What Keeps Teachers Going?Teachers College Press, 21. feb. 2003 “This moving and important book has reminded me of why I have stayed in public school teaching for over 40 years. It is an inspiration to experienced educators, beginning teachers, and all of us who care about equity and the importance of every child’s life.” What helps great public school teachers persevere—in spite of everything? Sonia Nieto, a renowned teacher educator, takes a close look at what can be learned from veteran teachers who not only continue to teach but also manage to remain enthusiastic about it. This inspirational volume provides much-needed advice on how some urban teachers are solving the everyday challenges of student learning. Nieto collaborates with experienced teachers in urban schools who are especially effective working with students of culturally and linguistically diverse backgrounds—students who are among the most marginalized in our public schools. Offering an alternative vision of what’s important in teaching and learning, Nieto concludes with an urgent call to advance new national priorities for public education. |
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... ethnicity and social class.22 Dilapidated, segregated, and increasingly staffed by inexperienced teachers who know little about their students—these are the schools of our nation's most vulnerable children, children who also know too ...
... ethnicity, native language, and other differences account neither for intelligence nor creativity—was powerfully reinforced in that classroom. In that first year, I started bringing students home with me and taking them to museums ...
... ethnicity, and language but also gender, social class, sexual orientation, ability, and other differences. Moreover, it needs to be accompanied by a deep commitment to social justice and equal access to resources. It has been my ...
... ethnicity, social class, and gender, are mirrored in educational policies and practices such as funding, ability tracking, access to high-status content, depictions of diversity in the curriculum, expectations of students, and ...
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22 | |
TEACHING AS LOVE | 37 |
TEACHING AS HOPE AND POSSIBILITY | 53 |
TEACHING AS ANGER AND DESPERATION | 63 |
TEACHING AS INTELLECTUAL WORK | 76 |
TEACHING AS DEMOCRATIC PRACTICE | 91 |
TEACHING AS SHAPING FUTURES | 107 |
FINAL THOUGHTS WHAT KEEPS TEACHERS GOING IN SPITE OF EVERYTHING? | 121 |
NOTES | 131 |
REFERENCES | 145 |
INDEX | 153 |
ABOUT THE AUTHOR | 161 |