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Questioning Assumptions and Challenging Perceptions: Becoming an Effective Teacher in Urban Environments, Second Edition de Meg White

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

Autor Meg White, Corine Meredith Brown, Connie Schaffer
en Limba Engleză Paperback – 3 apr 2027
What individuals know about urban schools is often based on assumptions and perceptions. It is important for educators to examine these assumptions and perceptions of urban schools and the students who attend them.

While many books address the pedagogy of teaching in urban settings, this workbook provides a foundation that should precede the development or redevelopment of pedagogical practices. Within a framework of cognitive dissonance, educators working through this book will continuously examine and reexamine their personal beliefs and perceptions and will also investigate new information and varied perspectives related to urban environments.
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Specificații

ISBN-13: 9798765188675
Pagini: 128
Ilustrații: 44 b/w images
Dimensiuni: 140 x 216 x 25 mm
Greutate: 0.45 kg
Ediția:2nd edition
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:New York, United States

Cuprins

Foreword by Jack McKay
Acknowledgements
Introduction
Chapter One: Personal Exploration
Chapter Two: Creating a Definition of Urban
Chapter Three: The Social Context of Children and Families in Urban Environments
Chapter Four: Stages of Cognitive Dissonance: Internal Reflections
Chapter Five: Stages of Cognitive Dissonance: External Implications
Chapter Six: Transforming Knowledge into Action
Chapter Seven: Translating Theory into Action
References
Index
About the Authors

Recenzii

That teachers need to understand themselves-their talents as well as their shortcomings, their sensitivities as well as their biases-before they can be effective with students of all backgrounds is by now fairly well accepted. In Questioning Assumptions and Changing Perceptions, authors Connie Schaffer, Meg White, and Corine Meredith Brown go beyond platitudes to explore not only why but also how teachers and other educators can do so. This book will be useful for novice as well as veteran teachers who want to make a difference for themselves and their students.
Building on an urban ecological framework, this book powerfully shepherds preservice and inservice teachers into processes of reflection on unexamined assumptions that can lead to practices detrimental for youth. Educators interested in learning more about how their beliefs and mindsets shape their practice should read this book. The authors remind educators that they must be audaciously deliberate in their efforts to learn and develop as they work to support their students in urban environments who deserve our best everyday! This is an important book!