“I LOVE the integration of theory and practice!” (Brigid Beaubien)
“It has a strong research focus while it simultaneously speaks to the heart and beliefs of preservice and inservice teachers. This ability to simultaneously engage readers intellectually and emotionally sets this text apart from others.” (Amanda Smith)
“…a very strong book with an amazing ability to pull together vast amounts of information in concise and precise ways and make it readable and practical for preservice teachers.” (Janna Jackson-Kellinger)
About the Author
Andrea J. Stairs is Assistant Professor and Program Coordinator of Literacy Education at the University of Southern Maine in Gorham, Maine. A former middle and high school English teacher and literacy coach, she earned her Ph.D. in Education specializing in Curriculum and Instruction from Boston College. Her research interests include urban teacher learning, teacher education in professional development schools, and teacher research in literacy. She is co-editor, with Kelly A. Donnell, of Research on Urban Teacher Learning: Examining Contextual Factors Over Time (2010).
Kelly A. Donnell is Associate Professor of Education at Roger Williams University in Bristol, Rhode Island. A former elementary school teacher, she earned her Ph.D. in Education specializing in Curriculum and Instruction from Boston College. Her research interests include the process of learning to teach in urban settings, social justice in teacher education, practitioner inquiry, and induction for beginning teachers. She is co-editor, with Andrea J. Stairs, of Research on Urban Teacher Learning: Examining Contextual Factors Over Time (2010).
Alyssa Hadley Dunn, Ph.D. is an assistant professor of teacher education at Michigan State University. A former high school English teacher, she received her Ph.D. in Educational Studies from Emory University and previously worked as an assistant professor at Georgia State University. Her research and teaching interests include urban teacher education and support and the sociocultural and political contexts of urban schools. In addition to multiple journal articles, Dr. Dunn is the author of two books: Teachers Without Borders?: The Hidden Consequences of International Teachers in U.S. Schools (2013, Teachers College Press) and Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms (2011, Sage Publications, with Stairs and Donnell).