Recommendations for improving America's schools arrive from all arenas and spectators including, business leaders, community members, school faculty, administrators, and parents. While many of the proposals are sound and offered with good intentions, few, if any, are given or implemented with student input. Although there is a tremendous amount of research documenting students' achievement, behavior, culture, and dropout rates, very little information comes from students' own point of view. What would students say about their schools, curriculum, administrators, and teachers if given the...
Recommendations for improving America's schools arrive from all arenas and spectators including, business leaders, community members, school faculty, ...
This book features novice teachers and how they were, or were not, mentored or inducted by schools. Using data collected over a three-year period, the cases inform school principals and district-level administrators of situations promoting or hindering new teacher growth, in order to lower attrition rates and foster student achievement.
This book features novice teachers and how they were, or were not, mentored or inducted by schools. Using data collected over a three-year period, the...
The authors in this edited volume reflect on their experiences with culturally relevant pedagogy-as students, as teachers, as researchers-and how these experiences were often at odds with their backgrounds and/or expectations.
The authors in this edited volume reflect on their experiences with culturally relevant pedagogy-as students, as teachers, as researchers-and how thes...
The authors in this edited volume reflect on their experiences with culturally relevant pedagogy-as students, as teachers, as researchers-and how these experiences were often at odds with their backgrounds and/or expectations.
The authors in this edited volume reflect on their experiences with culturally relevant pedagogy-as students, as teachers, as researchers-and how thes...
In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains. Readers will traverse multiple landscapes and look into a variety of spaces where attempts to tear down or build up pedagogical borders based upon socially-just design are underway. In disciplines ranging from elementary science, to high school English, to college kinesiology, the contributors to this volume describe their...
In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally rele...
In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains. Readers will traverse multiple landscapes and look into a variety of spaces where attempts to tear down or build up pedagogical borders based upon socially-just design are underway. In disciplines ranging from elementary science, to high school English, to college kinesiology, the contributors to this volume describe their...
In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally rele...
