“Finally, a much-needed and inspiring book that describes the context, culture, and complexities of good teaching. The authors have captured the essence of teaching as an intellectually rigorous, reflective, and humane act devoted to the achievement of all children.”
—Jacqueline Jordan Irvine, Candler Professor of Urban Education, Emory University
“Using inspiring stories and innovative accompanying websites, this engaging book is certain to add to the ongoing conversation on education reform and the pivotal place of teachers in that conversation.”
—Sonia Nieto, University of Massachusetts, Amherst
“Teaching is like dry ice; it evaporates at room temperature unless gifted and courageous teachers like those writing in this volume take the initiative to go public. Bravo for this superb publication of the scholarship of teaching.”
—Lee Shulman, President, The Carnegie Foundation for the Advancement of Teaching
This seminal collection brings together rich examples of classroom inquiry to address key problems of practice. Responding to the growing importance of displaying the powerful work of teachers who study their practice, this unique ensemble combines a variety of classic and new pieces. The teacher reflections are organized according to the following sections: The Culture of Schools and Classrooms; The Content of the Curriculum; Issues of Equity, Race, and Culture; Negotiating the Dilemmas of Teaching.
- Classroom teachers thinking about and addressing some of the most important and compelling issues of the day.
- Selections that include journal articles, book chapters, opinion pieces, narratives, excerpts from multimedia works, and links to websites—providing a sense of the ever-expanding ways teachers are making their work public and accessible to others.
- Insights from teachers who come from a variety of reform communities, such as the National Writing Project (NWP) and The Carnegie Academy for Scholarship of Teaching and Learning (CASTL).
Contributors: Rebecca Akin, Deborah Loewenberg Ball, Cynthia Ballenger, Ron Berger, Timothy Boerst, Lois Brandts, Vanessa Brown, Gerald Campano, Marlene Carter, Joan Kernan Cone, Larry Copes, Griselle M. Diaz-Gemmati, Yvonne Divans Hutchinson, Magdalene Lampert, Steven Levy, Heidi Lyne, Jeffrey Maas, Ramón Martínez, Renee Moore, Marsha R. Pincus, and Emily Wolk.
Thomas Hatch, Dilruba Ahmed, Ann Lieberman, Deborah Faigenbaum, Melissa Eiler White, and Désirée H. Pointer Mace edited this book as part of their work at The Carnegie Foundation for the Advancement of Teaching.
For further information, please visit: http://www.goingpublicwithteaching.org