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eBook Change(d) Agents: New Teachers of Color in Urban Schools ePub

eBook Change(d) Agents: New Teachers of Color in Urban Schools ePub

by Rodney T. Ogawa,Betty Achinstein

  • ISBN: 0807752185
  • Category: Schools and Teaching
  • Subcategory: Education
  • Author: Rodney T. Ogawa,Betty Achinstein
  • Language: English
  • Publisher: Teachers College Press; 2nd ed. edition (June 10, 2011)
  • Pages: 224
  • ePub book: 1861 kb
  • Fb2 book: 1938 kb
  • Other: docx lrf lit doc
  • Rating: 4.3
  • Votes: 270

Description

Book Features: Richly textured vignettes of new teachers of color committed to serving culturally and linguistically diverse youth in urban schools. Descriptions of school conditions that both support and inhibit new teachers of color in their attempt to enact l roles.

Book Features: Richly textured vignettes of new teachers of color committed to serving culturally and linguistically diverse youth in urban schools.

Change(d) Agents book. Richly textured vignettes of new teachers of color committed to serving culturally and linguistically diverse youth in urban schools

Change(d) Agents book. Richly textured vignettes of new teachers of color committed to serving culturally and linguistically diverse youth in urban schools.

In this article, Betty Achinstein and Rodney Ogawa examine the experiences of two new teachers who resisted mandated "fidelity" to. .Background: The call to recruit and retain teachers of color in urban high-minority schools is based on an assumption of a cultural match with students.

In this article, Betty Achinstein and Rodney Ogawa examine the experiences of two new teachers who resisted mandated "fidelity" to Open Court literacy instruction in California. These two cas. More). Yet new teachers of color may find themselve.

Change(d) agents: New teachers of color in urban schools. New York: Teachers College Press.

First Online: 01 April 2011. Change(d) agents: New teachers of color in urban schools. Achinstein, . & Ogawa, R. T. (2011b). Change(d) agents: School contexts and the l roles of teachers of Mexican descent. Teachers College Record, 113(11).

This book examines both the promise and complexity of diversifying today's teaching profession. Drawing from a 5-year study of 21 new teachers of colour working in urban, hard-to-staff schools, this book uncovers a systemic paradox that the teachers confront

This book examines both the promise and complexity of diversifying today's teaching profession. Drawing from a 5-year study of 21 new teachers of colour working in urban, hard-to-staff schools, this book uncovers a systemic paradox that the teachers confront. They are committed to improving educational opportunities for students of colour by acting as role models, cally responsive teachers, and change agents.

Students of color perform better with race congruent teachers of color and . a b Achinstein, B. T (2006). Education and Urban Society.

Students of color perform better with race congruent teachers of color and American students are increasingly non white. (In)Fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational practices". a b c d DeAngelis & Presley (2011). Toward a more nuanced understanding of teacher attrition". Egalite, A. Jensen, L. Stewart, . & Wolf, P. J. (2012). Finding the right fit: Recruiting and retaining teachers in Milwaukee choice schools". Journal of School Choice.

Retaining Teachers of Color: A Pressing Problem and a Potential Strategy for "Hard-to-Staff" Schools.

Throughout its pages, the book presents the results of the authors’ 5-year study of 21 teachers of color working in urban areas. During this time the teachers examined the negative outcome standardized instructional programs have had on minority instructors and minority students, as well as school systems in California.

Free full books to download Change(d) Agents: New Teachers of Color in Urban Schools by Betty Achinstein, Rodney T. Ogawa auf Deutsch PDF FB2.

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Urban Teachers helped me to be a knowledgeable educator and wear a myriad of different hats. Consider how much technology has changed since Texas Instruments was founded in 1930. I teach with intentionality and a clear understanding of my role in the realm of Urban Education. For all of those reasons, I have been able to be a General Educator, Special Educator, Instructional and Data Coach, Adjunct Professor, Host Teacher and a Finalist for the TNTP Fishman Award in 2017. Currently, I am a Special Education teacher at Center City PCS Shaw Campus. Careers abound in areas of science, technology, engineering and math that simply didn’t exist 90 years ago.

This book examines both the promise and complexity of diversifying today’s teaching profession. Drawing from a 5-year study of 21 new teachers of color working in urban, hard-to-staff schools, this book uncovers a systemic paradox that the teachers confront. They are committed to improving educational opportunities for students of color by acting as role models, culturally/linguistically responsive teachers, and change agents. The teaching profession encouraged such commitments and some teachers acted with support from individual, organizational, and community-based sponsors. However, many of these new teachers work in schools that are culturally subtractive and have restrictive accountability policies that challenge their ability to perform cultural/professional roles to which they are committed. Many teachers internalize the contradiction, resulting in their becoming changed agents within the educational system they sought to change. This book on educational diversity is essential reading for educators, leaders, and policymakers.

Book Features:

Richly textured vignettes of new teachers of color committed to serving culturally and linguistically diverse youth in urban schools. Descriptions of school conditions that both support and inhibit new teachers of color in their attempt to enact cultural/professional roles. Analyses of culturally subtractive schooling and a systemic double-bind experienced by new teachers with implications for practice, policy, and research.

Comments

Enditaling Enditaling
The book was a bit repetitive but the ideas in it are important. As a woman of color who worked in a public school, I could definitely relate to the research. I recommend this for administrators in urban schools to think about how they can support their teachers of color.
Bluecliff Bluecliff
This book is really repetitive. It should have just been a research article. I've counted the same quote used 3 times. Within the same paragraph, one sentence after another, they remind you that the principal is a Latina - in case you forgot from when you read the previous sentence.
Basically:
1) Teachers of color have the opportunity to be change agents because they can be role models, bring their cultural and linguistic resources to the classroom and thereby be culturally and linguistically responsive educators, and 3) they can change the system.
2) Unfortunately, the state of US schools actually prohibits many of these idealistic teachers from doing this. Teachers are unable to be change agents because poor staffing and poor administration means that the teachers don't have the ability to build connections with students and the community. Further, many of these schools are underperforming, so they are subject to accountability measures - pacing guides, teaching to the test, English-only policies - which prohibits the teachers from enacting culturally responsive curriculum. Power relations in the schools stop teachers from connecting with or advocating for their students. The isolation of teachers means that they don't have access to human or social capital to do their work. (For example, they can't meet with other teachers to discuss teaching strategies.)