The Networked Teacher by Kira Baker-Doyle provides beginning teachers, teacher educators, school administrators, and interested scholars with a lens to examine new teachers’ social networks and their impact on a teacher’s development and success. Through an immersion in social network theory, paired with stories of real first-year teachers, readers are exposed to the complex role that networks play in a new teacher’s personal and professional life.
Consciousness-Raising or Eyebrow-Raising? Reading Urban Fiction with High School Students in Freirean Cultural Circles
Based largely on the writings of educational philosopher and activist Paulo Freire
“I’ll read some division problems. You write them. Problem A. 5 goes into 35. Say the problem”.
The teacher taps a bell and the students respond “5 goes into 35”.
“Write it. Don’t work it yet. Problem B. 5 goes into 30. Say the problem.”
Existing evidence suggests that high stakes exams result in little increased learning among students (Amrein & Berliner, 2002; Klein, Hamilton, McCaffrey, & Stetcher, 2000; Koretz, Mitchell, & Stetcher, 1996). Yet, given the federal mandates for greater accountability, such as No Child Left Behind (NCLB) legislation and Race to the Top policies, and the “pervasive testing culture” (Moses & Nanna, 2007, p. 55), the use of high-stakes tests is presently an accepted practice.
Over the past ten years, 4th and 8th graders attending high-poverty schools in the United States have obtained lower reading, math, visual arts and music test scores on average than their counterparts in low-poverty schools.
Teaching in diverse, urban classrooms can be challenging for teachers; high percentages leave within the first five years of their careers (National Council on Teaching and America’s Future [NCTAF], 2008).