Katherine Schultz is an associate professor of education at the Graduate School of Education at the University of Pennsylvania. Her books include Listening: A Framework for Teaching Across Differences and School's Out!: Bridging Out-of-School Literacies with Classroom Practice (edited with Glynda Hull).

Schultz transforms the silences of children into opportunities for teachers and students to talk with each other. The struggle of classroom management is not to keep children quiet, nor to get a few of them to contribute at the right time, but to hear and to nurture what is on everyone's mind. -From the Foreword by Ray McDermott, Stanford University ""Rethinking Classroom Participation is a crucial corrective on the long-standing assumption that silence signifies oppression. Schultz has written a text that dignifies the work of teaching and learning in everyday public schools and invites us to redesign our classrooms as landscapes of participation."" -Michelle Fine, Graduate Center, CUNY ""Kathy Schultz shifts the figure/ground relationship between talk and silence, helping us 'hear' silence as a form of classroom participation. Her book offers unexpected ways to interpret teaching and learning and to foster democratic classrooms. A valuable read for teachers at every career stage, teacher educators, and students of classroom life."" -Sharon Feiman-Nemser, Brandeis University

Katherine Schultz is an associate professor of education at the Graduate School of Education at the University of Pennsylvania. Her books include Listening: A Framework for Teaching Across Differences and School's Out!: Bridging Out-of-School Literacies with Classroom Practice (edited with Glynda Hull).

Schultz transforms the silences of children into opportunities for teachers and students to talk with each other. The struggle of classroom management is not to keep children quiet, nor to get a few of them to contribute at the right time, but to hear and to nurture what is on everyone's mind. -From the Foreword by Ray McDermott, Stanford University ""Rethinking Classroom Participation is a crucial corrective on the long-standing assumption that silence signifies oppression. Schultz has written a text that dignifies the work of teaching and learning in everyday public schools and invites us to redesign our classrooms as landscapes of participation."" -Michelle Fine, Graduate Center, CUNY ""Kathy Schultz shifts the figure/ground relationship between talk and silence, helping us 'hear' silence as a form of classroom participation. Her book offers unexpected ways to interpret teaching and learning and to foster democratic classrooms. A valuable read for teachers at every career stage, teacher educators, and students of classroom life."" -Sharon Feiman-Nemser, Brandeis University

Katherine Schultz is an associate professor of education at the Graduate School of Education at the University of Pennsylvania. Her books include Listening: A Framework for Teaching Across Differences and School's Out!: Bridging Out-of-School Literacies with Classroom Practice (edited with Glynda Hull).

Schultz transforms the silences of children into opportunities for teachers and students to talk with each other. The struggle of classroom management is not to keep children quiet, nor to get a few of them to contribute at the right time, but to hear and to nurture what is on everyone's mind. -From the Foreword by Ray McDermott, Stanford University ""Rethinking Classroom Participation is a crucial corrective on the long-standing assumption that silence signifies oppression. Schultz has written a text that dignifies the work of teaching and learning in everyday public schools and invites us to redesign our classrooms as landscapes of participation."" -Michelle Fine, Graduate Center, CUNY ""Kathy Schultz shifts the figure/ground relationship between talk and silence, helping us 'hear' silence as a form of classroom participation. Her book offers unexpected ways to interpret teaching and learning and to foster democratic classrooms. A valuable read for teachers at every career stage, teacher educators, and students of classroom life."" -Sharon Feiman-Nemser, Brandeis University