom practices, as well as on larger institutional policies related to linguistic and cultural diversity based on the above understandings; and • motivates teachers to understand their ethical and political responsibilities to work, together with their students, colleagues, and families, for more socially just classrooms, schools, and society. Changes in the Third Edition: This edition includes new and updated chapters, section introductions, critical questions, classroom and community activities, and resources, bringing it up-to-date in terms of recent educational policy issues and demographic changes in the U.S. and beyond. The new chapters reflect Nieto’s current thinking about the profession and society, especially about changes in the teaching profession, both positive and negative, since the publication of the second edition of this text.
| Author | : Arnetha F. Ball |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 448 |
| Release | : 2011 |
| Genre | : Education |
| ISBN | : 1442204419 |
Studying Diversity in Teacher Education is a collaborative effort by experts seeking to elucidate one of the most important issues facing education today. First, the volume examines historically persistent, yet unresolved issues in teacher education and presents research that is currently being done to address these issues. Second, it centers on research on diverse populations, bringing together both research on diversity and research on diversity in teacher education. The contributors present frameworks, perspectives and paradigms that have implications for reframing research on complex issues that are often ignored or treated too simplistically in teacher education literature. Concluding the volume with an agenda for future research and a guide for preparing teachers for diversity education in a global context, the contributors provide a solid foundation for all educators. Studying Diversity in Teacher Education is a vital resource for all those interested in diversity and education research.
| Author | : Gloria Ladson-Billings |
| Publisher | : John Wiley & Sons |
| Total Pages | : 198 |
| Release | : 2004-03-29 |
| Genre | : Education |
| ISBN | : 0787959995 |
"Gloria Ladson-Billings provides a perceptive and interestingaccount of what is needed to prepare novice teachers to besuccessful with all students in our multicultural society. Thisbook is must reading for all those entering the profession ofteaching today and for those who prepare them for this importantwork." --Ken Zeichner, associate dean and professor of curriculum andinstruction, School of Education, University ofWisconsin-Madison "The multiple voices in Gloria Ladson-Billings's book arecompelling, provocative, and insightful-they provide a powerful'insider' perspective on what it really means to learn to teach allchildren well." --Marilyn Cochran-Smith, professor of education and editor, Journalof Teacher Education, Boston College, School of Education "Ladson-Billings, one of the stellar researchers and mostpassionate advocates for social justice, has written yet anothermasterpiece. By weaving the novice teachers' voices, her personalteaching journey, and language rich in compelling research andinspiring metaphors, Ladson-Billings has documented how newteachers transform schools and teach poor children of color." --Jacquline Jordan Irvine, Candler Professor of Urban Education,Emory University, Division of Educational Studies "Masterful teacher and teacher-educator Gloria Ladson-Billings hasgiven us--in highly readable form--a brilliant vision of whatteacher education might become. In Crossing Over to Canaan we get aglimpse of how a carefully constructed teacher education programfocused on teaching for social justice can produce excellentteaching, even by young, middle-class teachers-in-training, indiverse educational settings." --Lisa D. Delpit, Benjamin E. Mays Professor of EducationalLeadership, Georgia State University The author of the best-selling book The Dreamkeepers shows howteachers can succeed in diverse classrooms. Educating teachers towork well in multicultural classrooms has become an all-importanteducational priority in today's schools. In Crossing Over toCanaan, Gloria Ladson-Billings details the real-life stories ofeight novice teachers participating in an innovative teachereducation program called Teach for Diversity. She details theirstruggles and triumphs as they confront challenges in the classroomand respond with innovative strategies that turn cultural strengthsinto academic assets. Through their experiences, Ladson-Billingsillustrates how good teachers can meet the challenges of teachingstudents from highly diverse backgrounds--and find a way to "crossover to Canaan." She offers a model of teaching that focuses onacademic achievement, cultural competence, and socio-politicalconsciousness. Drawing from her own experiences as a young African-Americanteacher working in Philadelphia, she successfully weaves togethernarrative, observation, and scholarship to create an inspirationaland practical book that will help teachers everywhere as they workto transcend labels and categories to support excellence among allstudents.
