Becoming Teachers of Inner-city Students: Life Histories and Teacher Stories of Committed White Teachers, James C. Jupp
Автор: James C. Jupp Название: Becoming Teachers of Inner-city Students: Life Histories and Teacher Stories of Committed White Teachers ISBN: 9462093709 ISBN-13(EAN): 9789462093706 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: Winner of the Outstanding Book Award 2014 from the Society of Professors of Education! (April 2014) “Makes many valuable contributions to our understanding of the varied issues at work in preparing White teachers for work in the inner-city … I highly recommend it as a resource for education scholars and teacher educators involved in the preparation of White teachers for work in inner-city schools. Becoming Teachers of Inner-City Students offers a detailed and fascinating examination of identifications, concepts, and contexts that emerged from the stories of White teachers committed to inner-city schools. Jupp’s research and the stories on which it is based make visible the complex nature, the existing contradictions, and the messy space of inner-city teaching and learning and of efforts to prepare White teachers to work effectively and equitably in urban schools while also pointing the way to essential concepts and practices for effective and positive teaching in inner-city schools.”—Teachers College Record, November 2014 Becoming Teachers of Inner-city Students takes on the continuing challenges of White teachers in increasingly de facto re-segregated schools of the present. Drawing on the author’s eighteen years of experience as a classroom teacher and his research on White teachers of inner-city students, Becoming Teachers provides key discussions on professional identity for preservice teachers, professional educators, and researchers interested in diversity education or urban education.Driving at complex recognitions of race, class, culture, language, and gender as a basis for teaching and learning with diverse urban students, the author’s and other White teachers’ life and teaching stories move beyond prescriptive models of professional identity for preservice and professional teachers to “follow.” Instead, life and teaching stories in Becoming Teachers demonstrate again and again that in teaching the personal is political, professional knowledges are forged in practice, and—overall—that becoming a professional teacher is a process that draws on one’s experiences and inner-most convictions. Becoming Teachers, updating Vivian Paley’s White Teacher and reworking Christine Sleeter’s multicultural research on White teachers’ race-evasive identities, moves discussions on White teacher identity toward a second wave of race-visible professional identity for White teachers in the present. WINNER! —"Outstanding Book Award" 2014 - Society of Professors of Education NOMINATIONS —"Outstanding Book Award" 2014 - American Educational Research Association —"Outstanding Publication Award" 2014 - American Educational Research Association
Автор: Liz Dale, Rosie Tanner Название: CLIL Activities: A Resource for Subject and Language Teachers (+ CD-ROM) ISBN: 0521149843 ISBN-13(EAN): 9780521149846 Издательство: Cambridge University Press Рейтинг: Цена: 62510.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Innovative activities for Content and Language Integrated Learning (CLIL) teachers and trainee teachers.
Автор: Boyanton, Dengting Название: Teachers and students as co-learners ISBN: 1433111780 ISBN-13(EAN): 9781433111785 Издательство: Peter Lang Рейтинг: Цена: 46140.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Teaching is hard. Many teachers find it stressful. New teachers often lose their enthusiasm. The special education population is skyrocketing. Students are losing their motivation. What has gone wrong? How can we create powerful learning in students? Most importantly, how can we bring joy back to the classroom? Mutual value theory, as developed by Dengting Boyanton, asserts that to generate powerful learning, four essential values must be instilled in both students and teachers: 1. self-value – both students and teachers value themselves highly 2. perceived self-value—both consider themselves to be highly valued by others 3. other-value – both value each other highly 4. course-value – both value the course highly Since 2007, the author has applied this theory to her classroom teaching and has received overwhelmingly positive feedback. Students describe her courses as motivating, engaging, enjoyable, respectful, and empowering. Based on both theory and personal teaching experiences, Teachers and Students as Co-Learners: Toward a Mutual Value Theory will help readers develop a deeper understanding of learning, re-ignite their enthusiasm, and, most importantly, create powerful teaching and learning in the classroom.
