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-Offers an evidence-based framework for designing an academically
based preservice teacher preparation program that empowers teachers
with the depth of professional knowledge and the skills required to
become adaptable, responsive K-12 teachers ready to engage with
diverse groups of students, and to achieve consistent learning
outcomes. -Written by renowned teacher educator Etta R. Hollins, an
esteemed leader in teacher education and urban education, who has
led or consulted on the redesign of nearly 20 university-based
teacher preparation programs. -This book provides concrete examples
and tools for designing high quality, academically based preservice
teacher preparation programs, guidance for collaboration among
teacher education faculty, with faculty across campus, school
practitioners and community members, and approaches for guiding and
assessing candidates' progress toward competent teaching.
-Offers an evidence-based framework for designing an academically
based preservice teacher preparation program that empowers teachers
with the depth of professional knowledge and the skills required to
become adaptable, responsive K-12 teachers ready to engage with
diverse groups of students, and to achieve consistent learning
outcomes. -Written by renowned teacher educator Etta R. Hollins, an
esteemed leader in teacher education and urban education, who has
led or consulted on the redesign of nearly 20 university-based
teacher preparation programs. -This book provides concrete examples
and tools for designing high quality, academically based preservice
teacher preparation programs, guidance for collaboration among
teacher education faculty, with faculty across campus, school
practitioners and community members, and approaches for guiding and
assessing candidates' progress toward competent teaching.
Challenging educators to better understand themselves and their
students, this text presents a powerful process for developing a
teaching perspective that embraces the centrality of culture in
school learning. The six-part process covers examining culture,
personalizing culture, inquiring about students' cultures and
communities, applying knowledge about culture to teaching,
formulating theory or a conceptual framework linking culture and
school learning, and transforming professional practice to better
meet the needs of students from different cultural and experiential
backgrounds. All aspects of the process are interrelated and
interdependent. Two basic procedures employed in this process are
presented: constructing an operational definition of culture that
reveals its deep meaning in cognition and learning, and applying
the reflective-interpretive-inquiry (RIQ) approach to making
linkages between students' cultural and experiential backgrounds
and classroom instruction. Pedagogical features in each chapter
include Focus Questions; Chapter Summaries; Suggested Learning
Experiences, Critical Reading lists. A Companion Website, new for
the Third Edition (www.routledge.com/cw/Hollins), provides
additional student resources.
The focus of this book is the centrality of clinical experiences in
preparing teachers to work with students from diverse cultural,
economic, and experiential backgrounds. Organized around three
themes-learning teaching through the approximation and
representation of practice, learning teaching situated in context,
and assessing and improving teacher preparation-Rethinking Field
Experiences in Preservice Teacher Preparation provides detailed
descriptions of theoretically grounded, research-based practices in
programs that prepare preservice teachers to contextualize teaching
practices in ways that result in a positive impact on learning for
traditionally underserved students. These practices serve current
demands for teacher accountability for student learning outcomes
and model good practice for engaging teacher educators in
meaningful, productive dialogue and analysis geared to developing
local programs characterized by coherence, continuity, and
consistency.
Learning to Teach in Urban Schools is about the transition from
constructing knowledge for practice in a teacher preparation
program to constructing knowledge in practice or contextualizing
practice for urban underserved students in elementary and secondary
classrooms. This book provides: * A clear presentation of the
challenges, resources, and opportunities for learning to teach in
urban schools * Examples of the experiences, perceptions, and
practices of effective teachers * A detailed account of the journey
of a team of teachers who transformed their practice to improve
learning in a low performing urban school * An approach novice
teachers can use in joining a teacher community and making the
transition from preparation to practice * A perspective on
leadership for creating a context for transforming teacher
professional development. Offering insight into how academic
performance is maintained and perpetuated in low performing urban
schools, and the approaches necessary for learning how to improve
students' learning, this book helps teachers learn to transform
their own practice and in the process, transform the culture of a
low performing urban school.
Learning to Teach in Urban Schools is about the transition from
constructing knowledge for practice in a teacher preparation
program to constructing knowledge in practice or contextualizing
practice for urban underserved students in elementary and secondary
classrooms. This book provides: * A clear presentation of the
challenges, resources, and opportunities for learning to teach in
urban schools * Examples of the experiences, perceptions, and
practices of effective teachers * A detailed account of the journey
of a team of teachers who transformed their practice to improve
learning in a low performing urban school * An approach novice
teachers can use in joining a teacher community and making the
transition from preparation to practice * A perspective on
leadership for creating a context for transforming teacher
professional development. Offering insight into how academic
performance is maintained and perpetuated in low performing urban
schools, and the approaches necessary for learning how to improve
students' learning, this book helps teachers learn to transform
their own practice and in the process, transform the culture of a
low performing urban school.
This text is designed to help preservice and in-service teachers
identify pathways to productive teaching and learning for students
from culturally and experientially diverse backgrounds.
