大葉大學圖書館 |

New teachers in urban schools[electronic resource] :journeys toward social equity teaching /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	370.19348
書名/作者:	New teachers in urban schools : journeys toward social equity teaching // edited by Althier M. Lazar, Leslie M. Reich.
其他作者:	Lazar, Althier M.
出版者:	Cham : : Springer International Publishing :, 2016.
面頁冊數:	ix, 180 p. : : ill., digital ;; 24 cm.
Contained By:	Springer eBooks
標題:	Urban schools.
標題:	Education.
標題:	Teaching and Teacher Education.
標題:	Sociology of Education.
標題:	Social Structure, Social Inequality.
ISBN:	9783319266152
ISBN:	9783319266138
內容註:	Introduction -- Part I: Teachers, Dispositions & Contexts -- Chapter 1: A Cause Beyond Ourselves -- Chapter 2: Leslie Reich: Addressing the Achievement Gap Head On -- Chapter 3: Clare Rachko: Critical Explorations of Literature and Community -- Chapter 4: Rachael Chou: Language Immersion and Literacy Expression -- Chapter 5: Megan Karmondy: All Children Deserve an Amazing Education -- Chapter 6: Tracie Sanlin: An Honorary Community Member -- Chapter 7: Unpacking Teachers' Narratives: What Really Counts -- Part II: Implications for Teacher Educators, School Leaders, and Teachers -- Chapter 8: Recommendations for Teacher Educators -- Chapter 9: Recommendations for School Leaders -- Chapter 10: Advice for Teachers -- References.
摘要、提要註:	This volume informs the reader about new teachers in urban underserved schools and their development as teachers for social equity. The accounts of five novice teachers who grew up outside the communities in which they teach lead to chapters that contain advice for teacher educators, future and current teachers, and school leaders. These early career teachers learned much about bridging the cultural divide between themselves and their students, confronted and resolved big challenges that may immobilize some who set out to teach in these communities. They brought to their classrooms strong social justice orientations, including a moral imperative to make a difference in the world, an awareness of social and educational inequalities, and a strong sense of responsibility to positively influence the life trajectories of students in their charge. Their narratives offer insights on the dispositions and contexts that will help early career teachers survive and thrive and make a difference in their students' lives.
電子資源:	http://dx.doi.org/10.1007/978-3-319-26615-2

New teachers in urban schools[electronic resource] :journeys toward social equity teaching /
New teachers in urban schoolsjourneys toward social equity teaching /[electronic resource] :edited by Althier M. Lazar, Leslie M. Reich. - Cham :Springer International Publishing :2016. - ix, 180 p. :ill., digital ;24 cm.

Introduction -- Part I: Teachers, Dispositions & Contexts -- Chapter 1: A Cause Beyond Ourselves -- Chapter 2: Leslie Reich: Addressing the Achievement Gap Head On -- Chapter 3: Clare Rachko: Critical Explorations of Literature and Community -- Chapter 4: Rachael Chou: Language Immersion and Literacy Expression -- Chapter 5: Megan Karmondy: All Children Deserve an Amazing Education -- Chapter 6: Tracie Sanlin: An Honorary Community Member -- Chapter 7: Unpacking Teachers' Narratives: What Really Counts -- Part II: Implications for Teacher Educators, School Leaders, and Teachers -- Chapter 8: Recommendations for Teacher Educators -- Chapter 9: Recommendations for School Leaders -- Chapter 10: Advice for Teachers -- References.

This volume informs the reader about new teachers in urban underserved schools and their development as teachers for social equity. The accounts of five novice teachers who grew up outside the communities in which they teach lead to chapters that contain advice for teacher educators, future and current teachers, and school leaders. These early career teachers learned much about bridging the cultural divide between themselves and their students, confronted and resolved big challenges that may immobilize some who set out to teach in these communities. They brought to their classrooms strong social justice orientations, including a moral imperative to make a difference in the world, an awareness of social and educational inequalities, and a strong sense of responsibility to positively influence the life trajectories of students in their charge. Their narratives offer insights on the dispositions and contexts that will help early career teachers survive and thrive and make a difference in their students' lives.

ISBN: 9783319266152

Standard No.: 10.1007/978-3-319-26615-2doiSubjects--Topical Terms:

374468
Urban schools.

LC Class. No.: LC5131 / .N49 2016

Dewey Class. No.: 370.19348

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