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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... Practice 91 The Struggle for Equal Education 92 Racism in Schools and Society 94 Teaching as Educational Justice 96 Letter to a New Teacher—S TEPHEN GORDON 97 Teaching for Democracy 99 A Way to Live in the World—M ARY COWHEY 101 Finding ...
... practices and ideas about teaching. These changes did not occur without warning; they have been responses to experiences that I have had as a teacher, teacher educator, mentor, mother, grandmother, scholar, and researcher. I have lately ...
... practices were more in keeping with new approaches that focused on student engagement; we created our own materials to be more relevant to the lives and experiences of our students; we had high hopes and rigorous expectations for them ...
... practice, and it has remained so to this day. There are many critics of multicultural education. They charge it with all manner of evils, from lowering standards to undermining our children's “ability to read, write, and reason.“3 While ...
... practices such as funding, ability tracking, access to high-status content, depictions of diversity in the curriculum, expectations of students, and disciplinary and counseling practices, among others.6 This, what I came to call the ...
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1 | |
9 | |
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 |