Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors’ work with pre-service teachers, and is intended to guide one’s practice in the classroom. The text’s primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children.
Chapter 6: Teaching to Collaborate, Collaborating to Teach
Teaching to Collaborate, Collaborating to Teach
An hour before the starting bell at Edgewater High, student teachers Colleen and Tessa arrived to set up for the day's buoyancy lesson. They wanted to provide students with easy access to both highly technical and everyday ordinary equipment needed for the six planned experiments. Near the front entrance, for ...