Visar resultat för..."Amanda Ooms"

Efter femton års självpåtagen exil är Aina tillbaka i Sverige. Hon beger sig upp till Fåfängan, Stockholms vackraste utsiktsplats, för att under ceremoniella former fira att hon överlevt. Platsen för riten är hennes heliga sten, den som så många gånger förr fungerat som sanningsvittne och biktbås. Men denna gång är hon inte ensam. I kvällens mörker möter hon en gåtfull man som tycks veta allt om henne, även sådant som hon aldrig avslöjat för någon annan. Och han vill ta henne i besittning. En kamp uppstår där insatserna är höga: När ska man gå och när ska man bli kvar? När ska man lära sig att vila i den man är? I slutändan är det en fråga om mod. Att tala till sig själv kräver mod. Nej. Att möta sig själv är att tåla modet.

Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students. Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility.This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.

Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students. Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility.This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.

Transform Your School’s Substitute Teaching Experience Just like everything else, substitute teaching is about to undergo a big change. In Substantial Classrooms: Redesigning the Substitute Teaching Experience, authors Jill Vialet and Amanda von Moos usher in a new era of innovation in substitute teaching. Threaded with concrete and actionable ways to improve the experience of substitute teaching for administrators, students, and the teachers themselves, Substantial Classrooms is a leading voice for innovation and renewal in substitute teaching. Instead of viewing substitute teachers as a placeholder in an educator’s absence, this book encourages readers to view substitute teachers as vital resources that diversify the typical classroom learning experience.  While other books look only at making a bad situation bearable, this book re-examines substitute teaching with an eye towards reinventing it as a unique and valuable part of students’ educational experience.Key themes of Substantial Classrooms include: How substitute teaching works todayApplying human-centered design to create change in legacy systems like substitute teachingConcrete and inspiring examples of different models for substitute teaching, for example, reimagining it as paid fieldwork for aspiring teachers.In addition to these key themes, every chapter includes stories and techniques from dynamic and innovative educational practitioners.This must-have guide to substitute teaching can improve schools everywhere and revolutionize the way educators, school and district leaders, colleges, and community partners view the experience of substitute teaching as a lever to positively impact schools.

Given the constantly changing student demographics in our public schools, teacher educators are tasked with preparing teacher candidates with reflective and critical teaching insights for reaching the needs and identities of all of our students. The authors contend that teacher educators can use controversial case study narratives to help encourage reflective thought on the ethical decision-making teachers face in complicated and sensitive issues. Reflection can also help with practical insights on classroom management techniques, and development of problem-solving steps, that may need to be implemented. Outside of the classroom environment, these case studies provide an opportunity to reflect on professionalism and relational aspects of collaboration amongst colleagues. Thus, we wish to offer this short collection of 28 case studies for teacher educators. We will also include critical case study questions that follow the narrative, along with the additional resources such as two or three research-based articles that teacher educators can utilize to further support their teacher candidate students.

Given the constantly changing student demographics in our public schools, teacher educators are tasked with preparing teacher candidates with reflective and critical teaching insights for reaching the needs and identities of all of our students. The authors contend that teacher educators can use controversial case study narratives to help encourage reflective thought on the ethical decision-making teachers face in complicated and sensitive issues. Reflection can also help with practical insights on classroom management techniques, and development of problem-solving steps, that may need to be implemented. Outside of the classroom environment, these case studies provide an opportunity to reflect on professionalism and relational aspects of collaboration amongst colleagues. Thus, we wish to offer this short collection of 28 case studies for teacher educators. We will also include critical case study questions that follow the narrative, along with the additional resources such as two or three research-based articles that teacher educators can utilize to further support their teacher candidate students.