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Teach For America and the Struggle for Urban School Reform: Searching for Agency in an Era of Standardization - Couverture rigide
Synopsis
This book traces the experiences of one cohort of Teach For America (TFA) corps members as they reconcile their hopes for their students with the reality of teaching in a district that favors compliance over compassion. Drawing on ethnographic and practitioner inquiry methods, Crawford-Garrett highlights the voices of the teachers as they wrestle with urban poverty, question bureaucratic mandates, resist dehumanizing reform initiatives, and experiment with critical pedagogy. The book examines how their socialization into the profession positions them as passive recipients of knowledge and engenders deficit ideologies of students, families, and communities. Ultimately, this book attends to the role of the teacher educator in introducing multiple educational lenses to the corps members and asserts that the university methods course can encourage new teachers to (1) critically engage with the institutional settings which shape their experiences, (2) question and problematize deficit ideologies, and (3) adopt and enact identities as knowledgeable practitioners.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos de l'auteur
Katherine Crawford-Garrett, an assistant professor at Ithaca College, holds an EdD from the Reading/Writing/Literacy program at the University of Pennsylvania and an MA in English literature from the Breadloaf School of English. Dr. Crawford-Garrett has been exploring urban education for the past 15 years as a 5th grade teacher, teacher educator, researcher, and scholar.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Teach For America and the Struggle for Urban School Reform
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Teach For America and the Struggle for Urban School Reform
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Peter Lang Publishing Inc, 2013
ISBN 10 : 1433123789
ISBN 13 : 9781433123788
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Teach For America and the Struggle for Urban School Reform: Searching for Agency in an Era of Standardization: 21 (Educational Psychology: Critical Pedagogical Perspectives)
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Etat : New. Traces the experiences of one cohort of Teach For America (TFA) corps members as they reconcile their hopes for their students with the reality of teaching in a district that favors compliance over compassion. Series: Educational Psychology. Num Pages: 137 pages. BIC Classification: JNF; JNMT. Category: (P) Professional & Vocational. Dimension: 158 x 232 x 14. Weight in Grams: 328. . 2013. New. hardcover. . . . . N° de réf. du vendeur V9781433123788
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Teach For America and the Struggle for Urban School Reform: Searching for Agency in an Era of Standardization (Educational Psychology)
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Teach For America and the Struggle for Urban School Reform
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Peter Lang Publishing Inc, US, 2013
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Hardback. Etat : New. This book traces the experiences of one cohort of Teach For America (TFA) corps members as they reconcile their hopes for their students with the reality of teaching in a district that favors compliance over compassion. Drawing on ethnographic and practitioner inquiry methods, Crawford-Garrett highlights the voices of the teachers as they wrestle with urban poverty, question bureaucratic mandates, resist dehumanizing reform initiatives, and experiment with critical pedagogy. The book examines how their socialization into the profession positions them as passive recipients of knowledge and engenders deficit ideologies of students, families, and communities. Ultimately, this book attends to the role of the teacher educator in introducing multiple educational lenses to the corps members and asserts that the university methods course can encourage new teachers to (1) critically engage with the institutional settings which shape their experiences, (2) question and problematize deficit ideologies, and (3) adopt and enact identities as knowledgeable practitioners. N° de réf. du vendeur LU-9781433123788
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Teach For America and the Struggle for Urban School Reform: Searching for Agency in an Era of Standardization (Educational Psychology / Critical Pedagogical Perspectives, Band 21) : Searching for Agency in an Era of Standardization
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Gebundene Ausgabe. Etat : Sehr gut. Gebraucht - Sehr gut SG - leichte Beschädigungen oder Verschmutzungen, ungelesenes Mängelexemplar, gestempelt - This book traces the experiences of one cohort of Teach For America (TFA) corps members as they reconcile their hopes for their students with the reality of teaching in a district that favors compliance over compassion. Drawing on ethnographic and practitioner inquiry methods, Crawford-Garrett highlights the voices of the teachers as they wrestle with urban poverty, question bureaucratic mandates, resist dehumanizing reform initiatives, and experiment with critical pedagogy. The book examines how their socialization into the profession positions them as passive recipients of knowledge and engenders deficit ideologies of students, families, and communities. Ultimately, this book attends to the role of the teacher educator in introducing multiple educational lenses to the corps members and asserts that the university methods course can encourage new teachers to (1) critically engage with the institutional settings which shape their experiences, (2) question and problematize deficit ideologies, and (3) adopt and enact identities as knowledgeable practitioners. N° de réf. du vendeur INF1000559207
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Teach For America and the Struggle for Urban School Reform: Searching for Agency in an Era of Standardization
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ISBN 13 : 9781433123788
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Teach For America and the Struggle for Urban School Reform
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Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book traces the experiences of one cohort of Teach For America (TFA) corps members as they reconcile their hopes for their students with the reality of teaching in a district that favors compliance over compassion. Drawing on ethnographic and practitioner inquiry methods, Crawford-Garrett highlights the voices of the teachers as they wrestle with urban poverty, question bureaucratic mandates, resist dehumanizing reform initiatives, and experiment with critical pedagogy. The book examines how their socialization into the profession positions them as passive recipients of knowledge and engenders deficit ideologies of students, families, and communities. Ultimately, this book attends to the role of the teacher educator in introducing multiple educational lenses to the corps members and asserts that the university methods course can encourage new teachers to (1) critically engage with the institutional settings which shape their experiences, (2) question and problematize deficit ideologies, and (3) adopt and enact identities as knowledgeable practitioners. 148 pp. Englisch. N° de réf. du vendeur 9781433123788
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Teach For America and the Struggle for Urban School Reform: Searching for Agency in an Era of Standardization: 21 (Educational Psychology: Critical Pedagogical Perspectives)
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ISBN 13 : 9781433123788
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Etat : New. Traces the experiences of one cohort of Teach For America (TFA) corps members as they reconcile their hopes for their students with the reality of teaching in a district that favors compliance over compassion. Series: Educational Psychology. Num Pages: 137 pages. BIC Classification: JNF; JNMT. Category: (P) Professional & Vocational. Dimension: 158 x 232 x 14. Weight in Grams: 328. . 2013. New. hardcover. . . . . Books ship from the US and Ireland. N° de réf. du vendeur V9781433123788
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Teach For America and the Struggle for Urban School Reform
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Buch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book traces the experiences of one cohort of Teach For America (TFA) corps members as they reconcile their hopes for their students with the reality of teaching in a district that favors compliance over compassion. Drawing on ethnographic and practitioner inquiry methods, Crawford-Garrett highlights the voices of the teachers as they wrestle with urban poverty, question bureaucratic mandates, resist dehumanizing reform initiatives, and experiment with critical pedagogy. The book examines how their socialization into the profession positions them as passive recipients of knowledge and engenders deficit ideologies of students, families, and communities. Ultimately, this book attends to the role of the teacher educator in introducing multiple educational lenses to the corps members and asserts that the university methods course can encourage new teachers to (1) critically engage with the institutional settings which shape their experiences, (2) question and problematize deficit ideologies, and (3) adopt and enact identities as knowledgeable practitioners.Books on Demand GmbH, Überseering 33, 22297 Hamburg 148 pp. Englisch. N° de réf. du vendeur 9781433123788
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