Questioning Assumptions and Challenging Perceptions

Becoming an Effective Teacher in Urban Environments

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Questioning Assumptions and Challenging Perceptions by Connie L. Schaffer, Meg White, Corine Meredith Brown, Rowman & Littlefield Publishers
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Author: Connie L. Schaffer, Meg White, Corine Meredith Brown ISBN: 9781475822045
Publisher: Rowman & Littlefield Publishers Publication: January 15, 2016
Imprint: Rowman & Littlefield Publishers Language: English
Author: Connie L. Schaffer, Meg White, Corine Meredith Brown
ISBN: 9781475822045
Publisher: Rowman & Littlefield Publishers
Publication: January 15, 2016
Imprint: Rowman & Littlefield Publishers
Language: English

For a moment, consider “you don’t know what you don’t know”. What individuals know about urban schools is often based on assumptions and perceptions. It is important for individuals to examine these assumptions and perceptions of urban schools and the students who attend them.

While many textbooks support how teachers should teach students in urban settings, this book asserts individuals can be effective teachers in these settings only if they first develop an understanding urban schools and the students who attend them. As readers progress through the chapters, they will realize they don’t know what they don’t know.

Within a framework of cognitive dissonance, readers will continuously examine and reexamine their personal beliefs and perceptions. Readers will also investigate new information and varied perspectives related to urban schools. When readers finish this book, they will be on their way to becoming effective teachers in urban environments.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

For a moment, consider “you don’t know what you don’t know”. What individuals know about urban schools is often based on assumptions and perceptions. It is important for individuals to examine these assumptions and perceptions of urban schools and the students who attend them.

While many textbooks support how teachers should teach students in urban settings, this book asserts individuals can be effective teachers in these settings only if they first develop an understanding urban schools and the students who attend them. As readers progress through the chapters, they will realize they don’t know what they don’t know.

Within a framework of cognitive dissonance, readers will continuously examine and reexamine their personal beliefs and perceptions. Readers will also investigate new information and varied perspectives related to urban schools. When readers finish this book, they will be on their way to becoming effective teachers in urban environments.

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