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

Kroll, Linda Ruth

LaBoskey, Vicki Kubler

Tucher, Philip L.

Cossey, Ruth

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.

The Reading Apprenticeship (RA) framework has received national recognition as an effective, research-based instructional approach that supports all students in successfully engaging with and learning from academic texts. First introduced in Reading for Understanding by Ruth Schoenbach et al., the approach is based on a program with a proven record of success in boosting the reading levels of urban high school students. Emphasizing social, personal, cognitive, and knowledge-building tools, the Reading Apprenticeship approach can be useful to teachers in any content area classroom. In Rethinking Preparation for Content Area Teaching, Jane Braunger and her co-authors make the case for incorporating the Reading Apprenticeship instructional model into secondary teacher preparation programs. Arguing that teacher education programs need to foster a broader understanding of adolescent literacy, especially if teachers are to help their students read in discipline-specific ways, the authors show how RA can serve to strengthen content-based instruction, how elements of the model can be embedded in teacher preparation curricula, and what types of course activities enable new teachers to understand and practice this approach. 
?Finally, a book to help teacher educators who are called upon to teach the course ?Reading in the Content Areas.? In reading this book, I felt I had struck the proverbial goldmine: terrific course projects that will model for pre-service and in-service teachers precisely the kinds of metacognitive and discipline-based strategies that will be engaging and effective for their future students.? --Linda Miller Cleary, professor of English education, Morse Alumni Professor of Distinguished Teaching, University of Minnesota, Duluth ?Finally, a book on content area literacy with a bigger vision concerning what it means for adolescents to read in the disciplines and how teachers can support such reading.? --Stephen B. Kucer, associate professor of language and literacy education, Division of Curriculum and Teaching, Fordham University-Lincoln Center ?Braunger and colleagues offer a set of practices for engaging preservice teachers in learning how to use literacy in content teaching. Their approach is a vast improvement over former models of content-area literacy teacher education. The book is thick with resources, strategies, and reflective practices, and I look forward to using it as a resource for my own teacher education and professional development practices in large urban middle schools and high schools.? --Elizabeth Birr Moje, Arthur F. Thurnau Professor Educational Studies, University of Michigan ?Unique in content area texts, the instructional strategies depicted in this work are grounded in a coherent theoretical frame and presented in real-life classroom complexities. I see many ways of using and adapting the assignments and classroom practices in my own preservice and graduate courses.? --Jayne DeLawter, professor of reading and language education, Sonoma State University ?It is refreshing to read a book geared for teaching preservice and practicing teachers that respects the knowledge they bring to the classroom and builds upon their abilities to take critical and inquiring stances on content area literacy.? --Robert Anthony Fecho, associate professor of teacher education, University of Georgia

Rethinking Preparation For Content Area Teaching: The Reading Apprenticeship Approach

Evans, Kate

Braunger, Jane

David Donahue

Kate Evans

Tomas Galguera

Business & Money

Jossey-Bass Inc Pub

This volume provides teachers with a fresh framework for implementing inquiry-based, substantive art integration across the curriculum, along with the background knowledge and models needed to do this. Drawing on ideas from Harvard Project Zero, the authors make a clear and compelling argument for how contemporary art supports student learning. Subject-specific chapters co-written by teaching scholars include examples of contemporary art with explanations of how these works explore the fundamental concepts of the academic discipline. Concluding with a chapter on an integrated, inquiry-based curriculum inspired by contemporary art, the authors include guidelines for developing art projects teachers can adapt to their students’ interests and needs. This resource is appropriate for art teachers, as well as subject-area teachers who are not familiar with using contemporary art in the classroom. Book Features: <ul>
<li> A model of interdisciplinary curriculum development to integrate art in a substantive, multidimensional way.</li> <li> Many examples of contemporary art, along with information on the artists and their work. </li> <li> Guidance for supporting students in becoming the critical, creative, and self-regulating thinkers described in new Common Core Standards.</li> <li> A free online supplement for meeting CCSS in English Language Arts with contemporary art.</li>
</ul>

Art-Centered Learning Across the Curriculum: Integrating Contemporary Art in the Secondary School Classroom

Marshall, Julia

Teachers' College Press

Arts & Photography

Study & Teaching

As the global community shrinks, the U.S. grows in ethnic and cultural diversity. A sensitivity to this diversity is crucial for today's society. The Uprooted helps students middle school age and older to understand the plight of refugees through activities that provide information, build empathy, and stimulate social action.

The Uprooted: Refugees and the United States: A Multidisciplinary Teaching Guide

Politics & Social Sciences

Flowers, Nancy

Social Sciences

Hunter House

As the global community shrinks, the U.S. grows in ethnic and cultural diversity. A sensitivity to this diversity is crucial for today's society. The Uprooted helps students middle school age and older to understand the plight of refugees through activities that provide information, build empathy, and stimulate social action.

