Review of Questioning assumptions and challenging perceptions: Becoming an effective teacher in urban environments

Laurel L. Byrne

Full Text:

PDF
Cover Image

References


Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research an overview of the field, Part 1. Journal of Teacher Education, 66(1) 7– 20.

Darling-Hammond, L. (2006). Powerful teacher education. San Francisco, CA: Jossey-Bass.

Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.

Derman-Sparks, L., LeeKeenan, D., & Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. New York: Teachers College Press.

Freire Institute. (2017). Paulo Freire. Retrieved from http://www.freire.org/paulo-freire

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.

Ladson-Billings, G. (2008). City issues: Beyond the school’s walls. In W. Ayers, G. Ladson Billings, G. Michie, & P. Noguera (Eds.), City kids, city schools: More reports from the front row (pp. 225-234). New York: The New Press.

Martins-Shannon, J. (2012). Support culturally responsive teaching! Kappa Delta Pi Record, 48(1), 4-6.

Matsko, K., & Hammerness, K. (2013). Unpacking the ‘urban’ in urban education: Making a case for context specific preparation. Journal of Teacher Education, 20(10).

National Council for the Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers: Report of the blue ribbon panel on clinical preparation and partnerships for improved student learning. Washington, DC: Author. Retrieved from http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3d&tabid=715

Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106.

Wiggins, G. (2007). What is an essential question? Authentic Education: Big Ideas. Retrieved from http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53

Williams, J., Price, R. F., DeLaney, M., Hairston Green, D. Y., Finley, P., Finley, T, & Yates III, L. (2016). Cultured pearls: A phenomenological investigation of the pedagogical practices of culturally responsive white teachers in urban schools. Proceedings of the American Education Research Association, Public Scholarship to Educate Diverse Democracies.




DOI: http://dx.doi.org/10.14507/er.v24.2202

Objects reviewed in this article

##plugins.generic.objectsForReview.public.coverPage.altText##

Questioning Assumptions and Challenging Perceptions: Becoming an Effective Teacher in Urban Environments

Author: Connie L. Schaffer
Author: Meg White
Author: Corine Meredith Brown
Abstract: For a moment, consider “you don’t know what you don’t know”. What individuals know about urban schools is often based on assumptions and perceptions. It is important for individuals to examine these assumptions and perceptions of urban schools and the students who attend them.

While many textbooks support how teachers should teach students in urban settings, this book asserts individuals can be effective teachers in these settings only if they first develop an understanding urban schools and the students who attend them. As readers progress through the chapters, they will realize they don’t know what they don’t know.

Within a framework of cognitive dissonance, readers will continuously examine and reexamine their personal beliefs and perceptions. Readers will also investigate new information and varied perspectives related to urban schools. When readers finish this book, they will be on their way to becoming effective teachers in urban environments.
Publisher: Rowman & Littlefield
key words:


Education Review / Reseñas Educativas

A multi-lingual journal of book reviews

ISSN: 1094-5296