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New teachers in urban schoolsjourney...

Lazar, Althier M.

New teachers in urban schoolsjourneys toward social equity teaching /

Record Type:	Electronic resources : Monograph/item
Title/Author:	New teachers in urban schoolsedited by Althier M. Lazar, Leslie M. Reich.
Reminder of title:	journeys toward social equity teaching /
other author:	Lazar, Althier M.
Published:	Cham :Springer International Publishing :2016.
Description:	ix, 180 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Urban schools.
Online resource:	http://dx.doi.org/10.1007/978-3-319-26615-2
ISBN:	9783319266152$q(electronic bk.)

New teachers in urban schoolsjourneys 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$q(electronic bk.)

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

319429
Urban schools.

LC Class. No.: LC5131 / .N49 2016

Dewey Class. No.: 370.19348

New teachers in urban schoolsjourneys toward social equity teaching /
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505 0 $a 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.
520 $a 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.
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650 2 4 $a Sociology of Education. $3 338784
650 2 4 $a Social Structure, Social Inequality. $3 559210
700 1 $a Lazar, Althier M. $3 741918
700 1 $a Reich, Leslie M. $3 741919
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