Etta R. Hollins's Books

Rethinking Field Experiences in Preservice Teacher Preparation

Meeting New Challenges for Accountability

By: Etta R. Hollins

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Rethinking Field Experiences in Preservice Teacher Preparation

Meeting New Challenges for Accountability

By: Etta R. Hollins

The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.

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Page Count

254

Publisher

Routledge

Published Date

ISBN 10

1317584295

ISBN 13

9781317584292

Transforming Curriculum for A Culturally Diverse Society

By: Etta R. Hollins

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Transforming Curriculum for A Culturally Diverse Society

By: Etta R. Hollins

The intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. Certain key questions must be addressed in this process: * What should be the purpose of schooling in a culturally diverse society? * Who should be involved in curriculum planning and what process should be employed? * How is the actualized curriculum differentiated? * What is the relationship between school practices and the structure of the larger society? * How should the curriculum be evaluated? The authors of the essays in this book address critical perspectives from which a framework is constructed for a discourse on planning curriculum for a culturally diverse society. In a substantive introduction, Hollins presents the major themes and overall goals of the book and describes how the readings in each of the four parts are linked to each other and to these themes and goals. Each part begins with critical questions and an overview to provide a framework and a focus for the readings that follow, and concludes with suggested learning experiences.

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Page Count

313

Publisher

Routledge

Published Date

ISBN 10

1135469423

ISBN 13

9781135469429

Culture in School Learning

Revealing the Deep Meaning

By: Etta R. Hollins

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Culture in School Learning

Revealing the Deep Meaning

By: Etta R. Hollins

In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation. Pedagogical Features Focus Questions at the beginning of each chapter assist the reader in identifying complex issues to be examined. Chapter Summaries provide a quick review of the main topics presented. Suggested Learning Experiences have been selected for their value in expanding preservice teachers' understanding of specific questions and issues raised in the chapter. Critical Readings lists extend the text to treat important issues in greater depth. New in the Second Edition New emphasis is placed on the power of social ideology in framing teachers’ thinking and school practices. The relationship of core values and other important social values common in the United States to school practices is explicitly discussed. Discussion of racism includes an explanation of the relationship between institutionalized racism and personal beliefs and actions. Approaches to understanding and evaluating curriculum have been expanded to include different genres and dimensions of multicultural education. A framework for understanding cultural diversity in the classroom is presented. New emphasis is placed on participating in a community of practice. This book is primarily designed for preservice teachers in courses on multicultural education, social foundations of education, principles of education, and introduction to teaching. Inservice teachers and graduate students will find it equally useful.

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Page Count

229

Publisher

Routledge

Published Date

ISBN 10

1135638624

ISBN 13

9781135638627

Learning to Teach in Urban Schools

The Transition from Preparation to Practice

By: Etta R. Hollins

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Learning to Teach in Urban Schools

The Transition from Preparation to Practice

By: Etta R. Hollins

This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district. Learning to Teach in Urban Schools offers rare insight into how teachers can transform their own practice and in the process, transform the culture of low performing urban schools.

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124

Publisher

Routledge

Published Date

ISBN 10

1136715541

ISBN 13

9781136715549

Teaching to Transform Urban Schools and Communities

Powerful Pedagogy in Practice

By: Etta R. Hollins

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Teaching to Transform Urban Schools and Communities

Powerful Pedagogy in Practice

By: Etta R. Hollins

For preservice candidates and novice teachers facing the challenges of feeling underprepared to teach in urban schools, this book offers a framework for conceptualizing, planning, and engaging in powerful teaching. Veteran teacher educator Etta Ruth Hollins builds on previous work to focus on transformative practices that emphasize the purpose and process of teaching. These practices are designed to improve academic performance, transform the social context in low-performing urban schools, and improve the quality of life in the local community. The learning experiences provided in this book guide readers through a sequence of experiences for learning about the local community that include an examination of history and demographics, community resources, local city and federal governance structures, and collaborating with other professionals. Focus Questions and a dedicated Application to Practice section in each chapter further guide learning and help make real-world connections. Designed to enable readers to bridge the gaps between theory and practice and the actual needs of urban students and their communities, this groundbreaking text helps prepare preservice candidates to make a successful transition and aids novice teachers in developing teaching practices that support academic excellence. Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

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Page Count

157

Publisher

Routledge

Published Date

ISBN 10

135186324X

ISBN 13

9781351863247

Rethinking Teacher Preparation Program Design

By: Etta R. Hollins,Connor K. Warner

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Rethinking Teacher Preparation Program Design

By: Etta R. Hollins,Connor K. Warner

This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.

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Page Count

154

Publisher

Routledge

Published Date

ISBN 10

1000382710

ISBN 13

9781000382716

Culture in School Learning

Revealing the Deep Meaning

By: Etta R. Hollins

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Culture in School Learning

Revealing the Deep Meaning

By: Etta R. Hollins

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Page Count

229

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Routledge

Published Date

ISBN 10

1135638624

ISBN 13

9781135638627

Learning to Teach in Urban Schools

The Transition from Preparation to Practice

By: Etta R. Hollins

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Learning to Teach in Urban Schools

The Transition from Preparation to Practice

By: Etta R. Hollins

This book about the transition from teacher preparation to teaching practice in urban school settings offers rare insight into how teachers can transform their own practice and in the process, transform the culture of schools.

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Page Count

121

Publisher

Routledge

Published Date

ISBN 10

113671555X

ISBN 13

9781136715556

Rethinking Field Experiences in Preservice Teacher Preparation

Meeting New Challenges for Accountability

By: Etta R. Hollins

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Rethinking Field Experiences in Preservice Teacher Preparation

Meeting New Challenges for Accountability

By: Etta R. Hollins

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Solve jigsaw puzzle

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Page Count

254

Publisher

Routledge

Published Date

ISBN 10

1317584295

ISBN 13

9781317584292

Rethinking Teacher Preparation Program Design

By: Etta R. Hollins,Connor K. Warner

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Rethinking Teacher Preparation Program Design

By: Etta R. Hollins,Connor K. Warner

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Solve jigsaw puzzle

Age

Page Count

154

Publisher

Routledge

Published Date

ISBN 10

1000382710

ISBN 13

9781000382716

Book's by Etta R. Hollins

Rethinking Field Experiences in Preservice Teacher Preparation

Rethinking Field Experiences in Preservice Teacher Preparation

Transforming Curriculum for A Culturally Diverse Society

Transforming Curriculum for A Culturally Diverse Society

Culture in School Learning

Culture in School Learning

Learning to Teach in Urban Schools

Learning to Teach in Urban Schools

Teaching to Transform Urban Schools and Communities

Teaching to Transform Urban Schools and Communities

Rethinking Teacher Preparation Program Design

Rethinking Teacher Preparation Program Design

Culture in School Learning

Culture in School Learning

Learning to Teach in Urban Schools

Learning to Teach in Urban Schools

Rethinking Field Experiences in Preservice Teacher Preparation

Rethinking Field Experiences in Preservice Teacher Preparation

Rethinking Teacher Preparation Program Design

Rethinking Teacher Preparation Program Design

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