Teaching as Principled Practice: Managing Complexity for Social Justice

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.

Education & Teaching

Donahue, David M.

Richert, Anna Ershler

Galguera, Tomás

LaBoskey, Vicki Kubler

Cossey, Ruth

Kroll, Linda Ruth

Tucher, Philip L.

Schools & Teaching

Sage Publications, Inc.

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.

Who Will Save Our Schools?: Teachers as Constructivist Leaders

Illustrating their work with vignettes of the activities of such leaders, the authors of this book create a clear picture of constructivist teaching and leadership.

Collay, Michelle

Lambert, Linda

Kent, Karen

Dietz, Mary E.

Corwin

Illustrating their work with vignettes of the activities of such leaders, the authors of this book create a clear picture of constructivist teaching and leadership.

What Should I Do?is a practical guide to the everyday dilemmas of the urban classroom. It offers a lifeline to both beginning teachers who are struggling to be successful and to the teacher educators who are trying to prepare them for these challenges. The author uses narratives of practice from novice teachers to help readers experience a variety of dilemmas they are likely to encounter in the classroom. By engaging with and analyzing the cases, readers come to see that the “problems” of teaching are actually “dilemmas” that have no clear-cut right or wrong solution, thus reducing the potential for frustration and despair often felt by teachers. This practical resource will empower teachers to transform the unpredictable world of troubled schools into places of learning and hope, for both themselves and their students. As a former teacher said, “I wish I had read this book and realized that I wasn’t expected to have all the answers. I would probably still be teaching.”

What Should I Do? Confronting Dilemmas of Teaching in Urban Schools (the series on school reform)

Teachers' College Press

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Books by Richert, Anna Ershler