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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... Education 16 The Sociopolitical Context of Education 18 Teachers Make a Difference 19 2. Teaching as Autobiography 22 ... Urban Students 38 Respecting and Affirming Students' Identities 39 Care and Respect: Beyond Hugs and Other Displays ...
... urban schools and the future of public education. I decided that the best way to pursue my question would be by working with a group of teachers in urban schools, so I contacted Ceronne Daly. Ceronne had worked at AISR and she was now ...
... schools better for all children. In the survey, the highest priority among respondents was improving the quality of ... Urban schools— where the need is greatest—are more often than ever before staffed by inexperienced teachers who know ...
... schools. Few teachers seek out urban public schools as their first choice. Students in urban schools are the ones who suffer most. Weighed down by conditions that middle-class Americans would find intolerable, by and large poor students ...
... schools were considered “minority”; by 1998, it was 37%.9 The teaching force, by contrast, is nearly 90% White and ... urban public schools quit within 5 years.15 Although almost half of those who leave may eventually make their way back ...
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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 |