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

Autores

  • Laurel L. Byrne La Salle University

DOI:

https://doi.org/10.14507/er.v24.2202

Biografia do Autor

Laurel L. Byrne, La Salle University

Laurel L. Byrne serves as an Assistant Professor in the Education Department at La Salle University. She has been afforded the opportunity to work with both the undergraduate and graduate programs at La Salle and engage in field supervision in inclusive classroom settings. Her teaching and scholarly interest include early childhood teacher preparation, creating learning community classrooms, and teaching and learning in diverse learning environments.

Referências

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.

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Publicado

2017-11-29

Como Citar

Byrne, L. L. (2017). Review of Questioning assumptions and challenging perceptions: Becoming an effective teacher in urban environments. Resenhas Educativas/ANPEd, 24. https://doi.org/10.14507/er.v24.2202

Edição

v. 24 (2017)

Seção

Resenhas de livros

Licença

 

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