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Teacher Education for High Poverty Schools

  • Book
  • © 2016

Overview

Editors:
  1. Jo Lampert

    1. Faculty of Education, Queensland University of Technology, Brisbane, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Bruce Burnett

    1. Faculty of Education, Queensland University of Technology, Brisbane, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Includes many of the most highly regarded authors in the field of teacher education and social disadvantage, many of whom cannot elsewhere be found in one collection
  • Truly international in scope with contributions from the USA, Canada, Australia, UK, Chile
  • Combination of theory and examples of best practice with respect to teacher education for high poverty schools
  • Critical researched case studies of significant international teacher education programs for high poverty schools

Part of the book series: Education, Equity, Economy (EEEC, volume 2)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-viii
    Download chapter PDF

  2. Introduction

    • Jo Lampert, Bruce Burnett
    Pages 1-8

  3. Preparing Teachers for Diversity and High-Poverty Schools: A Research-Based Perspective

    • Marilyn Cochran-Smith, Ana Maria Villegas
    Pages 9-31

  4. “American Hunger”: Challenging Epistemic Injustice Through Collaborative Teacher Inquiry

    • Gerald Campano, María Paula Ghiso, Robert LeBlanc, Lenny Sánchez
    Pages 33-52

  5. Difficult Dialogues About Race and Poverty in Teacher Preparation

    • Tyrone C. Howard, Andrea Rodriguez-Scheel
    Pages 53-72

  6. Teacher Education for High-Poverty Schools in Australia: The National Exceptional Teachers for Disadvantaged Schools Program

    • Bruce Burnett, Jo Lampert
    Pages 73-94

  7. More Aboriginal and Torres Strait Islander Teachers for Australian High-Needs Schools

    • Kaye Price
    Pages 95-114

  8. Teacher Professional Development in a Complex and Changing World: Lessons Learned from Model Teacher Education Programs in Transnational Contexts

    • Arnetha F. Ball
    Pages 115-134

  9. You Teach Who You Are: The Experiences and Pedagogies of Literacy/English Teacher Educators Who Have a Critical Stance

    • Clare Kosnik, Pooja Dharamshi, Lydia Menna, Cathy Miyata, Yiola Cleovoulou
    Pages 135-151

  10. Poverty, Schooling, and Beginning Teachers Who Make a Difference: A Case Study from England

    • Joanna McIntyre, Pat Thomson
    Pages 153-170

  11. Preparing Teachers for Social Justice in the Context of Education Policies that Deepen Class Segregation in Schools: The Case of Chile

    • Christine Sleeter, Carmen Montecinos, Felipe Jiménez
    Pages 171-191

  12. Literacy Teacher Research in High-Poverty Schools: Why It Matters

    • Barbara Comber, Annette Woods
    Pages 193-210

  13. Teachers’ Work in High-Poverty Contexts: Curating Repertoires of Pedagogical Practice

    • Debra Hayes
    Pages 211-222

  14. Learning to Teach in the Park: The York University Regent Park Initiative

    • Alison Griffith, Sherri Gilbert
    Pages 223-234

  15. “Just Don’t Get Up There and ‘Dangerous Minds’ Us”: Taking an Inquiry Stance on Adolescents’ Literacy Practices in Urban Teacher Education

    • Rob Simon
    Pages 235-251
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Keywords

About this book

This volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field. Internationally, research suggests that effective teachers for high poverty schools require deep theoretical understanding as well as the capacity to function across three well-substantiated areas: deep content knowledge, well-tuned pedagogical skills, and demonstrated attributes that prove their understanding and commitment to social justice. Schools in low socioeconomic communities need quality teachers most, however, they are often staffed by the least experienced and least prepared teachers. The chapters in this volume examine how pre-service teachers are taught to understand the social contexts of education. Drawing on the individual expertise of the authors, the topics covered include unpacking poverty for pre-service teachers, issues related to urban schooling as well as remote and regional area schooling.

Reviews

There are books on poverty and education, on teacher education and on pedagogy. This book brings together researchers from these and related areas to discuss the very timely issue of preparing teachers for high-poverty contexts. In a world where neoliberal governance looks to stripped-down teacher education and teacher standards are very generic, programs which focus on teacher education specifically in high poverty contexts are sorely needed. Researchers here focus on contexts in the US, Australia, South Africa, Canada, the UK, Chile, to discuss what is in effect the urgency of preparing teachers for high-poverty contexts. It is a very timely and very necessary collection.  Professor Wayne Sawyer, University of Western Sydney, Penrith, Australia

 

Editors and Affiliations

  • Faculty of Education, Queensland University of Technology, Brisbane, Australia

    Jo Lampert, Bruce Burnett

Bibliographic Information

  • Book Title: Teacher Education for High Poverty Schools

  • Editors: Jo Lampert, Bruce Burnett

  • Series Title: Education, Equity, Economy

  • DOI: https://doi.org/10.1007/978-3-319-22059-8

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2016

  • Hardcover ISBN: 978-3-319-22058-1Published: 27 October 2015

  • Softcover ISBN: 978-3-319-35387-6Published: 23 August 2016

  • eBook ISBN: 978-3-319-22059-8Published: 15 October 2015

  • Series ISSN: 2364-835X

  • Series E-ISSN: 2364-8368

  • Edition Number: 1

  • Number of Pages: VIII, 251

  • Topics: Teaching and Teacher Education

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