''This book is an antidote to Hollywood's fictional hero-teacher who drops into the ghetto, quickly turns everything around, and then leaves. By focusing on real-life new teachers, it shows the hard work, culture shock, trauma, satisfaction, and life-affirming possibilities experienced by people who choose to work with inner-city minority youth.'' --Alan Singer, Hofstra University
''As always, Cornbleth provides a clear, cogent, and compelling look at the problems but more importantly she zeros in on the solutions. This is a volume that will find a welcome home on every teacher educator's bookshelf.'' --Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison
''Diversity and the New Teacher is an engaging wake-up call for teacher educators. Through lively portraits of student teachers in a typical university-based program, Cornbleth perceptively teases out patterns in the sense they make of urban youth, and then clearly spells out key changes that are warranted in teacher preparation.'' --Christine Sleeter, Professor Emerita, California State University Monterey Bay
In this extraordinary volume, veteran teacher educator and internationally respected scholar Catherine Cornbleth examines one of the most challenging issues for new teachers how to effectively teach a diverse student population. Cornbleth weaves the voices and experiences of student teachers from urban elementary and high schools into her own analysis. She invites new and prospective teachers (especially white teachers from middle-class homes) to draw on these experiences to explore how to work more constructively with students different from themselves, and to succeed in schools different than their own. She also speaks to teacher educators about their role in preparing new teachers to face increasing diversity in public schools. Featuring vignettes and interviews throughout, this book offers in-depth descriptions of the issues white student teachers confront as they teach in urban settings, provides insight and advice to help strengthen relationships between racially, socioeconomically, and culturally dissimilar students and teachers, and examines the successes and failures teachers experience when engaging diverse groups of students in meaningful academic learning.
''As always, Cornbleth provides a clear, cogent, and compelling look at the problems but more importantly she zeros in on the solutions. This is a volume that will find a welcome home on every teacher educator's bookshelf.'' --Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison
''Diversity and the New Teacher is an engaging wake-up call for teacher educators. Through lively portraits of student teachers in a typical university-based program, Cornbleth perceptively teases out patterns in the sense they make of urban youth, and then clearly spells out key changes that are warranted in teacher preparation.'' --Christine Sleeter, Professor Emerita, California State University Monterey Bay
In this extraordinary volume, veteran teacher educator and internationally respected scholar Catherine Cornbleth examines one of the most challenging issues for new teachers how to effectively teach a diverse student population. Cornbleth weaves the voices and experiences of student teachers from urban elementary and high schools into her own analysis. She invites new and prospective teachers (especially white teachers from middle-class homes) to draw on these experiences to explore how to work more constructively with students different from themselves, and to succeed in schools different than their own. She also speaks to teacher educators about their role in preparing new teachers to face increasing diversity in public schools. Featuring vignettes and interviews throughout, this book offers in-depth descriptions of the issues white student teachers confront as they teach in urban settings, provides insight and advice to help strengthen relationships between racially, socioeconomically, and culturally dissimilar students and teachers, and examines the successes and failures teachers experience when engaging diverse groups of students in meaningful academic learning.
