@article{907691,
      recid = {907691},
      author = {Kroll, Linda R.},
      title = {Self-study and inquiry into practice learning to teach for  equity and social justice in the elementary school  classroom / [electronic resource] :},
      publisher = {Routledge,},
      address = {London ;},
      pages = {153 p.},
      year = {2012},
      abstract = {"One of the most important factors in making sure that all  children achieve well is widely regarded to be a  well-prepared teacher and this is particularly the case for  those who teach in urban settings. There are new pressures  and familiar pressures on teachers and teacher educators to  prepare teachers who will be able to teach in a changing  world, and who will be able to change the world. The  question of how to prepare well-qualified teachers has  become an international question with global responses and  consequences. This book describes a stance and pedagogy for  helping young teachers to be successful in the most  challenging of circumstances. Self-Study and Inquiry into  Practice: Learning to teach for equity and social justice  is about learning to use inquiry to teach in urban  settings. The use of inquiry and self-study as ways of  thinking about, understanding and developing one's practice  and one's teaching can support teachers' continued  inspiration and resilience to teach all children well in  the face of very challenging circumstances. Using rich  examples and case studies of how pre-service teachers and  beginning teachers have used inquiry to learn from  challenging urban placements, Linda Kroll shows the  importance of using inquiry and self-study in learning to  teach and in continuing to learn as one teaches. Inquiry  and self-study is a useful way to understand what students  understand, what they learn from our teaching, and the  power and responsibility we have to ensure that all our  students achieve their highest potential"--},
      url = {http://library.usi.edu/record/907691},
}