ISBN-10:
1475852088
ISBN-13:
9781475852080
Pub. Date:
Publisher:
Invested Stayers: How Teachers Thrive in Challenging Times

Invested Stayers: How Teachers Thrive in Challenging Times

Paperback

$30.00
View All Available Formats & Editions
Choose Expedited Shipping at checkout for delivery by Thursday, September 23

Overview

Invested Stayers: How Teachers Thrive in Challenging Times features chapters co-authored by PK-12 teachers and postsecondary teacher educators from across the U.S. that reflect how they persist, remain, and thrive in the teaching profession. Premised on the idea that co-authors are colleagues and mentors to each other, this book conceptualizes contributors as invested stayers in the education profession.

Chapters feature how particular catalysts, or landmark changes in education, have been productive sites for growth, agency, and even resistance across the arc of contributors’ professional lives. The book recognizes that teacher educators and teachers persist because of multiple and overlapping factors between our professional and personal lives, including the relationships we develop with each other as colleagues and mentors in our professional learning.

In the public sphere, PK-12 educators increasingly face challenges that limit their ability to initiate their own professional learning. In this book, we considered what might occur if educators had space and time to write together and reflect on how they’ve persisted. These authors narrate themselves as invested stayers who invite personal and professional growth through inquiry, creativity, and innovation.


Related collections and offers

Product Details

ISBN-13: 9781475852080
Publisher: Rowman & Littlefield Publishers, Inc.
Publication date: 09/16/2020
Pages: 188
Product dimensions: 6.04(w) x 8.68(h) x 0.56(d)

About the Author

Terri L. Rodriguez, PhD, is professor of education at the College of St. Benedict & St. John’s University. Her work focuses on teacher preparation for diversity, equity, and social justice.

Heidi L. Hallman, PhD, is professor of English education in the Department of Curriculum and Teaching at the University of Kansas. Her research focuses on how prospective teachers are prepared to teach in diverse school contexts.

Kristen Pastore-Capuana, PhD, is assistant professor of English education in the English Department at Buffalo State College. She is the assistant director of the Western New York Network of English Teachers (WNYNET).

Table of Contents

Foreword by Shelbie Witte
Introduction by Terri L. Rodriguez, Heidi L. Hallman, and Kristen Pastore-Capuana
Section I: Social Landscapes
Chapter 1: Do More, Think Again, Keep Learning: Advocating for Refugee and Immigrant English Learners Through Social Justice Teaching by Terri L. Rodriguez and Lauren Thoma Ergen
Chapter 2: Reciprocity for CriticallycConscious Language Teacher Education by Allison J. Spenader and Leah Shepard-Carey
Chapter 3: Lessons for Special Education Teachers to Persist and Thrive by Shelley Neilsen Gatti, Martin Odima Jr., Deeqaifrah Hussein, and L. Lynn Stansberry Brusnahan
Chapter 4: Rowing Together in the Same Direction: How Entwined Symbiosis Empowers Teachers at all Levels to Embrace Culturally Responsive Teaching by Katharine Covino, Garrett Zecker, and Hannah M. Britten
Section II: Political Landscapes
Chapter 5: Ongoing Transformation: Exploring the Chronologies of Becoming a Teacher by Margaret Flynn and Heidi L. Hallman
Chapter 6: Beyond Reacting: One New Teacher’s Re-envisioning of Top-Down Accountability Initiatives by Meghan A. Kessler and Arpan Patel
Chapter 7: Growing to Thrive: The Story of Two Colleagues Prospering in an Era of Standards-based Education by Eric D. Moffa and Toni M. Poling
Chapter 8: Sustaining Our Voices: Critical Collaboration Through English Teacher Communities of Practice by Kristen Pastore-Capuana and Deborah Bertlesman
Section III: Disciplinary Landscapes
Chapter 9: Persisting in Teaching with a New Vision of Science Education by Elizabeth Xeng de los Santos, Candice Guy-Gaytán, and Sylvia Scoggin
Chapter 10: An Innovative Approach to Improve College Readiness in Mathematics: A Collaborative Project by A. Susan Gay, Christopher W. Carter, and Carrie L. La Voy
Chapter 11: Using Digital Spaces to Foster and Sustain an Informal Professional Learning Community by Joe O’Brien, Brian Bechard, Kori Green, and Nick Lawrence
Chapter 12: Hope as the Catalyst to Thrive in the Profession by Elizabeth Yomantas and Sarah Rosenthal
About the Contributors

Customer Reviews