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What Should I Do? Confronting Dilemmas of Teaching in Urban Schools

ISBN-10: 0807753254
ISBN-13: 9780807753255
Edition: 2012
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Description: 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  More...

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Book details

Copyright year: 2012
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 3/9/2012
Binding: Paperback
Pages: 144
Size: 6.25" wide x 9.25" long x 0.50" tall
Weight: 0.704
Language: English

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, written by 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."

Anna Ershler Richert , Ph.D. is a professor of Education at Mills College where she co-directs the Teachers for Tomorrows Schools Credential Program.nbsp; She came to Mills from Stanford University where she was Associate Director of the Stanford Teacher Education Program for three years.nbsp; She is active in various school reform efforts both locally and nationally including the Coalition of Essential Schools and Bay Area School Reform Collaborative. Currently she is a teacher education scholar with the Carnegie Foundation for the Advancement of Teaching and Learning and secretary of Division K of the American Education Research Association.nbsp; Recent publications reflect her interest in narrative methodology for teacher education and teacher research.nbsp; They include two book chapters:nbsp; "Narratives that teach:nbsp; Learning about teaching from the stories teachers tell," in Narrative Knowing in Teaching:nbsp; Exemplars of Reflective Teaching, Research and Teacher Education (2002), Lyons, Nona and LaBoskey, Vicki, (Eds.) Teachers College Press; and "Narratives as Experience Texts:nbsp; Writing Themselves Back In" (2001) in Teachers Caught in the Action:nbsp; The Work of Professional Development , Lieberman, A. and Miller, L., (Eds.), Teachers College Press.nbsp; Her research interests focus on teacher inquiry, teacher professional development, and the pedagogy of teacher education.

Series Foreword
Acknowledgments
Introduction
The Book's Structure
What Should I Do? Managing Teaching Dilemmas
Solving Teaching Problems
Managing Teaching Dilemmas
Considering Context
Layers of Complexity in Managing Context-Based Dilemmas
Concluding Thoughts
Who Am I as Teacher? Dilemmas of Professional Identity Development
Becoming a Teacher
Professional Identity and the Urban School Context
Race and Language in the Urban School Context
Becoming an Urban Schoolteacher
Concluding Thoughts
How Do I Care for Other People's Children? Dilemmas About Students
Learning to Care for Students in the Urban Context
Knowing Students and Meeting Their Needs
Violence and Care for Students in Urban Schools
Concluding Thoughts
What Should I Teach and How? Curriculum and Instruction Dilemmas
Teacher as Curriculum Developer
Curriculum Development in the Urban Context-Responding to Diversity
Race and Racism
Concluding Thoughts
What Have My Students Learned and How Will I Know?
Assessment Dilemmas
Learning and Assessment
Assessing Student Learning in Urban Schools
Tests and Objectivity
Subjective Factors and Grading
Concluding Thoughts
What Will I Do?
The Moral Aspect of Teachers' Professional Responsibility
A Commitment to Act
Mitigating the Uncertainty of Teaching
Sharing Dilemmas of Practice
Learning from the Practice of Others
Notes
References
Dilemma Authors
Index
About the Author

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