000762803 000__ 03435cam\a2200457Ii\4500 000762803 001__ 762803 000762803 005__ 20230306142240.0 000762803 006__ m\\\\\o\\d\\\\\\\\ 000762803 007__ cr\mn\nnnunnun 000762803 008__ 160309t20162016sz\\\\\\ob\\\\000\0\eng\d 000762803 019__ $$a945135792 000762803 020__ $$a9783319266152$$q(electronic book) 000762803 020__ $$a3319266152$$q(electronic book) 000762803 020__ $$z9783319266138 000762803 020__ $$z3319266136 000762803 035__ $$aSP(OCoLC)ocn944186065 000762803 035__ $$aSP(OCoLC)944186065$$z(OCoLC)945135792 000762803 040__ $$aN$T$$beng$$erda$$epn$$cN$T$$dYDXCP$$dN$T$$dIDEBK$$dAZU$$dOCLCF$$dCOO$$dEBLCP$$dOSU$$dUIU 000762803 049__ $$aISEA 000762803 050_4 $$aLC5131$$b.N48 2016eb 000762803 08204 $$a370.19/348$$223 000762803 24500 $$aNew teachers in urban schools :$$bjourneys toward social equity teaching /$$cAlthier M. Lazar, Leslie M. Reich, editors. 000762803 264_1 $$aSwitzerland :$$bSpringer,$$c[2016] 000762803 264_4 $$c©2016 000762803 300__ $$a1 online resource (ix, 180 pages) 000762803 336__ $$atext$$btxt$$2rdacontent 000762803 337__ $$acomputer$$bc$$2rdamedia 000762803 338__ $$aonline resource$$bcr$$2rdacarrier 000762803 504__ $$aIncludes bibliographical references. 000762803 5050_ $$aIntroduction -- Part I: Teachers, Dispositions & Contexts -- Chapter 1: A Cause Beyond Ourselves -- Chapter 2: Leslie Reich: Addressing the Achievement Gap Head On -- Chapter 3: Clare Rachko: Critical Explorations of Literature and Community -- Chapter 4: Rachael Chou: Language Immersion and Literacy Expression -- Chapter 5: Megan Karmondy: All Children Deserve an Amazing Education -- Chapter 6: Tracie Sanlin: An Honorary Community Member -- Chapter 7: Unpacking Teachers' Narratives: What Really Counts -- Part II: Implications for Teacher Educators, School Leaders, and Teachers -- Chapter 8: Recommendations for Teacher Educators -- Chapter 9: Recommendations for School Leaders -- Chapter 10: Advice for Teachers -- References. 000762803 506__ $$aAccess limited to authorized users. 000762803 520__ $$aThis volume informs the reader about new teachers in urban underserved schools and their development as teachers for social equity. The accounts of five novice teachers who grew up outside the communities in which they teach lead to chapters that contain advice for teacher educators, future and current teachers, and school leaders. These early career teachers learned much about bridging the cultural divide between themselves and their students, confronted and resolved big challenges that may immobilize some who set out to teach in these communities. They brought to their classrooms strong social justice orientations, including a moral imperative to make a difference in the world, an awareness of social and educational inequalities, and a strong sense of responsibility to positively influence the life trajectories of students in their charge. Their narratives offer insights on the dispositions and contexts that will help early career teachers survive and thrive and make a difference in their students' lives. 000762803 588__ $$aDescription based on print version record. 000762803 650_0 $$aUrban schools. 000762803 7001_ $$aLazar, Althier M.,$$eeditor. 000762803 7001_ $$aReich, Leslie M.,$$eeditor. 000762803 77608 $$iPrint version:$$tNew teachers in urban schools.$$dSwitzerland : Springer, [2016]$$z3319266136$$w(DLC) 2015956135$$w(OCoLC)923649021 000762803 852__ $$bebk 000762803 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-26615-2$$zOnline Access$$91397441.1 000762803 909CO $$ooai:library.usi.edu:762803$$pGLOBAL_SET 000762803 980__ $$aEBOOK 000762803 980__ $$aBIB 000762803 982__ $$aEbook 000762803 983__ $$aOnline 000762803 994__ $$a92$$bISE