Engaging Schooling
Developing Exemplary Education for Students in Poverty
Nonfiction, Reference & Language, Education & Teaching
| Author: | Wayne Sawyer, Geoff Munns, Katina Zammit, Catherine Attard, Eva Vass, Caroline Hatton | ISBN: | 9781317202745 |
| Publisher: | Taylor and Francis | Publication: | August 25, 2017 |
| Imprint: | Routledge | Language: | English |
| Author: | Wayne Sawyer, Geoff Munns, Katina Zammit, Catherine Attard, Eva Vass, Caroline Hatton |
| ISBN: | 9781317202745 |
| Publisher: | Taylor and Francis |
| Publication: | August 25, 2017 |
| Imprint: | Routledge |
| Language: | English |
In Engaging Schooling, the authors use case studies to engagingly demonstrate how schools can use pedagogical change to enable students from low SES backgrounds to benefit academically and socially from their schooling.
The book, which builds on Exemplary Teachers of Students in Poverty from the same research team, deals with key issues around the reshaping of schooling and teaching, focusing on structures for mentoring and research practice among teachers. It significantly advances international literature that highlights the role of pedagogy for engagement in the educational success of students from low SES backgrounds.
Moving beyond the individual classroom to focus on whole-school change, the book provides a clearer picture of processes which schools might undergo to engage students in low SES contexts, including teacher research, mentoring practices, instructional leadership and classroom discourses. The book will be of interest to all students, teachers and professional researchers in the field of teacher education.
In Engaging Schooling, the authors use case studies to engagingly demonstrate how schools can use pedagogical change to enable students from low SES backgrounds to benefit academically and socially from their schooling.
The book, which builds on Exemplary Teachers of Students in Poverty from the same research team, deals with key issues around the reshaping of schooling and teaching, focusing on structures for mentoring and research practice among teachers. It significantly advances international literature that highlights the role of pedagogy for engagement in the educational success of students from low SES backgrounds.
Moving beyond the individual classroom to focus on whole-school change, the book provides a clearer picture of processes which schools might undergo to engage students in low SES contexts, including teacher research, mentoring practices, instructional leadership and classroom discourses. The book will be of interest to all students, teachers and professional researchers in the field of teacher education.
