This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years.
This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years.
Bob Fecho is Professor of English Education, Teachers College, Columbia University, USA. Dawan Coombs is Associate Professor of English, Brigham Young University, USA. Trevor Thomas Stewart is Associate Professor of English/Literacy Education, Virginia Tech School of Education, USA. Rachel Knecht is a graduate of Brigham Young University. After four years teaching secondary English, she is a doctoral candidate at the University of Nevada, Reno. Emelio DiSabato is a graduate of Teachers College, Columbia University and teaches middle schoolers at Seattle Girls' School.
Inhaltsangabe
Preface Acknowledgements Chapter One: The First First Day The Excitement and Tension of Moving into the Role of Teacher Chapter Two: Emelio Autumn of the First Year The Necessity of Trial and Error Chapter Three: Rachel Autumn of the First Year Traversing Collegiality Classroom Management and Planning Changes Chapter Four: Emelio Spring of the First Year Negotiating Classroom Order Teacher Needs and Student Expectations Chapter Five: Rachel Spring of the First Year The Importance of Collaboration and a Search for Balance Chapter Six: Emelio Autumn of the Second Year Authentic Assessment Power Positioning and Peer Influence Chapter Seven: Rachel Autumn of the Second Year Change is Good! Change is Good? Chapter Eight: Emelio Spring of the Second Year Learning to Nurture Literacy Development through Connection Chapter Nine: Rachel Spring of the Second Year Teaching Dialogically School Safety and Uncertain Futures Chapter Ten: A Place We Want to Be Appendix A Index
Preface Acknowledgements Chapter One: The First First Day The Excitement and Tension of Moving into the Role of Teacher Chapter Two: Emelio Autumn of the First Year The Necessity of Trial and Error Chapter Three: Rachel Autumn of the First Year Traversing Collegiality Classroom Management and Planning Changes Chapter Four: Emelio Spring of the First Year Negotiating Classroom Order Teacher Needs and Student Expectations Chapter Five: Rachel Spring of the First Year The Importance of Collaboration and a Search for Balance Chapter Six: Emelio Autumn of the Second Year Authentic Assessment Power Positioning and Peer Influence Chapter Seven: Rachel Autumn of the Second Year Change is Good! Change is Good? Chapter Eight: Emelio Spring of the Second Year Learning to Nurture Literacy Development through Connection Chapter Nine: Rachel Spring of the Second Year Teaching Dialogically School Safety and Uncertain Futures Chapter Ten: A Place We Want to Be Appendix A Index
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