Teaching for Equity in Complex Times: Negotiating Standards in a High-Performing Bilingual School (Multicultural Education Series)

Stillman, Jamy; Anderson, Lauren

ISBN 10: 0807757853 / ISBN 13: 9780807757857

Editore: Teachers College Press, 2017

Riguardo questo articolo

NO HIGHLIGHTING: US SELLER SHIPS FAST FROM USA. NO HIGHLIGHTING: Teaching for Equity in Complex Times 2017-HARDCOVER Teaching for Equity in Complex Times: Negotiating Standards in a High-Performing Bilingual School (Multicultural Education Series) by Jamy Stillman (Author), Lauren Anderson (Author), John Luciano Beltramo Kathryn S. Struthers & 1 more OUR REFERENCE: 122B10-HC-0807757853-1P1-B9-RDBK-2017 DESCRIPTION In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity-minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into a standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged around the following issues: the degree of academic struggle that is generative for student learning and the point at which such struggle becomes counterproductive the holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences the CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching the influence of high-stakes accountability on school norms and practices, including teachers interpretations and enactment of new national standards the performance pressures placed on teachers in today s educational policy context Product details Publisher ‏ : ‎ Teachers College Press (April 28, 2017) Language ‏ : ‎ English Hardcover ‏ : ‎ 240 pages ISBN-10 ‏ : ‎ 0807757853 ISBN-13 ‏ : ‎ 978-0807757857.

Codice articolo 122B09-HC-0807757853-1P1-B9-RDBK-2017

Dati bibliografici

• Titolo: Teaching for Equity in Complex Times: Negotiating Standards in a High-Performing Bilingual School (Multicultural Education Series)
• Editore: Teachers College Press
• Data di pubblicazione: 2017
• Lingua: Inglese
• ISBN 10: 0807757853
• ISBN 13: 9780807757857
• Rilegatura: Hardcover
• Condizione: Very Good
• Peso: 1,1 libbre

Descrizione articolo

Riassunto

In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population.

They identify specific tensions that emerged, concerning:

• The degree of academic struggle that is generative for student learning, and the point at which such struggle becomes counterproductive.
• The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences.
• The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching.
• The influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standards.
• The performance pressures placed on teachers in today’s educational policy context.
• • 
    
    This timely book illustrates what can happen when a school’s teachers embrace equity pedagogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students.