To better serve an increasingly diverse population, teachers need
to be competent in selecting and developing culturally responsive
curricula and instructional approaches that better facilitate
learning for all students. They must be able to attend to diversity
within and across cultural groups, and validate students' cultural
knowledge acquired outside the classroom. To provide equitable
access to learning, they must be able to strategically select or
develop instructional approaches that build upon their students'
learning propensities, cognitive schemata, experiential
backgrounds, and perceptions.
The chapter authors in this text present ways of understanding
ones' own thinking (metacognition), and ways of thinking about
teaching and learning situations and constructing productive
strategies. The reader is engaged in:
*Learning about the context in which he or she will practice,
*Understanding key aspects of student's cultural and experiential
background and learning preferences,
*Exploring ways to bring these factors together in framing and
selecting meaningful curriculum content and learning experiences.
The volume is organized into three interrelated sections: Part I
presents two approaches to becoming a competent practitioner; Part
II offers approaches to developing and using culturally relevant
pedagogy; Part III addresses curriculum content and design. Helpful
pedagogical features are included to facilitate its use as a
textbook: Each of the three main parts begins with an overview that
provides an introduction and summary of the main ideas addressed
and the relationship among ideas presented by different authors;
each chapter opens with focus questions and concludes with
suggested learning experiences; chapter-end references may be used
to expand the reader's knowledge in specific areas.
The intention of this book is to engage educators in transforming
the public school curriculum for a culturally diverse society. This
means more than including knowledge about diverse populations. It
means reconceptualizing school practices through debate,
deliberation, and collaboration involving the diverse voices that
comprise the nation. Certain key questions must be addressed in
this process: What should be the purpose of schooling in a
culturally diverse society? Who should be involved in curriculum
planning and what process should be employed? How is the actualized
curriculum differentiated? What is the relationship between school
practices and the structure of the larger society? How should the
curriculum be evaluated? The authors of the essays in this book
address critical perspectives from which a framework is constructed
for a discourse on planning curriculum for a culturally diverse
society. In a substantive introduction, Hollins presents the major
themes and overall goals of the book and describes how the readings
in each of the four parts are linked to each other and to these
themes and goals. Each part begins with critical questions and an
overview to provide a framework and a focus for the readings that
follow, and concludes with suggested learning experiences.
This text is designed to help preservice and in-service teachers
identify pathways to productive teaching and learning for students
from culturally and experientially diverse backgrounds. To better
serve an increasingly diverse population, teachers need to be
competent in selecting and developing culturally responsive
curricula and instructional approaches that better facilitate
learning for all students. They must be able to attend to diversity
within and across cultural groups, and validate students' cultural
knowledge acquired outside the classroom. To provide equitable
access to learning, they must be able to strategically select or
develop instructional approaches that build upon their students'
learning propensities, cognitive schemata, experiential
backgrounds, and perceptions. The chapter authors in this text
present ways of understanding ones' own thinking (metacognition),
and ways of thinking about teaching and learning situations and
constructing productive strategies. The reader is engaged in:
Learning about the context in which he or she will practice,
Understanding key aspects of student's cultural and experiential
background and learning preferences, Exploring ways to bring these
factors together in framing and selecting meaningful curriculum
content and learning experiences. The volume is organized into
three interrelated sections: Part I presents two approaches to
becoming a competent practitioner; Part II offers approaches to
developing and using culturally relevant pedagogy; Part III
addresses curriculum content and design. Helpful pedagogical
features are included to facilitate its use as a textbook: Each of
the three main parts begins with an overview that provides an
introduction and summary of the main ideas addressed and the
relationship among ideas presented by different authors; each
chapter opens with focus questions and concludes with suggested
learning experiences; chapter-end refe
The intention of this book is to engage educators in transforming
the public school curriculum for a culturally diverse society. This
means more than including knowledge about diverse populations. It
means reconceptualizing school practices through debate,
deliberation, and collaboration involving the diverse voices that
comprise the nation. Certain key questions must be addressed in
this process:
* What should be the purpose of schooling in a culturally diverse
society?
* Who should be involved in curriculum planning and what process
should be employed?
* How is the actualized curriculum differentiated?
* What is the relationship between school practices and the
structure of the larger society?
* How should the curriculum be evaluated?
The authors of the essays in this book address critical
perspectives from which a framework is constructed for a discourse
on planning curriculum for a culturally diverse society.
In a substantive introduction, Hollins presents the major themes
and overall goals of the book and describes how the readings in
each of the four parts are linked to each other and to these themes
and goals. Each part begins with critical questions and an overview
to provide a framework and a focus for the readings that follow,
and concludes with suggested learning experiences.
