Highly Effective Teachers of Vulnerable Students: Practice Transcending Theory(10 Critical Education & Ethics)

Highly Effective Teachers of Vulnerable Students contains the quintessential details of highly effective teachers working with students who live in poverty inside our public schools and community colleges. This book features the words and actions of the teachers that can inspire and direct any current or future teacher who wants to be great and be a part of inspiring young people to fulfill their potential. This is the grist we need to spark a reinvigorated critical national conversation about what it takes to really have highly effective teachers in low-income public schools and whether we have the moral courage to work as hard as they do to make educational equity a reality in our nation.

Table of Contents:
Figures and Tables – Acknowledgments – Mary Poplin: Enter the World of Highly Effective Teachers … – Claudia Bermúdez: "My classroom is not broken": Interviews with Highly Effective Teachers – Wendy Moore and Claudia Bermúdez: "She wants us to be the best and change the world": How Middle and High School Students Perceive Highly Effective Teachers – Wendy Moore: "The sky is the limit": The Essential Teaching Practices of Successful Teachers of Latino English Learners – David Tarazón: "She won’t give up on you": Math Instruction as Cultural Capital for English Learners – Kim Hall: "Her method of teaching is extraordinary": Preferred Strategies for Reclassification of English Learners – Calista E. Kelly: "I’m not sittng at my desk": The Essential Practices of Teacher Talk and Structured Group Work – Matthew Smith: "She kept me in the game": How Black Males Perceive Effective Teachers – Jaquet Dumas: A Culture of Honor: Highly Effective Teachers of African American Students in Grades 4–12 – Alejandro B. López: "He keeps me on track and prevents me from lollygagging": Insights from a Native American Tutoring Program – Rebecca Hatkoff and Claudia Bermúdez: "Believe you have something to say": Successful Community College Teachers of Developmental English Classes – Rebecca Hatkoff: Challenging Class: How Highly Effective Teachers Mitigate Social Class Reproduction in Working-Class Communities – June K. Hilton: Finding the Experts: Selection Criteria of Highly Effective Teachers – Mary Poplin "He never leaves someone behind": Effective Practice Informing Policy and Theory – Paul Kirschner: Epilogue: What Makes a Great Teacher? – Contributors.

About the Author :
Mary Poplin, Ph.D., is a graduate of the University of Texas and a professor at Claremont Graduate University in the School of Educational Studies. There she developed the CGU Teacher Education program from 1985–1995 and again from 2000–2004. She was also Dean of the School of Educational Studies from 2002–2004. Claudia Bermúdez, Ph.D., is a coordinator in the Teacher Education Program at Claremont Graduate University, where she received her Ph.D. in urban leadership in 2014. She held various positions in the Los Angeles Unifi ed School District including teacher, district EL expert, assistant principal, and principal.

Review :
“This is an important book because it provides us with rich descriptions of both the dispositions and the practices used by effective teachers who are successful with students who so often are considered ‘hard-to-teach.’ It is a must-read for both teacher educators and new teachers.” Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford University “If we truly believed that teachers could make a profound difference in the lives of Black, Latino, and other underrepresented groups of students, we would seek out exemplary, amazing educators and strive to better understand how they teach and why their efforts succeed. The authors of this important book have done this in a manner that highlights the teacher-based factors that make a difference in promoting educational equity and excellence.” Joseph F. Johnson, Jr., Interim Provost and Senior Vice President Executive Director, National Center for Urban School Transformation San Diego State University “This credible, well-researched, and persuasive analysis of highly effective teachers of minoritized, public school youth demystifies the alchemy of our nation’s best classrooms where healthy student-teacher relationships, personal accountability, high expectations, and authentic caring relationships thrive. This timely text has powerful implications for policy and practice. Kudos to Poplin, Bermúdez, and colleagues for a job well done!” Angela Valenzuela, College of Education, University of Texas at Austin; author of Subtractive Schooling; editor of Growing Critically Conscious Teachers “Highly Effective Teachers of Vulnerable Students reveals both the power and the promise of pedagogical praxis undertaken by teachers whose dedication to their craft has yielded effective results, changed lives for the better and in doing so has made the world a place where hope and possibility can thrive.” Peter McLaren, Distinguished Professor in Critical Studies, Chapman University; author of Pedagogy of Insurrection “With its rich, in-depth studies of the very best teachers, Highly Effective Teachers of Vulnerable Students makes an essential contribution to the case for explicit, ambitious instruction. It makes an equally vital case against the failed pedagogic fads and learning theories that continue to dominate in too many classrooms—and in schools of education. An important book.” Mike Schmoker, author of Focus: Elevating the Essentials to Radically Improve Student Learning and Leading with Focus: Elevating the Essentials for School and District Improvement