Teaching as Principled Practice : Managing Complexity for Social Justice

Kroll, Linda Ruth; Donahue, David M.; Galguera, Tomas; Laboskey, Vicki Kubler; Richert, Anna Ershler; Tucher, Philip L.; Cossey, Ruth; Kroll, Linda Ruth (EDT)

ISBN 10: 0761928758 / ISBN 13: 9780761928751

Edité par SAGE Publications, Inc, 2004

A propos de cet article

N° de réf. du vendeur 2415689-n

Détails bibliographiques

• Titre: Teaching as Principled Practice : Managing Complexity for Social Justice
• Éditeur: SAGE Publications, Inc
• Date de parution: 2004
• Langue: anglais
• ISBN à 10 chiffres: 0761928758
• ISBN à 13 chiffres: 9780761928751
• Reliure: Couverture rigide
• État de l'article: New

A propos de ce titre

Synopsis

Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors' work with pre-service teachers, and is intended to guide one's practice in the classroom. The text's primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children.

À propos des auteurs

Dave Donahue, Ph.D. is Assistant Professor of Education at Mills College, Oakland, California, where he is also Co-Director of the secondary English-social studies teacher credential program. Previously, he was a curriculum writer and developmental editor and social studies teacher in public schools. He has worked with Amnesty International's Human Rights Education program and the Canadian Human Rights Foundation over the past ten years and has developed and led training programs on human rights for teachers and activists in the U.S., Eastern Europe, and Central Asia. He is the author of two human rights curriculum guides, Lesbian, Gay, Bisexual, and Transgender Rights: A Human Rights Perspective and, with Nancy Flowers, The Uprooted: Refugees and the United States. His research interests include learning from community service and preparing secondary teachers to teach reading and writing in subject area classes.

Tomás Galguera, Ph.D. is Associate Professor of Education at Mills College, Oakland, California, where he co-directs the pre-K-elementary Early Childhood Emphasis and Developmental Perspectives in Education teacher credential program. He specializes in English Language Development methodology courses for both elementary and secondary preservice teachers and has been a certified Spanish-bilingual elementary public school teacher in Oakland, California. In addition to contributing to the Full Options Science System's Newsletter and publishing in The Multilingual Educator, he developed high school science curriculum modules for teachers of English learners and was a contributing author of Professional Development for Teachers of English Learners: A Scaffold for Change, published by the San Diego County Office of Education. Together with Joshua Fishman, he published Introduction to Test Construction in the Social and Behavioral Sciences and with Kenji Hakuta is a contributing author to Psychology and Educational Practice edited by Walberg and Haertel. His research interests include the pedagogy of teacher preparation for language-minority students and exploring ethnicity, race, culture, and language in education.