Автор: Anita Sinner Название: Unfolding the Unexpectedness of Uncertainty: Creative Nonfiction and the Lives of Becoming Teachers ISBN: 9462093555 ISBN-13(EAN): 9789462093553 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: Unfolding the Unexpectedness of Uncertainty invites readers to share in the stories of Ruth, Ann and Nathalie as they transition from students to teachers. Rendering their experiences as short stories from the field of teacher education brings a dimension of social biography to scholarship. As creative nonfiction, these stories act as catalysts to understand teacher culture from first-person accounts. Their stories may be described as openings: Ruth’s unfolding; Ann’s unexpectedness; and Nathalie’s uncertainty. Such narratives are exemplars of arts research, extending the purpose, intent, outcomes and dissemination of research by making scholarly study a more intimate and personal experience through the lives of student-teachers. Entering research practices with a perspective that stories are effective teaching tools that represent cultural artefacts, these stories help make sense of practices in public schools and in postsecondary teacher training, and help students, teachers and teacher educators to better understand the operations of the educational system. Unfolding the Unexpectedness of Uncertainty can be used as case studies for undergraduate and graduate students and academic researchers in fields of study involving creative nonfiction and life writing, such as Education, Creative Writing, English, Women’s Studies, Social and Cultural Geography, Sociology and Integrated Studies. See an interview with Dr Anita Sinner regarding UNFOLDING THE UNEXPECTEDNESS OF UNCERTAINTY: http: //www. examiner.com/article/dr-anita-sinner-contributes-her-latest-book-to-the-social-fictions-series Nominations: Outstanding Publication Award 2014 Sponsored by the Narrative and Research SIG of the American Educational Research Association (AERA) Social Fictions Series Editorial Advisory Board Carl Bagley, University of Durham, UK Anna Banks, University of Idaho, USA Carolyn Ellis, University of South Florida, USA Rita Irwin, University of British Columbia, Canada J. Gary Knowles, University of Toronto, Canada Laurel Richardson, The Ohio State University (Emeritus), USA Cover art by Ruth, Ann and Nathalie.
Автор: Anita Sinner Название: Unfolding the Unexpectedness of Uncertainty: Creative Nonfiction and the Lives of Becoming Teachers ISBN: 9462093547 ISBN-13(EAN): 9789462093546 Издательство: Brill Рейтинг: Цена: 29220.00 T Наличие на складе: Невозможна поставка. Описание: Unfolding the Unexpectedness of Uncertainty invites readers to share in the stories of Ruth, Ann and Nathalie as they transition from students to teachers. Rendering their experiences as short stories from the field of teacher education brings a dimension of social biography to scholarship. As creative nonfiction, these stories act as catalysts to understand teacher culture from first-person accounts. Their stories may be described as openings: Ruth’s unfolding; Ann’s unexpectedness; and Nathalie’s uncertainty. Such narratives are exemplars of arts research, extending the purpose, intent, outcomes and dissemination of research by making scholarly study a more intimate and personal experience through the lives of student-teachers. Entering research practices with a perspective that stories are effective teaching tools that represent cultural artefacts, these stories help make sense of practices in public schools and in postsecondary teacher training, and help students, teachers and teacher educators to better understand the operations of the educational system. Unfolding the Unexpectedness of Uncertainty can be used as case studies for undergraduate and graduate students and academic researchers in fields of study involving creative nonfiction and life writing, such as Education, Creative Writing, English, Women’s Studies, Social and Cultural Geography, Sociology and Integrated Studies. See an interview with Dr Anita Sinner regarding UNFOLDING THE UNEXPECTEDNESS OF UNCERTAINTY: http: //www. examiner.com/article/dr-anita-sinner-contributes-her-latest-book-to-the-social-fictions-series Nominations: Outstanding Publication Award 2014 Sponsored by the Narrative and Research SIG of the American Educational Research Association (AERA) Social Fictions Series Editorial Advisory Board Carl Bagley, University of Durham, UK Anna Banks, University of Idaho, USA Carolyn Ellis, University of South Florida, USA Rita Irwin, University of British Columbia, Canada J. Gary Knowles, University of Toronto, Canada Laurel Richardson, The Ohio State University (Emeritus), USA Cover art by Ruth, Ann and Nathalie.
Автор: Costley Debra, Keane Elaine, Clark Trevor Название: A Practical Guide for Teachers of Students with an Autism Spectrum ISBN: 1849053103 ISBN-13(EAN): 9781849053105 Издательство: Неизвестно Рейтинг: Цена: 29000.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book has all the essential guidance and tools that anyone working in education will need to help students on the autism spectrum perform to their best potential and stay organised and on track with their school work. The book also covers general obstacles including social situations, anxiety, mental health and the next steps after school.
This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math. The teaching and learning of mathematics is highly dependent on students' and teachers' values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and methodologically diverse analyses of relevant issues related to affective factors in teaching and learning math and offer new tools and strategies by which to evaluate affective factors in students' and teachers' mathematical activities in the classroom.
