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Author: Kenneth R. Howey
Publisher:
ISBN:
Category : Employee retention
Languages : en
Pages : 204
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Book Description
How can the "revolving door" at the nation's high-poverty schools be slowed down? How can diversity be taught in teacher preparation that relates to teaching and learning? How can teachers learn to use the diverse urban classroom as a rich asset? By focusing on reconceptualizing general education studies, addressing key urban understanding and abilities throughout the professional program, implementing multiyear induction programs, and integrating outstanding veteran urban teachers, the authors of this volume take an affirming look at preparing teachers for the complexities of urban teaching. They candidly present lessons from a variety of urban settings for attracting, preparing, and supporting teachers who are both caring and qualified. The book contains the following chapters: (1) The Urban Context and Urban Schools (Kenneth R. Howey); (2) Sociocultural Strategies for Recruiting Teachers Into Urban Classrooms (Elizabeth C. Rightmyer, Ann E. Larson); (3) Urban Immersion: A Prototypical Early Clinical Immersion Experience (Andrea J. Stairs); (4) Recruiting, Preparing, and Retaining Urban Teachers: One Person's View From Many Angles (Michael J. Froning; (5) UWM's Collaborative Teacher Education Program for Urban Communities and the Pursuit of Program Coherence (Marleen D. Pugach, Hope Longwell-Grice, Alison Ford); (6) Professional Development of Reading Teachers: Biography and Context (William E. Blanton, Alison Shook, Anne Hocutt, Adriana Medina, Jeanne Schumm; (7) Growing Teacher Leadership in the Urban Context: The Power of Partnerships (Elizabeth MacDonald, Dennis Shirley); (8) Voices From the City: The Patrick Henrey High School Residency Program (Sharon Cormany Ornelas, Particia Thornton); and (9) Retaining Highly Effective Teachers in an Urban School District: Challenges and Opportunities (Vivian Gunn Morris, Allan D. Sterbinsky).
Author: Kenneth R. Howey
Publisher:
ISBN:
Category : Employee retention
Languages : en
Pages : 204
Get Book
Book Description
How can the "revolving door" at the nation's high-poverty schools be slowed down? How can diversity be taught in teacher preparation that relates to teaching and learning? How can teachers learn to use the diverse urban classroom as a rich asset? By focusing on reconceptualizing general education studies, addressing key urban understanding and abilities throughout the professional program, implementing multiyear induction programs, and integrating outstanding veteran urban teachers, the authors of this volume take an affirming look at preparing teachers for the complexities of urban teaching. They candidly present lessons from a variety of urban settings for attracting, preparing, and supporting teachers who are both caring and qualified. The book contains the following chapters: (1) The Urban Context and Urban Schools (Kenneth R. Howey); (2) Sociocultural Strategies for Recruiting Teachers Into Urban Classrooms (Elizabeth C. Rightmyer, Ann E. Larson); (3) Urban Immersion: A Prototypical Early Clinical Immersion Experience (Andrea J. Stairs); (4) Recruiting, Preparing, and Retaining Urban Teachers: One Person's View From Many Angles (Michael J. Froning; (5) UWM's Collaborative Teacher Education Program for Urban Communities and the Pursuit of Program Coherence (Marleen D. Pugach, Hope Longwell-Grice, Alison Ford); (6) Professional Development of Reading Teachers: Biography and Context (William E. Blanton, Alison Shook, Anne Hocutt, Adriana Medina, Jeanne Schumm; (7) Growing Teacher Leadership in the Urban Context: The Power of Partnerships (Elizabeth MacDonald, Dennis Shirley); (8) Voices From the City: The Patrick Henrey High School Residency Program (Sharon Cormany Ornelas, Particia Thornton); and (9) Retaining Highly Effective Teachers in an Urban School District: Challenges and Opportunities (Vivian Gunn Morris, Allan D. Sterbinsky).
Author: Carol R. Rinke
Publisher: IAP
ISBN: 1641136618
Category : Education
Languages : en
Pages : 369
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Book Description
Opportunities and Challenges in Teacher Recruitment and Retention serves as a comprehensive resource for understanding teachers’ careers across the professional lifespan. Grounded in the notion that teachers’ voices are essential for understanding teachers’ lives, this edited volume contains chapters that privilege the voices of teachers above all. Book sections look closely at the particular issues that arise when recruiting an effective, committed, and diverse workforce, as well as the challenges that arise once teachers are immersed in the classroom setting. Promising directions are also included for particularly high-need areas such as early childhood teachers, Black male teachers, STEM teachers, and urban teachers. The book concludes with a call for self-care in teachers’ lives. Chapter contributions come from a variety of contexts across the United States and around the world. However, regardless of context or methodology, these chapters point to the importance of valuing and respecting teachers’ lives and work. Moreover, they demonstrate that teacher recruitment and retention is a complex and multifaceted issue that cannot be addressed through simplistic policy changes. Rather, attending to and appreciating the web of influences on teachers lives and careers is the only way to support their work and the impact they have on our next generation of students.
Author:
Publisher: BRILL
ISBN: 9004399992
Category : Education
Languages : en
Pages : 410
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Book Description
Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, showcases 15 chapters highlighting both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools.