For preservice candidates and novice teachers facing the challenges
of feeling underprepared to teach in urban schools, this book
offers a framework for conceptualizing, planning, and engaging in
powerful teaching. Veteran teacher educator Etta Ruth Hollins
builds on previous work to focus on transformative practices that
emphasize the purpose and process of teaching. These practices are
designed to improve academic performance, transform the social
context in low-performing urban schools, and improve the quality of
life in the local community. The learning experiences provided in
this book guide readers through a sequence of experiences for
learning about the local community that include an examination of
history and demographics, community resources, local city and
federal governance structures, and collaborating with other
professionals. Focus Questions and a dedicated Application to
Practice section in each chapter further guide learning and help
make real-world connections. Designed to enable readers to bridge
the gaps between theory and practice and the actual needs of urban
students and their communities, this groundbreaking text helps
prepare preservice candidates to make a successful transition and
aids novice teachers in developing teaching practices that support
academic excellence.
The focus of this book is the centrality of clinical experiences in
preparing teachers to work with students from diverse cultural,
economic, and experiential backgrounds. Organized around three
themes-learning teaching through the approximation and
representation of practice, learning teaching situated in context,
and assessing and improving teacher preparation-Rethinking Field
Experiences in Preservice Teacher Preparation provides detailed
descriptions of theoretically grounded, research-based practices in
programs that prepare preservice teachers to contextualize teaching
practices in ways that result in a positive impact on learning for
traditionally underserved students. These practices serve current
demands for teacher accountability for student learning outcomes
and model good practice for engaging teacher educators in
meaningful, productive dialogue and analysis geared to developing
local programs characterized by coherence, continuity, and
consistency.
Challenging educators to better understand themselves and their
students, this text presents a powerful process for developing a
teaching perspective that embraces the centrality of culture in
school learning. The six-part process covers examining culture,
personalizing culture, inquiring about students' cultures and
communities, applying knowledge about culture to teaching,
formulating theory or a conceptual framework linking culture and
school learning, and transforming professional practice to better
meet the needs of students from different cultural and experiential
backgrounds. All aspects of the process are interrelated and
interdependent. Two basic procedures employed in this process are
presented: constructing an operational definition of culture that
reveals its deep meaning in cognition and learning, and applying
the reflective-interpretive-inquiry (RIQ) approach to making
linkages between students' cultural and experiential backgrounds
and classroom instruction. Pedagogical features in each chapter
include Focus Questions; Chapter Summaries; Suggested Learning
Experiences, Critical Reading lists. A Companion Website, new for
the Third Edition (www.routledge.com/cw/Hollins), provides
additional student resources.
For preservice candidates and novice teachers facing the challenges
of feeling underprepared to teach in urban schools, this book
offers a framework for conceptualizing, planning, and engaging in
powerful teaching. Veteran teacher educator Etta Ruth Hollins
builds on previous work to focus on transformative practices that
emphasize the purpose and process of teaching. These practices are
designed to improve academic performance, transform the social
context in low-performing urban schools, and improve the quality of
life in the local community. The learning experiences provided in
this book guide readers through a sequence of experiences for
learning about the local community that include an examination of
history and demographics, community resources, local city and
federal governance structures, and collaborating with other
professionals. Focus Questions and a dedicated Application to
Practice section in each chapter further guide learning and help
make real-world connections. Designed to enable readers to bridge
the gaps between theory and practice and the actual needs of urban
students and their communities, this groundbreaking text helps
prepare preservice candidates to make a successful transition and
aids novice teachers in developing teaching practices that support
academic excellence.
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Preparing Teachers for Cultural Diversity (Hardcover)
Joyce E. King, Etc, Etta R. Hollins (Chair, Department of Teaching and Learning and Professor, Washington State University, Pullman, USA), Warren C. Hayman; Foreword by Linda Darling-Hammond
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R1,644
R1,493
Discovery Miles 14 930
Save R151 (9%)
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Ships in 12 - 17 working days
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The editors have gathered together some of the top researchers in
teacher education to explore both the theoretical parameters and
practical dimensions of transforming teacher education programmes
to educate teachers for diversity. The programmes outlined in these
chapters address the necessity of providing preservice teachers
with learning experiences that will help them facilitate learning
in culturally and linguistically diverse school settings. The
contributors identify the competence, skills, knowledge and
attitude needed to teach diverse populations effectively and
equitably, including methods and experiences to expand
understanding of diversity, racism, social justice, and culturally
responsive instruction. The book is organized to focus attention on
paradigmatic models for transforming teacher education in three
general areas: delineating the historical dimensions, contemporary
perspectives, and guiding rationales for the transformation of
teacher preparation; explicating the theoretical underpinnings of
programme processes for preparing teachers; and presenting model
programmes that incorporate curriculum and pedagogy, field-based
professional development, and assessment strategies to prepare
teachers to be effective in culturally diverse settings.
Contributors include Mary E. Diez, A. Lin Goodwin, Susan L.
Melnick, Peter Murrell, Jr., Valerie Ooka Pang, Priscilla H.
Walton, and Kenneth M. Zeichner.
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