Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms

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SAGE, Sep 16, 2011 - Education - 247 pages
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Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms is a brief yet comprehensive overview of urban teaching. Undergraduate and graduate students who are new to the urban context will develop a deeper understanding of the urban teaching environment and the challenges and opportunities they can expect to face while teaching in it. The authors have combined the work of urban education theorists, researchers, and practitioners to demonstrate that urban students bring many resources to their learning environment and can often serve as educators to the teachers themselves. Readers will feel prepared to challenge, rather than maintain, the status quo after reading this book.
 

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Contents

Creating Positive Learning Environments
29
Using Culturally Responsive Pedagogy
54
Supporting English Language Learners
79
Taking an Inquiry Stance on Teaching
114
Teaching to the Standards Without Standardizing the Curriculum
150
Working Within and Around Urban School Bureaucracy
181
Promoting Social Justice and Equity in Urban Teaching
207
Glossary
231
About the Authors
247
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About the author (2011)

Andrea J. Stairs is Assistant Professor and Program Coordinator of Literacy Education at the University of Southern Maine in Gorham, Maine. A former middle and high school English teacher and literacy coach, she earned her Ph.D. in Education specializing in Curriculum and Instruction from Boston College. Her research interests include urban teacher learning, teacher education in professional development schools, and teacher research in literacy. She is co-editor, with Kelly A. Donnell, of Research on Urban Teacher Learning: Examining Contextual Factors Over Time (2010).

Kelly A. Donnell is Associate Professor of Education at Roger Williams University in Bristol, Rhode Island. A former elementary school teacher, she earned her Ph.D. in Education specializing in Curriculum and Instruction from Boston College. Her research interests include the process of learning to teach in urban settings, social justice in teacher education, practitioner inquiry, and induction for beginning teachers. She is co-editor, with Andrea J. Stairs, of Research on Urban Teacher Learning: Examining Contextual Factors Over Time (2010).

Alyssa Hadley Dunn recently completed her Ph.D. in Educational Studies at Emory University in Atlanta, Georgia. A former high school English teacher, she specializes in urban and multicultural teacher education. Her current research examines the recruitment, preparation, and pedagogy of international teachers for U.S. urban schools.

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