Teacher education for high poverty schools / Jo Lampert, Bruce Burnett, editors.
This volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by so...
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| Online Access: |
Full Text (via ProQuest) |
|---|---|
| Other Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
Cham :
Springer,
[2016]
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| Series: | Education, equity, economy ;
volume 2. |
| Subjects: |
MARC
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| 245 | 0 | 0 | |a Teacher education for high poverty schools / |c Jo Lampert, Bruce Burnett, editors. |
| 264 | 1 | |a Cham : |b Springer, |c [2016] | |
| 264 | 4 | |c ©2016. | |
| 300 | |a 1 online resource. | ||
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| 490 | 1 | |a Education, equity, economy ; |v volume 2. | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Contributors; Introduction; References; Preparing Teachers for Diversity and High-Poverty Schools: A Research-Based Perspective; 1 Introduction; 2 Alternative Teacher Certification Programs and Pathways; 3 The Effects of Alternative Pathways, Programs, and Routes; 4 The Experiences of Alternative Entry Teachers in Urban Schools; 5 Preparing Teacher Candidates from Dominant Groups for Diversity; 6 The Influence of Campus-Based Courses and Learning Opportunities; 7 The Influence of Courses Linked to School- and Community-Based Field Experiences. | |
| 505 | 8 | |a 8 Recruiting Students of Color into Teacher Education9 Critiquing the Research on Teacher Preparation for Diversity and High-Poverty Schools; References; "American Hunger": Challenging Epistemic Injustice Through Collaborative Teacher Inquiry; 1 Introduction; 2 Poverty and Education; 3 Literacy Policies and Deficit Ideologies; 4 Collaborative Inquiry at Boys' Academy; 5 Hermeneutical Injustice and Epistemic Resistance; 6 Epistemic Resistance; 7 Addressing Hermeneutical Injustice Through Epistemic Resistance; 7.1 Tapping into Local Intellectual Legacies. | |
| 505 | 8 | |a 7.2 Creating Alternative School Spaces for Literary Engagement7.3 Supporting Students in Developing Their Own Inquiries; 8 Conclusion: Fostering Epistemically Virtuous Relationships; References; Difficult Dialogues About Race and Poverty in Teacher Preparation; 1 Introduction; 2 Poverty and Learning; 3 Critical Race Theory as an Analytical Tool to Examine Poverty in the US; 4 Intergroup Dialogue as a Framework for Examining Poverty and Race; 5 Pedagogy and Intergroup Interactions; 6 Asset-Based Analysis of Poverty. | |
| 505 | 8 | |a 7 Principles for Teacher-Education Programs to Prepare Students for Working in Low-Income Schools and Neighborhoods7.1 Cautions; 7.2 Concerns; 8 Final Considerations; References; Teacher Education for High-Poverty Schools in Australia: The National Exceptional Teachers for Disadvantaged Schools Program; 1 Introduction; 2 Contextualizing Poverty in Australia; 3 Teacher Education and Its Role in Addressing Poverty; 4 Addressing Poverty Within an ITE Course: The Example of NETDS. | |
| 505 | 8 | |a 4.1 NETDS Demonstrates That It Is Possible to Attract High-Achieving Preservice Teachers into a Specific Program Targeting High-Poverty Schools4.2 NETDS Provides a Multipronged Model of Teacher Education that Prepares High-Quality Preservice Teachers for Teaching Within High-Poverty Schools; 4.3 NETDS Provides a Model of Teacher Education that Ensures Employment of These High-Quality Graduate Teachers Within High-Poverty Schools; 4.4 NETDS Shows It Is Possible to Successfully Transfer and Scale This Model of High-Poverty Teacher-Education from One University to Another. | |
| 520 | |a This volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field. Internationally, research suggests that effective teachers for high poverty schools require deep theoretical understanding as well as the capacity to function across three well-substantiated areas: deep content knowledge, well-tuned pedagogical skills, and demonstrated attributes that prove their understanding and commitment to social justice. Schools in low socioeconomic communities need quality teachers most, however, they are often staffed by the least experienced and least prepared teachers. The chapters in this volume examine how pre-service teachers are taught to understand the social contexts of education. Drawing on the individual expertise of the authors, the topics covered include unpacking poverty for pre-service teachers, issues related to urban schooling as well as remote and regional area schooling. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed October 20, 2015) | |
| 650 | 0 | |a Teachers |x Training of. | |
| 650 | 0 | |a Low-income students. | |
| 650 | 0 | |a Academic achievement. | |
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| 650 | 7 | |a Low-income students. |2 fast |0 (OCoLC)fst01746868. | |
| 650 | 7 | |a Teachers |x Training of. |2 fast |0 (OCoLC)fst01144404. | |
| 700 | 1 | |a Lampert, Jo, |e editor. | |
| 700 | 1 | |a Burnett, Bruce, |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Teacher education for high poverty schools. |d Cham : Springer, [2016] |z 3319220586 |z 9783319220581 |w (OCoLC)913557057. |
| 830 | 0 | |a Education, equity, economy ; |v volume 2. | |
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