Among the topics discussed:
The relationship between proxies for learning and mathematically related beliefs.
Teaching for entrepreneurial and mathematical competences.
Prospective teachers' conceptions of the concepts mean, median, and mode.
Prospective teachers' approach to reasoning and proof
The impact of assessment on students' experiences of mathematics.
Through its thematic connections to teacher education, professional development, assessment, entrepreneurial competences, and reasoning and proof, Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms proves to be a valuable resource for educators, practitioners, and students for applications at primary, secondary, and university levels.
Автор: Lieberman, Ann Campbell, Carol Yashkina, Anna Название: Teacher Learning and Leadership: Of, By, and For Teachers ISBN: 1138941883 ISBN-13(EAN): 9781138941885 Издательство: Taylor&Francis Рейтинг: Цена: 42870.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book shows how teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. The book provides an important model for school change led by teachers, rather than experts.
Автор: Matthew DeJong Название: Continued Momentum: Teaching as Mentoring: How Teachers Engage in the Mentoring of Students ISBN: 9463003916 ISBN-13(EAN): 9789463003919 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: The position of teacher demonstrates a broader role within schools, the education system and the community. It is in our educators’ capacity, resources, knowledge and networks that they can provide for, and meet the needs of, students better than any other societal program or group. While mentoring practices are usually limited to “at-risk” students, research suggests a more robust understanding of the needs of students, as well as teachers as practitioners. With a discussion focused on the relevant literature, insight from both practicing teachers who mentor their students and students who were mentored by their teachers, Continued Momentum: Teaching as Mentoring explores the dimensions of how teachers mentor their students. Matthew DeJong is an author, filmmaker, travel writer, and award-winning educator. His research interests include mentoring and, most recently, how schools can become the epicentres of community mentoring in cross-cultural environments.
Название: Educating teachers and tomorrow`s students through service-learning pedagogy ISBN: 1641133236 ISBN-13(EAN): 9781641133234 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 50820.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates’ future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction. It is through research that digs deep into these nuanced issues that we can learn more about the different characteristics of the experience that define service-learning and guide implementation.The preface provides an interview with Andy Furco, an early advocate of service-learning and noted leader who has fostered service- learning in K-12 and higher education throughout the United States and across the globe. Andy Furco’s commentary offers an historical overview of the field as well as how the field can advance, providing insights for those new to the field as well as those who have engaged in service-learning. The preface and thirteen chapters together provide empirical and conceptual support for including service-learning. Concurrently, this scholarship provides guidance for implementing service-learning in teacher preparation and in K-12 education. Interrelated themes include self efficacy, connections with communities, diversity, and program development in teacher education.
Автор: Virginia M. Jagla, Kathleen C. Tice Название: Educating Teachers and Tomorrow`s Students through Service-Learning Pedagogy ISBN: 1641133244 ISBN-13(EAN): 9781641133241 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 94250.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates’ future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction. It is through research that digs deep into these nuanced issues that we can learn more about the different characteristics of the experience that define service-learning and guide implementation.The preface provides an interview with Andy Furco, an early advocate of service-learning and noted leader who has fostered service- learning in K-12 and higher education throughout the United States and across the globe. Andy Furco’s commentary offers an historical overview of the field as well as how the field can advance, providing insights for those new to the field as well as those who have engaged in service-learning. The preface and thirteen chapters together provide empirical and conceptual support for including service-learning. Concurrently, this scholarship provides guidance for implementing service-learning in teacher preparation and in K-12 education. Interrelated themes include self efficacy, connections with communities, diversity, and program development in teacher education.
Автор: Matthew DeJong Название: Continued Momentum: Teaching as Mentoring: How Teachers Engage in the Mentoring of Students ISBN: 9463003924 ISBN-13(EAN): 9789463003926 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: The position of teacher demonstrates a broader role within schools, the education system and the community. It is in our educators’ capacity, resources, knowledge and networks that they can provide for, and meet the needs of, students better than any other societal program or group. While mentoring practices are usually limited to “at-risk” students, research suggests a more robust understanding of the needs of students, as well as teachers as practitioners. With a discussion focused on the relevant literature, insight from both practicing teachers who mentor their students and students who were mentored by their teachers, Continued Momentum: Teaching as Mentoring explores the dimensions of how teachers mentor their students. Matthew DeJong is an author, filmmaker, travel writer, and award-winning educator. His research interests include mentoring and, most recently, how schools can become the epicentres of community mentoring in cross-cultural environments.
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