Questioning Assumptions And Challenging Perceptions: Becoming An Effective Teacher In Urban Environments by Connie L. SchafferQuestioning Assumptions And Challenging Perceptions: Becoming An Effective Teacher In Urban Environments by Connie L. Schaffer

Questioning Assumptions And Challenging Perceptions: Becoming An Effective Teacher In Urban…

byConnie L. Schaffer, Meg White, Corine Meredith Brown

Paperback | January 15, 2016

Pricing and Purchase Info

$29.50

Earn 148 plum® points

Prices and offers may vary in store

Quantity:

In stock online

Ships free on orders over $25

Not available in stores

about

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.
Connie Schaffer is a faculty member at the University of Nebraska at Omaha. Her teaching and research focus on preparing pre-service teachers to better understand the context of urban schools and the students who attend them. Meg White is an Assistant Professor in Teacher Education at Stockton University. Currently much of her teach...
Loading
Title:Questioning Assumptions And Challenging Perceptions: Becoming An Effective Teacher In Urban…Format:PaperbackDimensions:112 pages, 9.01 × 5.96 × 0.37 inPublished:January 15, 2016Publisher:Rowman & Littlefield PublishersLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1475822030

ISBN - 13:9781475822038

Reviews

Table of Contents

ABOUT THE COVER ARTFOREWORD-JACK MCKAYACKNOWLEDGEMENTSINTRODUCTIONCHAPTER ONE: PERSONAL EXPLORATIONHow do you define yourself culturally?establishing a frame of referenceABC's of cultural understanding and communicationCHAPTER TWO: CREATING A DEFINITION OF URBANgraffiti wallsphere of influence within the social contextdefinitions of urban based on populationdefinitions of urban based on social contextbroadening the definition of urbanmoving beyond a single story of urban schoolsCHAPTER THREE: THE SOCIAL CONTEXT OF CHILDREN AND FAMILIES IN URBAN ENVIRONMENTScase study 3.1: the story of amiemaslow's identification of human needspoverty muralthe complexities of povertycase study 3.2: the bank street schoolCHAPTER FOUR: STAGES OF COGNITIVE DISSONANCE: INTERNAL REFLECTIONSstages of cognitive dissonance related to urban schoolscreating the felt needa kwl chart on urban schoolsshifting from apprehension to appreciationculture walksmoving beyond the deficit approachcommon scenariosCHAPTER FIVE: STAGES OF COGNITIVE DISSONANCE: EXTERNAL IMPLICATIONSvalue line part oneclosing the gapsvalue line part twoteaching for social justiceteaching for social justice gallery walkCHAPTER SIX: TRANSFORMING KNOWLEDGE INTO ACTIONteachers as activistsimagining a socially just classroompersonal sphere of influence modelidentifying elements in your personal sphere of influenceCHAPTER SEVEN: TRANSLATING THEORY INTO ACTIONcase study 7.1: Ruby bridgesINDEXABOUT THE AUTHORS

Editorial Reviews

Building on an urban ecological framework, this book powerfully shepherds pre-service and in-service 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 every day! This is an important book!