Overview
- Authors:
-
-
Monica Taylor
-
Montclair State University, USA
-
Emily J. Klein
-
Montclair State University, USA
- This book offers a kaleidoscopic view of the rich, complex, and multi-layered ways
- In which multiple stakeholders in a third space urban teacher residency work together to innovate teacher education and make enduring change in schools
Access this book
Other ways to access
Table of contents (13 chapters)
-
-
- Monica Taylor, Emily J. Klein
Pages 1-21
-
- Jennifer Robinson, Ada Beth Cutler, Julianne Bello, Matthew Brewster, Marisol Diaz, Carolyn Granato et al.
Pages 23-49
-
- Emily J. Klein, Monica Taylor, Dave Koethe, Marc Kolb, Walter Kaczka
Pages 51-83
-
- Monica Taylor, Alexander Diaz, Janae Taylor, Kathryn Strom, Gail Perry-Ryder
Pages 85-113
-
- Emily J. Klein, Antonio Iglesias, Suzanne Poole, Erin Mooney
Pages 115-142
-
- Fernando Naiditch, Alexander Diaz
Pages 143-165
-
- Emily J. Klein, Anna Karina Monteiro, Kimberly Scott Kallai, William Romney, Linda Abrams
Pages 167-196
-
- Doug Larkin, Anna Karina Monteiro, Suzanne Poole
Pages 197-218
-
- Monica Taylor, Emily J. Klein, Priyank Bhatt, Alexander Diaz, Suzanne Poole
Pages 219-243
-
- Kathryn Strom, Rosiane Lesperance-Goss
Pages 245-266
-
- Monica Taylor, Anna Karina Monteiro, Cristina Morales, Michael De Antonio Jr., Mario Santos
Pages 267-294
-
- Emily J. Klein, Monica Taylor
Pages 295-302
-
- Emily J. Klein, Monica Taylor
Pages 303-304
About this book
This book weaves together voices of faculty, residents, mentors, administrators, community organizers, and students who have lived together in a third space urban teacher residency program in Newark as they reinvent math and science teaching and teacher education through the lens of inquiry. Each chapter includes narratives from multiple perspectives as well as tools we have used within the program to support and build change, providing readers with both real cases of how an urban teacher residency can impact school systems, and concrete tools and examples to help the reader understand and replicate aspects of the process. Capturing both the successes but also the tensions and challenges, we offer a kaleidoscopic view of the rich, complex, and multi-layered ways in which multiple stakeholders work together to make enduring educational change in urban schools. Our third space NMUTR has been a fragile utopian enterprise, one that has relied on a shared commitment of all involved, and a deep sense of hope that working collaboratively has the potential, even if not perfect, to make a difference.
