Description

Start Where You Are, But Don’t Stay There addresses a crucial issue in teacher training and professional education: the need to prepare pre-service and in-service teachers for the racially diverse student populations in their classrooms. A down-to-earth book, it aims to help practitioners develop insights and skills for successfully educating diverse student bodies. The book centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. These case studies—of white and African American teachers working (and preparing to work) in urban and suburban settings—are presented amid more general discussions about race and teaching in contemporary schools. Informing these discussions and the cases themselves is their persistent attention to opportunity gaps that need to be fully grasped by teachers who aim to understand and promote the success of students of greatly varying backgrounds.

Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms

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Paperback / softback by H. Richard Milner IV , Gloria Ladson-Billings

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Start Where You Are, But Don’t Stay There addresses a crucial issue in teacher training and professional education: the need... Read more

    Publisher: Harvard Educational Publishing Group
    Publication Date: 30/11/2010
    ISBN13: 9781934742761, 978-1934742761
    ISBN10: 1934742767

    Number of Pages: 256

    Non Fiction , Politics, Philosophy & Society

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    Description

    Start Where You Are, But Don’t Stay There addresses a crucial issue in teacher training and professional education: the need to prepare pre-service and in-service teachers for the racially diverse student populations in their classrooms. A down-to-earth book, it aims to help practitioners develop insights and skills for successfully educating diverse student bodies. The book centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. These case studies—of white and African American teachers working (and preparing to work) in urban and suburban settings—are presented amid more general discussions about race and teaching in contemporary schools. Informing these discussions and the cases themselves is their persistent attention to opportunity gaps that need to be fully grasped by teachers who aim to understand and promote the success of students of greatly varying backgrounds.

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