Suzanne C. Carothers – författare

Teachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement.These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.

Teachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement.These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.

The stance of this book is not about showcasing our “expertise” on all we know about teaching. On the contrary, this is a book that describes how we have learned what we know about teaching — our journeys to becoming the teachers we are proud to be on behalf of the children and families we have and continue to serve. We explore why teaching matters to us. Our purpose here is to reflect on the values, beliefs, and practices we have as teachers who are reflective practitioners, conscientious, and committed to the work ensuring that each child in our care reaches his, her, their full potential.Our story that has led to the writing of this book reflects the work that these teachers do – their passion and commitment to it; the beliefs and attitudes they bring to the work; the challenges and frustrations faced in doing the work; the joy and excitement of the work; the lessons they have learned by the doing the work of teaching; what matters to them in doing the work; why it matters to them; and how it could matter to others who teach and care about teaching. A goal of this volume is that here, In Their Own Voices, actual teachers tell their stories of teaching from which others can learn.As teacher educators, committed to quality, equitable public-school education for all children, where do we find the next generation of teachers? How do we prepare them to enter the school house doors to work with children like and different from themselves? What is informing our academic on-campus preparation that reflects the lived experiences of teachers, children and their families, in the actual field of practice? This book raises these issues as it describes the relationship between a local public school on the Lower Eastside of Manhattan and its student teacher field supervisor from the University.