Katherine Schultz – författare

Many educators understand how to gauge learning by paying close attention to student talk. Few know how to interpret and attend to student silence as a form of participation. In her new book, Katherine Schultz examines the complex role student silence can play in teaching and learning. Urging teachers to listen to student silence in new ways, this book offers real-life examples and proven strategies for 'rethinking classroom participation' to include all students - those eager to raise their hands to speak and those who may pause or answer in different ways. Essential reading for all teachers, this book: redefines participation to include multimodal responses and engaged silence; explores how teachers might shift classroom discourse, structures, and assessment measures to reach all students; examines how silence can carry multiple meanings, including resistance, boredom, thoughtfulness, or strategic timing; and, looks at individual and group silence in the contexts of the classroom and school, as well as larger sociocultural patterns.

Heated debates about teaching often occur around the word practice. When we consider practice as a keyword, it becomes clear that practice is about much more than what teachers do in the classroom. Discourses of practice are used to spread policy ideas, to claim expertise, to empower or disempower teachers, to discredit or support schools of education, and more. In this book, the authors demonstrate how impoverished notions of practice undermine teachers’ work. They ask: How can a historical understanding of practice inform the present, considering the political, social, and economic forces that shape decisions and trends? How can educators act to transform teacher education, centring complex notions of practice that honour teachers’ work? Demonstrating the import of these questions in our current moment, they offer pathways forward.

Heated debates about teaching often occur around the word practice. When we consider practice as a keyword, it becomes clear that practice is about much more than what teachers do in the classroom. Discourses of practice are used to spread policy ideas, to claim expertise, to empower or disempower teachers, to discredit or support schools of education, and more. In this book, the authors demonstrate how impoverished notions of practice undermine teachers’ work. They ask: How can a historical understanding of practice inform the present, considering the political, social, and economic forces that shape decisions and trends? How can educators act to transform teacher education, centring complex notions of practice that honour teachers’ work? Demonstrating the import of these questions in our current moment, they offer pathways forward.

Heated debates about teaching often occur around the word practice. When we consider practice as a keyword, it becomes clear that practice is about much more than what teachers do in the classroom. Discourses of practice are used to spread policy ideas, to claim expertise, to empower or disempower teachers, to discredit or support schools of education, and more. In this book, the authors demonstrate how impoverished notions of practice undermine teachers' work. They ask: How can a historical understanding of practice inform the present, considering the political, social, and economic forces that shape decisions and trends? How can educators act to transform teacher education, centring complex notions of practice that honour teachers' work? Demonstrating the import of these questions in our current moment, they offer pathways forward.

Heated debates about teaching often occur around the word practice. When we consider practice as a keyword, it becomes clear that practice is about much more than what teachers do in the classroom. Discourses of practice are used to spread policy ideas, to claim expertise, to empower or disempower teachers, to discredit or support schools of education, and more. In this book, the authors demonstrate how impoverished notions of practice undermine teachers' work. They ask: How can a historical understanding of practice inform the present, considering the political, social, and economic forces that shape decisions and trends? How can educators act to transform teacher education, centring complex notions of practice that honour teachers' work? Demonstrating the import of these questions in our current moment, they offer pathways forward.

Distrust characterizes much of the current political discourse in the United States today. It shapes our feelings about teachers, schools, and policies. In Distrust and Educational Change, Katherine Schultz argues that distrust—and the failure to recognize and address it—significantly contributes to the failure of policies meant to improve educational systems. The strategies the United States has chosen to enact reform engender distrust, and in so doing, undermine the conditions that enable meaningful educational change. In situations in which distrust—rather than trust—predominates, teachers and principals are reluctant to transform their educational practice.  Through a set of illustrative stories, Schultz analyzes the role of distrust in the failure of educational change and transformation. By creating a taxonomy that includes three kinds of distrust—relational, structural, and contextual—she suggests ways to analyze, understand, and discuss the impact of distrust on schools, districts, and large-scale educational processes. She concludes by offering concrete recommendations for addressing distrust in classrooms, schools, and districts; discusses the roles played by teachers, principals, parents, and students in building trust; and points to schools and programs where distrust has been acknowledged and repaired successfully. By creating spaces that honor human dignity, Schultz argues, it is possible to replace a culture of systemic distrust built over time.