Author: Martin Haberman
Publisher: Association of Teacher Educators
ISBN:
Category : Education
Languages : en
Pages : 84
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Book Description
Author: American Association of Colleges for Teacher Education
Publisher: Peter Lang
ISBN: 9781433101168
Category : Education
Languages : en
Pages : 300
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Book Description
This book attempts to present both theoretical and practical perspectives on school and university partnerships that focus on the preparation and retention of urban teachers. In particular, the book focuses on (a) theoretical and historical underpinnings of partnering to prepare urban teachers as social activists; (b) stories from the field, explored through the voices and actions of students, families, teacher educators, and preservice and in-service teachers; and (c) a critical analysis of this work. The research presented is situated in urban settings that mirror those across the United States and represents partnerships in Boston, Chicago, Cleveland, Los Angeles, and Wilmington, where school, city, and teacher education communities collaborate to prepare and keep teachers in hard-to-staff, high-needs schools. Case studies included in the text explore multiple perspectives on partnering to prepare urban teachers - including those of urban schoolchildren and their teachers, teacher educators and teachers becoming teacher educators, and parents. Combined, the chapters theoretically and practically detail the layers and conundrums, tribulations and triumphs, contexts and voices of the challenges facing urban teachers, teacher educators, community members, and administrators who work collaboratively to prepare and support teachers as social activists.
Author: Sonia Nieto
Publisher: Teachers College Press
ISBN: 0807773131
Category : Education
Languages : en
Pages : 521
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Book Description
In this 10th Anniversary Edition of her popular text, Sonia Nieto reviews where we have been and where we should be going in our pursuit of creating multicultural learning communities in our schools. With a new Introductory Chapter and a new Epilogue, Nieto addresses some of the changes we have experienced during the past decade that help explain the current sociopolitical environment—our increasing diversity, the altering conditions in schools and in society, the influence of poverty on learning, and the impact of NCLB on classrooms and schools. This updated edition of The Light in Their Eyes: Focuses on the significant role of teachers in transforming students’ lives. Considers recent theories, policies, and practices about the variability in student learning and culturally responsive pedagogy. Examines the importance of student and teacher voice in research and practice. Provides an update, in their own words, on former students whose journal entries were included in the first edition. “In search of a critical community, Sonia Nieto combines respect for what children bring to school with a desire to awaken each one and tap into their passion for learning. This classic work radiates with the sensitivity Sonia Nieto is known for in all her work.” —Maxine Greene, Professor Emerita, Teachers College, Columbia University Praise for the First Edition! "A spirited, provocative defense of multicultural education." —Choice "In this important and thought-provoking book, Sonia Nieto reaffirms her reputation as one of the leading theorists in multicultural education." —Rethinking Schools "Perhaps once every 5 years, one is fortunate enough to read a scholarly book that is as hard to put down as a good novel, yet is brimming with profound insights on virtually every page. Nieto has written such a book." —TESOL Quarterly "Offers a comprehensive and convincing argument for multicultural education." —Harvard Education Review "For educators in a multicultural program, and for veteran and novice teachers, Nieto’s book would be invaluable." —Childhood Education Sonia Nieto is Professor Emerita at theUniversity of Massachusetts, Amherst. She is the author of the bestselling books Why We Teach and What Keeps Teachers Going?
Author: Bruce S. Cooper
Publisher: R&L Education
ISBN: 1607092190
Category : Education
Languages : en
Pages : 111
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Book Description
Retaining new teachers has never been easy and when the teachers are on the fast track in urban settings, turnover and retention are real problems. This book examines how schools can work to recruit, support, and somehow hold on to new teachers, many of whom have only limited formal preparation and experience in the classroom. Getting and Keeping New Teachers explores the orientation of new teachers, their lives in urban schools, and the key role of school leadership and strong collegiality, all of which combine in some cases to support and retain new teachers in important ways.
Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 0787974668
Category : Education
Languages : en
Pages : 118
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Book Description
What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program—and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.
Author: Carol R. Rinke
Publisher: R&L Education
ISBN: 1475801696
Category : Education
Languages : en
Pages : 155
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Book Description
The statistics are familiar: almost 50% of new teachers leave the profession within their first five years in the classroom. The challenge of recruiting and retaining teachers carries high costs for today’s schools and students. This book uncovers some of the reasons behind the elevated attrition rates in the field of education through a long-term study of beginning teachers in one urban school district. Drawing upon research conducted over a seven-year period, this book sheds light upon the role that teachers’ intentions play in shaping their later career paths. It also shares the deeply personal and professional journeys of teachers who stayed, teachers who shifted into education-related positions, and teachers who left the field altogether. Through eight in-depth case studies, this book clarifies the factors influencing teachers’ career paths and depicts the toll that teacher attrition takes on the teachers themselves. Finally, it makes an argument for placing teachers’ voices clearly at their center of their own career development as a way to enhance autonomy, satisfaction, and ultimately career longevity.
Author: Christine E. Sleeter
Publisher: Routledge
ISBN: 1317816536
Category : Education
Languages : en
Pages : 210
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Book Description
Diversifying the Teacher Workforce critically examines efforts to diversify the teaching force and narrow the demographic gap between who teaches and who populates U.S. classrooms. While the demographic gap is often invoked to provide a needed rationale for preparing all teachers, and especially White teachers, to work with students of color, it is far less often invoked in an effort to examine why the teaching force remains predominantly White in the first place. Based on work the National Association for Multicultural Education is engaged in on this phenomenon, this edited collection brings together leading scholars to look closely at this problem. They examine why the teaching force is predominantly White from historical as well as contemporary perspectives, showcase and report available data on a variety of ways this problem is being tackled at the pre-service and teacher credentialing levels, and examine how a diverse and high-quality teaching force can be retained and thrive. This book is an essential resource for any educator interested in exploring race within the context of today’s urban schools.
