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000780959 0247_ $$a10.1007/978-94-6300-986-7$$2doi
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000780959 049__ $$aISEA
000780959 050_4 $$aLB1025.3
000780959 08204 $$a371.102$$223
000780959 24500 $$aDeveloping and Supporting Critically Reflective Teachers :$$bDiverse Perspectives in the Twenty-First Century /$$cedited by Frank Hernandez and Rachel Endo ; foreword by H. Richard Milner IV.
000780959 264_1 $$aNetherlands :$$bSensePublishers,$$c2017.
000780959 264_4 $$c©2017
000780959 300__ $$a1 online resource (xii, 112 pages)
000780959 336__ $$atext$$btxt$$2rdacontent
000780959 337__ $$acomputer$$bc$$2rdamedia
000780959 338__ $$aonline resource$$bcr$$2rdacarrier
000780959 347__ $$atext file$$bPDF$$2rda
000780959 504__ $$aIncludes bibliographical references.
000780959 5050_ $$aTABLE OF CONTENTS; FOREWORD; REFERENCE; ACKNOWLEDGEMENTS; From Frank Hernandez; From Rachel Endo; 1. DEVELOPING AND SUPPORTING CRITICALLY REFLECTIVE TEACHERS; INTRODUCTION; DEVELOPING CRITICALLY REFLECTIVE TEACHERS; CREATING A DISTINCT EXPERIENCE FOR BEGINNING TEACHERS; FRAMEWORK AND METHOD; CRITICAL REFLECTION AS SOCIALLY RESPONSIBLE PRACTICE; A BRIEF NOTE ON TERMINOLOGY; REFERENCES; 2. CRITICAL REFLECTION: Making Connections to Past Experiences; INTRODUCTION; A CRITICAL INCIDENT-LEARNING ABOUT RACIAL IDENTITY; HOW MY IDENTITY AS A WHITE TEACHER INFLUENCES MY TEACHING; WHY RACE MATTERS.
000780959 5058_ $$aAUTHENTIC LEARNING: WHAT I SHOULD HAVE DONE WITH TONYHOW CRITICAL REFLECTION HAS CHANGED MY TEACHING; REFERENCES; 3. CELEBRATING "NOT THE WAY TO SAY IT": Embracing Students as Critical Thinkers and Writers; INTRODUCTION; NO SECRETS ALLOWED; SPILLING OUR HEARTS OUT ON PAPER; CONCLUSION; REFERENCES; 4. A JOURNEY TOWARD CRITICAL REFLECTION: Into the World of Culturally Responsive Teaching; INTRODUCTION; BECOMING WHITE; GAINING PERSPECTIVES ON POWER AND PRIVILEGE AS A WHITE WOMAN; INTERROGATING ASSUMPTIONS AND EXPECTATIONS; WHITE TEACHERS RECOGNIZING OUR UN/CONSCIOUS BIASES.
000780959 5058_ $$a"DOING" THE WORK OF CULTURALLY RESPONSIVE PRACTICEFINAL THOUGHS; REFERENCES; 5. TEACHING TO CHANGE OURSELVES AND OUR SOCIETY; INTRODUCTION; WHAT (AND WHO) IS EDUCATION REALLY FOR?; CHALLENGES AND RESISTANCE TO SOCIAL CHANGE; CREATING AFFIRMING, TRANSFORMING, AND VALIDATING SPACES; CONCLUSION; REFERENCES; 6. FOSTERING A GROWTH MINDSET; INTRODUCTION; MY JOURNEY; FROM THEORY TO PRACTICE: FOSTERING A GROWTH MINDSET IN THE CLASSROOM; CONCLUSION; REFERENCES; 7. HOME VISITS, CRITICAL REFLECTION, AND OTHER VALUABLE LESSONS: Becoming a Culturally Competent Teacher; INTRODUCTION.
000780959 5058_ $$aLEARNING ABOUT OTHERS AND SELF THROUGH STORIESMY JOURNEY AND STORY; UNDERSTANDING CULTURAL CONTEXTS; PREPARING FOR HOME VISITS; THE HOME VISITS-IN SOCIOCULTURAL CONTEXTS; HOW HOME VISITS IMPACTED MY TEACHING: CRITICAL REFLECTIONS; CONCLUSION; REFERENCES; 8. IMPLICATIONS FOR PRACTICE AND THEORY; TEACHING IN AN INCREASINGLY COMPLEX AND CONTESTED LANDSCAPE; EMERGENT THEMES; THE NEED TO TRANSFORM TEACHER EDUCATION; Frank; Rachel; FUTURE DIRECTIONS AND DISCUSSIONS; GUIDING QUESTIONS FOR TEACHER-PREPARATION PROGRAMS; GUIDING QUESTIONS FOR DISTRICTS AND SCHOOLS; FINAL REMARKS; REFERENCES.
000780959 5058_ $$aADDITIONAL READINGSAchievement and Opportunity; Critical Studies of Ethnicity and Race; Curriculum and Instruction; Language and Literacy Education; Identity and Intersecting Identities; Reflective Practice.
000780959 506__ $$aAccess limited to authorized users.
000780959 520__ $$aThis collection centres the diverse narrative experiences of six early-career US teachers who identify as critically reflective practitioners. The contributors cogently demonstrate how teachers with critically reflective mindsets take active steps to ensure that they are cognizant of how their intersecting social identities impact how they arrive at making different types of decisions (big and small), interact with students from varied backgrounds, and negotiate competing demands and expectations in and out of their classrooms. The contributors have carefully thought about how learning and teaching are complex processes that involve significant ethical, moral, and social responsibilities. While they do not offer easy answers to the complex challenges that teachers negotiate on a daily basis, their willingness to share their concerns, experiences, and lesson learned offer timely perspectives about the possibilities and promise of using critical reflection as a means to challenge and close persistent academic, equity, and opportunity gaps that disproportionately and persistently impact students from underserved populations. The editors offer strategies for developing and supporting critically reflective teachers with a focus on transforming PK-12 and teacher education through an equity-centric lens. They contend that aspiring and earlier-career teachers greatly benefit from employing critical reflection in their daily lives to not only survive but to also thrive in an increasingly complex sociopolitical climate. Additional resources and guiding questions are included with specific foci on teacher educators and other major decision-makers in PK-12 education who are directly involved with the education, professional development, and socialization of early-career teachers.
000780959 588__ $$aOnline resource; title from PDF title page (EBSCO, viewed April 24, 2017).
000780959 650_0 $$aReflective teaching.
000780959 650_0 $$aCritical thinking.
000780959 650_0 $$aCulturally relevant pedagogy.
000780959 655_0 $$aElectronic books
000780959 7001_ $$aHernandez, Frank.
000780959 7001_ $$aEndo, Rachel K.
000780959 852__ $$bebk$$hSpringer Nature
000780959 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-94-6300-986-7$$zOnline Access$$91397441.1
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000780959 980__ $$aEBOOK
000780959 982__ $$aEbook
000780959 983__ $$aOnline
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