Sparks Into Fire: Revitalizing Teacher Practice Through Collective Learning, Ericka Huggins, Young Whan Choi
Автор: Ericka Huggins, Young Whan Choi Название: Sparks Into Fire: Revitalizing Teacher Practice Through Collective Learning ISBN: 0807767174 ISBN-13(EAN): 9780807767177 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 121050.00 T Наличие на складе: Нет в наличии. Описание: Offers design principles for facilitating effective professional learning where teachers are active learners engaging in experiential learning, discussing problems, analysing student work, and sharing their expertise with one another. The author introduces each principle with a compelling and illuminating story from his extensive experience.
Название: Revitalizing classrooms ISBN: 1475832869 ISBN-13(EAN): 9781475832860 Издательство: Rowman & Littlefield Publishers Рейтинг: Цена: 49280.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Revitalizing Classrooms brings together six diverse essays with the central purpose of providing a venue for scholar teachers from a number of disciplines to convey their individual journeys in pedagogical innovation.
Автор: James M. Kauffman Название: Revitalizing Special Education: Revolution, Devolution, and Evolution ISBN: 1801174954 ISBN-13(EAN): 9781801174954 Издательство: Emerald Рейтинг: Цена: 100270.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Revitalizing Special Education presents neither a pessimistic nor a Pollyannish view of past or future, but rather is a careful assessment of some of the greatest threats to robust special education posed by distorted and misguided thinking about what special education is and does.
Автор: Galle Jeffery W., Harrison Rebecca L. Название: Revitalizing Classrooms: Innovations and Inquiry Pedagogies in Practice ISBN: 1475832850 ISBN-13(EAN): 9781475832853 Издательство: Rowman & Littlefield Publishers Рейтинг: Цена: 71810.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Revitalizing Classrooms brings together six diverse essays with the central purpose of providing a venue for scholar teachers from a number of disciplines to convey their individual journeys in pedagogical innovation.
Автор: Charest Brian Название: Teaching Civic Literacy in Schools: Reviving Democracy and Revitalizing Communities ISBN: 0807765244 ISBN-13(EAN): 9780807765241 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 35110.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Provides teachers, teacher educators, and school leaders with concrete strategies for doing community-based work. By reframing the act of teaching to include working for social change, the author pushes readers to see school and community revitalization as reciprocal, not separate, projects.
Автор: Cleveland Hayes, Kenneth J. Fasching-Varner, Hillary B. Eisworth, Kimberly White-Smith Название: Through the Fire – From Intake to Credential: Teacher Candidates Share Their Experiences through Narrative ISBN: 9004388184 ISBN-13(EAN): 9789004388185 Издательство: Brill Цена: 131500.00 T Наличие на складе: Невозможна поставка. Описание: By applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today. Teacher educators, school and community leaders, and others committed to pushing toward more equitable social domains and forms of living and learning hence would do well to take up the opportunity provided in this text to learn from the narratives included in this volume and those of other teacher candidates; indeed, the narratives of teacher candidates herein and elsewhere are, in part, reflections of ourselves as teacher educators and evaluations of our work in teacher education and the professional preparation of those who will carry on our professions after us and for rising generations. What we as teacher educators teach, or think we are teaching, in teacher preparation courses may, or may not, be what prospective teachers are learning about being a teacher and successful teaching and learning for all learners, particularly those students historically underserved. Each of the prospective educators who share their narratives in this volume are striving to become critical educators capable of promoting equitable educational and social opportunities, outcomes, and experiences for all learners. While their journeys are each distinctive and unique to them personally, the teacher candidates who share their narratives in this volume highlight some of the challenges and opportunities they have encountered in teacher preparation courses to learn about the functioning of social structures that sustain society’s existing hierarchies and develop the skills and knowledge requisite to identify, implement, and assess critical learning strategies aimed at challenging inequities and promoting more inclusive forms of education. Specifically, these future teachers included in this volume are sharing with us, their readers, their attempts at learning to unhook from Whiteness and to disrupt the pernicious and historical school-to-prison pipeline that has long existed in the US between the nation’s prison system and schools serving learners and their families and communities identified as racially not White, economically poor, and otherwise not members of the White, middle-class, primary English speaking, heterosexual, patriarchal mainstream.
Автор: Cleveland Hayes, Kenneth J. Fasching-Varner, Hillary B. Eisworth, Kimberly White-Smith Название: Through the Fire – From Intake to Credential: Teacher Candidates Share Their Experiences through Narrative ISBN: 9004388168 ISBN-13(EAN): 9789004388161 Издательство: Brill Цена: 50470.00 T Наличие на складе: Невозможна поставка. Описание: By applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today. Teacher educators, school and community leaders, and others committed to pushing toward more equitable social domains and forms of living and learning hence would do well to take up the opportunity provided in this text to learn from the narratives included in this volume and those of other teacher candidates; indeed, the narratives of teacher candidates herein and elsewhere are, in part, reflections of ourselves as teacher educators and evaluations of our work in teacher education and the professional preparation of those who will carry on our professions after us and for rising generations. What we as teacher educators teach, or think we are teaching, in teacher preparation courses may, or may not, be what prospective teachers are learning about being a teacher and successful teaching and learning for all learners, particularly those students historically underserved. Each of the prospective educators who share their narratives in this volume are striving to become critical educators capable of promoting equitable educational and social opportunities, outcomes, and experiences for all learners. While their journeys are each distinctive and unique to them personally, the teacher candidates who share their narratives in this volume highlight some of the challenges and opportunities they have encountered in teacher preparation courses to learn about the functioning of social structures that sustain society’s existing hierarchies and develop the skills and knowledge requisite to identify, implement, and assess critical learning strategies aimed at challenging inequities and promoting more inclusive forms of education. Specifically, these future teachers included in this volume are sharing with us, their readers, their attempts at learning to unhook from Whiteness and to disrupt the pernicious and historical school-to-prison pipeline that has long existed in the US between the nation’s prison system and schools serving learners and their families and communities identified as racially not White, economically poor, and otherwise not members of the White, middle-class, primary English speaking, heterosexual, patriarchal mainstream.
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