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Classroom of Her Own : How New Teachers Develop Instructional, Professional, and Cultural Competence

Classroom of Her Own : How New Teachers Develop Instructional, Professional, and Cultural Competence - 02 edition

ISBN13: 978-0761945697

Cover of Classroom of Her Own : How New Teachers Develop Instructional, Professional, and Cultural Competence 02 (ISBN 978-0761945697)
ISBN13: 978-0761945697
ISBN10: 0761945695
Cover type:
Edition/Copyright: 02
Publisher: Corwin Press
Published: 2002
International: No

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Classroom of Her Own : How New Teachers Develop Instructional, Professional, and Cultural Competence - 02 edition

ISBN13: 978-0761945697

Dana Haight Cattani

ISBN13: 978-0761945697
ISBN10: 0761945695
Cover type:
Edition/Copyright: 02
Publisher: Corwin Press

Published: 2002
International: No
Summary

As practical as it is insightful . . . for teacher trainers and for teachers at all levels

The extraordinary challenges that await all new teachers at the start of their teaching careers become even more complex when the new teachers are young, white, and female. Close to 80% of all new teachers entering the field match that demographic, and those are the teachers most often assigned to urban classrooms with high concentrations of at-risk students. Vulnerable to challenges based on age, power, experience, authority, race, class, and gender, those new teachers are the ones that A Classroom of Her Own follows, observing their on-the-job struggles and achievements as they develop confidence and competence in instructional, professional, and cultural realms. Chapters cover:

  • Authority with colleagues, supervisors, aides, veteran teachers, parents, and students
  • Professional identity and presentation of self
  • Presentation of emotions, including anger, fear, frustration, and courage
  • School assignments, school environment, and school culture
  • Administrative issues, evaluation, supervision, accountability, and committee work
  • Moral dilemmas, jurisdiction, fairness, and integrity

Offering description and prescription, observation and advice, real-life experiences and tips for success from the new teachers themselves, this wonderful new resource on teacher preparation, induction, and retention should be essential reading for all teacher trainers, mentors, supervisors, staff developers, principals, and parent-community groups.

Features:

  • A critically important issue for new teacher training and support programs
  • Addressing this issue could improve new teacher retention and effectiveness
  • Brings insight and new perspective to teaching and learning in urban classrooms
  • Examines teaching in the context of philosophy, sociology, and feminist theory

Table of Contents

Sidebar Directory
Foreword James G. March
Acknowledgments
About the Author

1. Gender, Age, and Teacher Induction

Young Women Teachers
The Mantle of Teacher
The Study

2. Stephanie: The Paradox of Authority

Authority With Colleagues
Authority With Parents
Authority With Students
Conclusion

3. Helen: Professional Identity

Presentation of Self
Presentation of the Classroom
Presentation of Emotions
Professional and Personal
Conclusion

4. Paula: School Culture

The School Environment
Assignments
Isolation and Connection
Conclusion

5. Beth: School Administration

Committee Work
Supervision and Evaluation
Principals
Conclusion

6. Karen: Professional Judgement

Moral Dilemmas in Teaching
Conclusion

7. Julie: Affirmation and Attainment

A Case Study of Homogeneity
Conclusion

8. Unpredictable Outcomes: Race, Ethnicity, and Class

The Diversity Divide
Conclusion

9. Classrooms of Their Own

Instructional Competence
Professional Competence
Cultural Competence
Practical Considerations
References
Suggestions for Further Reading
Index

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