Connie L. Schaffer, Meg White, Corine Meredith Brown

Questioning Assumptions and Challenging Perceptions

Becoming an Effective Teacher in Urban Environments

• Gebundenes Buch

Produktbeschreibung

For a moment, consider "you don't know what you don't know". What individuals know about urban schools is often based on assumptions and perceptions. It is important for individuals to examine these assumptions and perceptions of urban schools and the students who attend them. While many textbooks support how teachers should teach students in urban settings, this book asserts individuals can be effective teachers in these settings only if they first develop an understanding urban schools and the students who attend them. As readers progress through the chapters, they will realize they don't know what they don't know. Within a framework of cognitive dissonance, readers will continuously examine and reexamine their personal beliefs and perceptions. Readers will also investigate new information and varied perspectives related to urban schools. When readers finish this book, they will be on their way to becoming effective teachers in urban environments.

Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 112
• Erscheinungstermin: 1. Januar 2016
• Englisch
• Abmessung: 235mm x 157mm x 11mm
• Gewicht: 327g
• ISBN-13: 9781475822021
• ISBN-10: 1475822022
• Artikelnr.: 43894180

Autorenporträt

By Connie L. Schaffer; Meg White and Corine Meredith Brown

Inhaltsangabe

ABOUT THE COVER ART FOREWORD-JACK MCKAY ACKNOWLEDGEMENTS INTRODUCTION
CHAPTER ONE: PERSONAL EXPLORATION How do you define yourself culturally?
establishing a frame of reference ABC's of cultural understanding and
communication CHAPTER TWO: CREATING A DEFINITION OF URBAN graffiti wall
sphere of influence within the social context definitions of urban based on
population definitions of urban based on social context broadening the
definition of urban moving beyond a single story of urban schools CHAPTER
THREE: THE SOCIAL CONTEXT OF CHILDREN AND FAMILIES IN URBAN ENVIRONMENTS
case study 3.1: the story of amie maslow's identification of human needs
poverty mural the complexities of poverty case study 3.2: the bank street
school CHAPTER FOUR: STAGES OF COGNITIVE DISSONANCE: INTERNAL REFLECTIONS
stages of cognitive dissonance related to urban schools creating the felt
need a kwl chart on urban schools shifting from apprehension to
appreciation culture walks moving beyond the deficit approach common
scenarios CHAPTER FIVE: STAGES OF COGNITIVE DISSONANCE: EXTERNAL
IMPLICATIONS value line part one closing the gaps value line part two
teaching for social justice teaching for social justice gallery walk
CHAPTER SIX: TRANSFORMING KNOWLEDGE INTO ACTION teachers as activists
imagining a socially just classroom personal sphere of influence model
identifying elements in your personal sphere of influence CHAPTER SEVEN:
TRANSLATING THEORY INTO ACTION case study 7.1: Ruby bridges INDEX ABOUT THE
AUTHORS