Practicing What We Teach

This accessible book features K–12 teachers and teacher educators who report their experiences of culturally responsive literacy teaching in primarily high-poverty, culturally nondominant communities. These extraordinary teachers show us what culturally responsive literacy teaching looks like in their classrooms and how it advances children’s academic achievement. This collection captures different dimensions of culturally responsive (CR) practice, such as linking home and school, using culturally responsive literature, establishing relationships with children and parents, using cultural connections, and teaching English language learners and children who speak African American language. This engaging collection: Provides a window into what teachers actually do and think when they serve culturally diverse children, including classroom-tested teaching practices.Depicts teachers enacting CR teaching in the presence of scripted curricula and rigid testing schedules.Covers childhood, secondary, and higher education classrooms.Helps readers imagine how they can transform their own classrooms through “Make This Happen in Your Classroom” sections at the end of each chapter.Includes a “Becoming a Culturally Responsive Teacher” self-evaluation form. “A thoroughly contextualized description and understanding of culturally responsive teaching. It will become a classic.” —From the Preface by Lee Gunderson, University of British Columbia “The teachers profiled in this book keep the conversation alive and move us toward more just educational settings.” —From the Foreword by Patricia A. Edwards, Michigan State University

Practice What You Teach follows three different groups of educators to explore the challenges of developing and supporting teachers' sense of social justice and activism at various stages of their careers.

Now in its third edition, this powerful book features timely new content from innovative schools and teachers, focusing on reaching struggling students. The authors illuminate how to raise student achievement by upholding high expectations, while teaching with cultural responsiveness. Discover how to: Lead all students to deeper learning, grounded in critical thinking, creative problem solving, communication, collaboration—and the “5th C,” cultural awareness Support the latest standards for college and career readiness and English Language Proficiency/Development Incorporate technology into teaching and learning in innovative ways, adaptable to varying resource levels Implement K-12 lesson plans that support individualized, project-based learning

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

This book illustrates hitherto unexamined connections between the present state of teacher education in the UK and past models of practice. It locates contemporary debates within ongoing historical tensions over what constitutes a sound and proper start to a career in teaching. Questions as to the constituents of a professional training, the essential skills, knowledge and attitudes desired of an effective teacher, the most suitable locus of expertise, the relative roles of participants, and the balance of theory and practice lie at the heart of this book. The book reviews apprenticeship and teach-exemplar models of training, expert-novice relationships, model and demonstration teaching, school-based practice and the elaboration of core pedagogical principles in educational debate and research. These developments are assessed against recent initiatives in ITT, such as partnership models of ITT, school-based mentoring, advanced skills teaching, training schools, a standards-driven model of assessment for student teachers and models of effective teaching. Central to the book is the concept of the power to teach. By reclaiming this notion, the book offers challenging new perspectives on current policy and practice in teacher education today and adds to existing histories of teacher training of the past.

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

This revised edition of the classic text explores the complexity of what learning to teach means. While the research on teacher education continues to proliferate, Practice Makes Practice remains the discipline’s indispensable classic text. Drawing upon critical ethnography, this new edition of this best-selling book asks the question, what does learning to teach do and mean to newcomers and to those who surround them? Deborah P. Britzman writes poignantly of the struggle for significance and the contradictory realities of secondary teaching. She offers a theory of difficulty in learning and explores why the blaming of individuals is so prevalent in education. The completely revised introduction presents a refined and further developed theoretical framework and analysis, discussing why we might return to a study of teaching and learning. Also included in this updated edition is an insightful “hidden chapter” that comments on the methodology of the study and some of the dilemmas the author continues to face as her own thinking develops around the issues of representing teaching and learning for those just entering the profession. Deborah P. Britzman is Distinguished Research Professor at York University. She is the author of many books, including The Very Thought of Education: Psychoanalysis and the Impossible Professions; After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning; and Lost Subjects, Contested Objects: Toward a Psychoanalytic Inquiry of Learning, all published by SUNY Press.

"Neuroteach will aid teachers and school leaders in bringing the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student."--Back cover.