Urban Teacher Education and Teaching
Innovative Practices for Diversity and Social Justice
Herausgeber: Solomon, R Patrick; Sekayi, Dia N R
Urban Teacher Education and Teaching
Innovative Practices for Diversity and Social Justice
Herausgeber: Solomon, R Patrick; Sekayi, Dia N R
- Gebundenes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning t
Andere Kunden interessierten sich auch für
- Teaching Young Learners in a Superdiverse World194,99 €
- Changing Teacher Professionalism184,99 €
- Zhongxiong FangBeijing Model of Gifted Education and Talent Development85,99 €
- Nansi EllisImproving Education Policy Together187,99 €
- Teacher Education in a Transnational World103,99 €
- Laura WentworthBrokering in Education Research-Practice Partnerships175,99 €
- Aubrey A HuberCommunicating Social Justice in Teacher Education194,99 €
-
-
-
This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning t
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 280
- Erscheinungstermin: 28. März 2007
- Englisch
- Abmessung: 234mm x 153mm x 20mm
- Gewicht: 494g
- ISBN-13: 9780805855012
- ISBN-10: 0805855017
- Artikelnr.: 21224575
- Verlag: CRC Press
- Seitenzahl: 280
- Erscheinungstermin: 28. März 2007
- Englisch
- Abmessung: 234mm x 153mm x 20mm
- Gewicht: 494g
- ISBN-13: 9780805855012
- ISBN-10: 0805855017
- Artikelnr.: 21224575
R. Patrick Solomon (Edited by) , Dia N. R. Sekayi (Edited by)
Contents: P.C. Murrell, Jr., Foreword. Preface. R.P. Solomon, D.N.R.
Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban
Schooling. Introduction to Part I. S. James-Wilson,Using Representation to
Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J.
Daniel,Developing Educational Collectives and Networks: Moving Beyond the
Boundaries of "Community" in Urban Education. L. Weiner,Gender, Power, and
Accountability in Urban Teacher Education: Tensions of Women Working With
Women. Part II:Pre-Service Teacher Preparation for Urban Transformation.
Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke,
Pre-Service Teachers as Border-Crossers: Linking Urban Schools and
Communities Through Service Learning. H. Smaller,Moving Beyond
Institutional Boundaries in Inner-City Teacher Education. P.A. Young,
Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban
Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian
Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools.
H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service
Teacher Education: The Case of Jamaica. Part III:Culturally Relevant
Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R.
Sekayi, Student Resistance to Culturally Irrelevant Curriculum and
Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating
Computer-Facilitated Learning in Urban Schools: The Challenges to a
Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents:
Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A.
Allen, A. Campbell,The Politics of Advocacy, Strategies for Change:
Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The
Confluence of Teacher Education and Inner-City Activism: A Reciprocal
Possibility.
Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban
Schooling. Introduction to Part I. S. James-Wilson,Using Representation to
Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J.
Daniel,Developing Educational Collectives and Networks: Moving Beyond the
Boundaries of "Community" in Urban Education. L. Weiner,Gender, Power, and
Accountability in Urban Teacher Education: Tensions of Women Working With
Women. Part II:Pre-Service Teacher Preparation for Urban Transformation.
Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke,
Pre-Service Teachers as Border-Crossers: Linking Urban Schools and
Communities Through Service Learning. H. Smaller,Moving Beyond
Institutional Boundaries in Inner-City Teacher Education. P.A. Young,
Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban
Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian
Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools.
H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service
Teacher Education: The Case of Jamaica. Part III:Culturally Relevant
Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R.
Sekayi, Student Resistance to Culturally Irrelevant Curriculum and
Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating
Computer-Facilitated Learning in Urban Schools: The Challenges to a
Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents:
Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A.
Allen, A. Campbell,The Politics of Advocacy, Strategies for Change:
Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The
Confluence of Teacher Education and Inner-City Activism: A Reciprocal
Possibility.
Contents: P.C. Murrell, Jr., Foreword. Preface. R.P. Solomon, D.N.R.
Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban
Schooling. Introduction to Part I. S. James-Wilson,Using Representation to
Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J.
Daniel,Developing Educational Collectives and Networks: Moving Beyond the
Boundaries of "Community" in Urban Education. L. Weiner,Gender, Power, and
Accountability in Urban Teacher Education: Tensions of Women Working With
Women. Part II:Pre-Service Teacher Preparation for Urban Transformation.
Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke,
Pre-Service Teachers as Border-Crossers: Linking Urban Schools and
Communities Through Service Learning. H. Smaller,Moving Beyond
Institutional Boundaries in Inner-City Teacher Education. P.A. Young,
Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban
Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian
Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools.
H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service
Teacher Education: The Case of Jamaica. Part III:Culturally Relevant
Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R.
Sekayi, Student Resistance to Culturally Irrelevant Curriculum and
Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating
Computer-Facilitated Learning in Urban Schools: The Challenges to a
Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents:
Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A.
Allen, A. Campbell,The Politics of Advocacy, Strategies for Change:
Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The
Confluence of Teacher Education and Inner-City Activism: A Reciprocal
Possibility.
Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban
Schooling. Introduction to Part I. S. James-Wilson,Using Representation to
Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J.
Daniel,Developing Educational Collectives and Networks: Moving Beyond the
Boundaries of "Community" in Urban Education. L. Weiner,Gender, Power, and
Accountability in Urban Teacher Education: Tensions of Women Working With
Women. Part II:Pre-Service Teacher Preparation for Urban Transformation.
Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke,
Pre-Service Teachers as Border-Crossers: Linking Urban Schools and
Communities Through Service Learning. H. Smaller,Moving Beyond
Institutional Boundaries in Inner-City Teacher Education. P.A. Young,
Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban
Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian
Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools.
H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service
Teacher Education: The Case of Jamaica. Part III:Culturally Relevant
Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R.
Sekayi, Student Resistance to Culturally Irrelevant Curriculum and
Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating
Computer-Facilitated Learning in Urban Schools: The Challenges to a
Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents:
Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A.
Allen, A. Campbell,The Politics of Advocacy, Strategies for Change:
Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The
Confluence of Teacher Education and Inner-City Activism: A Reciprocal
Possibility.