The Uprooted: Refugees and the United States : A Multidisciplinary Teaching Guide

Politics & Government

Teaching Manual, Lesbian, Gay, Bisexual, Transgender, Homosexual, Homophobia, Human Rights, Law, Advocacy, Activism, United Nations, Amnesty International, Adults, Secondary School, Middle School, Education, Anti-discrimination

Lesbian, Gay, Bisexual, and Transgender Rights: A Human Rights Perspective (Human Rights Education Series)

Univ of Minnesota Human Rights Ctr

Democratic Dilemmas of Teaching Service-Learning

A college student wants to lead a campaign to ban a young adult novel from his child’s elementary school as his service-learning project in a children’s literature course. Believing the book is offensive to religious sensibilities, he sees his campaign as a service to children and the community. Viewing such a ban as limiting freedom of speech and access to information, the student’s professor questions whether leading a ban qualifies as a service project. If the goal of service is to promote more vital democratic communities, what should the student do? What should the professor do? How do they untangle competing democratic values? How do they make a decision about action? This book addresses the teaching dilemmas, such as the above, that instructors and students encounter in service-learning courses. Recognizing that teaching, in general, and service-learning, in particular, are inherently political, this book faces up to the resulting predicaments that inevitably arise in the classroom. By framing them as a vital and productive part of the process of teaching and learning for political engagement, this book offers the reader new ways to think about and address seemingly intractable ideological issues. Faculty encounter many challenges when teaching service learning courses. These may arise from students’ resistance to the idea of serving; their lack of responsibility, wasting clients’ and community agencies’ time and money; the misalignment of community partner expectations with academic goals; or faculty uncertainty about when to guide students’ experiences and when direct intervention is necessary. In over twenty chapters of case studies, faculty scholars from disciplines as varied as computer science, engineering, English, history, and sociology take readers on their and their students’ intellectual journeys, sharing their messy, unpredictable and often inspiring accounts of democratic tensions and trials inherent in teaching service-learning. Using real incidents – and describing the resources and classroom activities they employ – they explore the democratic intersections of various political beliefs along with race/ethnicity, class, gender, ability, sexual orientation, and other lived differences and likenesses that students and faculty experience in their service-learning classroom and extended community. They share their struggles of how to communicate and interact across the divide of viewpoints and experiences within an egalitarian and inclusive environment all the while managing interpersonal tensions and conflicts among diverse people in complex, value-laden situations. The experienced contributors to this book offer pedagogical strategies for constructing service-learning courses, and non-prescriptive approaches to dilemmas for which there can be no definitive solutions.

Cress, Christine M.

Higher & Continuing Education

Routledge

A college student wants to lead a campaign to ban a young adult novel from his child’s elementary school as his service-learning project in a children’s literature course. Believing the book is offensive to religious sensibilities, he sees his campaign as a service to children and the community. Viewing such a ban as limiting freedom of speech and access to information, the student’s professor questions whether leading a ban qualifies as a service project. If the goal of service is to promote more vital democratic communities, what should the student do? What should the professor do? How do they untangle competing democratic values? How do they make a decision about action? This book addresses the teaching dilemmas, such as the above, that instructors and students encounter in service-learning courses. Recognizing that teaching, in general, and service-learning, in particular, are inherently political, this book faces up to the resulting predicaments that inevitably arise in the classroom. By framing them as a vital and productive part of the process of teaching and learning for political engagement, this book offers the reader new ways to think about and address seemingly intractable ideological issues. Faculty encounter many challenges when teaching service learning courses. These may arise from students’ resistance to the idea of serving; their lack of responsibility, wasting clients’ and community agencies’ time and money; the misalignment of community partner expectations with academic goals; or faculty uncertainty about when to guide students’ experiences and when direct intervention is necessary. In over twenty chapters of case studies, faculty scholars from disciplines as varied as computer science, engineering, English, history, and sociology take readers on their and their students’ intellectual journeys, sharing their messy, unpredictable and often inspiring accounts of democratic tensions and trials inherent in teaching service-learning. Using real incidents – and describing the resources and classroom activities they employ – they explore the democratic intersections of various political beliefs along with race/ethnicity, class, gender, ability, sexual orientation, and other lived differences and likenesses that students and faculty experience in their service-learning classroom and extended community. They share their struggles of how to communicate and interact across the divide of viewpoints and experiences within an egalitarian and inclusive environment all the while managing interpersonal tensions and conflicts among diverse people in complex, value-laden situations. The experienced contributors to this book offer pedagogical strategies for constructing service-learning courses, and non-prescriptive approaches to dilemmas for which there can be no definitive solutions.

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