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Inside City Schools
Grade level: 8, 9, 10, 11, 12, s, t.
The First Year of Teaching
For first-year teachers entering the nation's urban schools, the task of establishing a strong and successful practice is often extremely challenging. In this compelling look at first-year teachers' practice in urban schools, editors Jabari Mahiri and Sarah Warshauer Freedman demonstrate how a program of systematic classroom research by teachers themselves enables them to effectively target instruction and improve their own practice. The book organizes the teachers' research into three broad areas, corresponding to issues the new teachers identified as the most challenging. The First Year of Teaching offers an array of classroom scenarios that will spark in-depth discussions in teacher preparation classes and professional devleopment workshops, particulalry in the context of problem-based, problem-posing pedagogies.
Inside City Schools
Here, a national team of teacher researchers address the difficult issues of race and ethnicity in the classroom. Experienced English and social studies teachers from four multicultural settings -- Boston, Chicago, New Orleans, and San Francisco -- grapple with how best to meet the literacy learning needs of an increasingly diverse school population. They deal with a variety of real issues within a culturally responsive framework, such as: -- Confronting issues of race and ethnicity in literature, within classrooms, and in a larger community -- Helping students deal with neighborhood violence and conditions of poverty -- Designing a multicultural curriculum -- Creating an emotionally safe classroom -- Fostering peer relations among faculty members.
Learning In Small Moments
Chronicles the ups-and-downs of two young, first-grade teachers in an urban public school. Through rich, detailed portraits, excerpts from teacher journals, student work, and lived memories and recollections, Daniel Meier shows that the heart of teaching and learning in our culturally diverse urban schools is tied to the overall quality of human interaction in the classroom. “I know that every classroom teacher will read this with bated breath, perhaps even with a small knot in the pit of their stomach at times. What will the kids do next? Will it have a happy ending? . . . I think parents, too–regardless of race or class–will recognize their teachers, their children, and their schools in this account.” —From the Foreword by Deborah Meier “I tell the story of our year together because teachers, educators, parents, and others are always in need of personal, direct accounts from the classroom. . . . I hope readers will see and hear and feel the voices in this story according to their own experiences and hopes and dreams for our children and schools.” —From the Introduction
Teaching as Inquiry
This book offers an engaging and effective approach to improving teacher and student learning. Based on the experiences of three leading educational organizations, the authors provide invaluable, research-based guidelines for incorporating inquiry into teacher's instructional practices and student work as part of the ongoing work of schools. In addition to discussing the lessons learned and questions raised by inquiry work, this volume includes specific considerations for determining who should be involved, what work should be under review, how it should be reviewed, and how such inquiry should be supported by the school.
Teaching in Themes
How do teachers and schools create meaningful learning experiences for students with diverse skills, abilities, and cultures? How can teachers authentically assess the learning of their students and build on their strengths and interests in ways that enrich the larger community? How can schools be turned into places where everyone is learning from each other? These are the big questions that guide the work of teachers at the well-known Mission Hill School in Boston and that are addressed in this book. Teaching in Themes will help schools incorporate a whole-school, theme-based curriculum that engages students across grade levels K–8. The authors provide detailed descriptions of four themat...
Teacher Research for Better Schools
This book is about a group of experienced K-12 teachers who took teacher research to another level. Their story is not only about teacher working together to improve their own teaching, but also about how their research reverberated throughout their school system and inflluenced how their schools were run.
Making Space for Active Learning
This powerful collection will inspire new and veteran teachers to “make space” for children’s interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors introduce the Prospect Center’s Descriptive Review of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their practice and gain new perspectives from other participants. The contributors to this volume respond to each child’s modes of thinking as they develop curriculum or find “wiggle room” in curricula they are given. By demonstrating how it is possible to pursue careful knowledge of craft, this book offers ways of teaching that allow f...
Is This English? Race, Language, and Culture in the Classroom
This is the story of a white high school English teacher, Bob Fecho, and his students of color who mutually engage issues of literacy, language, learning, and culture. Through his journey, Fecho presents a method of “critical inquiry” that allows students and teachers to take intellectual and social risks in the classroom to make meaning together and, ultimately, to transform literacy education. Features the voices, beliefs, and struggles of urban adolescents and their teachers. “This is a book about what it means to care about both who you teach and what you teach. It is a book about what it means to understand the broader social purposes of schooling and education as possible sites f...
A Critical Inquiry Framework for K-12 Teachers
This dynamic book provides powerful ideas to guide pedagogy and a curriculum model for helping students connect with issues in their lives while meeting standards. Vivid portraits of K12 classrooms illustrate how teachers used a human rights framework to engage students in critical inquiry of relevant social issues, such as immigration rights, religious tolerance, racial equality, countering the effects of poverty, and respect for people with disabilities. The book shows how a group of teachers worked together to develop a critical content framework using the UN Convention on the Rights of the Child. Chapters highlight lively classroom and community action projects.
