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Teacher education for high poverty schools /
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...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cham :
Springer,
[2016]
|
| Colección: | Education, equity, economy ;
volume 2. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.
- 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.
- 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.
- 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.
- 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.