Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
612-822-4611

  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Recognizing "Best Practices" as Locally Situated: Cultivating Contextualized, Inclusive, and Culturally Responsive Classroom Practice

Recognizing "Best Practices" as Locally Situated: Cultivating Contextualized, Inclusive, and Culturally Responsive Classroom Practice

Paperback

Series: Demystifying Social Justice Education: Moving from Trendy to Transformative Equity and Justice Pract

General Education

Currently unavailable to order

ISBN10: 1975509196
ISBN13: 9781975509194
Publisher: Myers Education Press
Pages: 250
Weight: 0.80
Height: 0.65 Width: 6.00 Depth: 9.00
Language: English
Teaching in PreK-12 classrooms requires not only pedagogical knowledge and field-related skill, but also creativity, flexibility, and responsiveness. Teachers, as lifelong learners and as leaders in education, must make sense of curricula, policies, research, and evidence in order to guide and shape their practices in unique and diverse contexts. How teachers make use of these best practice guides varies -- there is no one-size-fits-all program or method that can be picked up and applied without classroom teachers' localized and reflective contextualization.

Designed for use by preservice teachers, experienced educators, mentors and coaches, school leaders, and teacher preparation faculty, Recognizing Best Practices as Locally Situated calls teachers into their power to disrupt, transform, and lead towards change in PreK-12 schools. This volume makes visible the critical work teachers engage in daily as they evaluate, interpret, implement, and assess the impact of particular strategies, resources, and approaches in their classrooms. Teachers must iterate on their teaching practice in cycles of continuous learning and reflection toward educational equity and social justice.

Recognizing Best Practices as Locally Situated celebrates the voices, power, and pedagogical practices of teachers across a variety of content areas and settings, ranging from early childhood to adolescence and from transnational contexts, including multilingual classrooms in the U.S., Lebanon, and Ukraine, along with teacher preparation programs in the U.S. and Europe. Through vignettes, analysis, reflective prompts, lesson plans, resources, and activities, the authors make clear that teachers are agentic, innovative, and adaptive practitioners who translate evidence-based best practices into context-specific, responsive, and learner-centered pedagogical moves that build upon the assets of their students to support learning. They invite readers into their (trans)local worlds as readers' shape and reconfigure their own (trans)local classrooms, schools, and educational ecosystems.

Recognizing Best Practices as Locally Situated aims to bring together the voices of practitioners across K-12 education to examine their situated and expert testing, adaptation, and refusal of best practices within their classrooms and communities. The authors explore a best practice, as housed in this partially archived version of the U.S. Department of Education's Best Practices Clearinghouse or as explicitly named in research or practitioner literature. They explain the ways they have tested, accepted, rejected, modified, or otherwise adapted and contextualized that best practice within their own teaching context and with equity, inclusion, diversity, belonging, and social justice in mind. Recognizing Best Practices as Locally Situated provides an important overview and critique of currently circulating best practices for both novice and experienced educators. It provides classroom-tested pedagogical modes and resources with methodologies for engaging critically with evidence, including through generation of new evidence and knowledge bases situated within particular communities, times, places, and policy contexts.

As part of Dr. Linsay DeMartino and Dr. Lisa Fetman's book series Demystifying Social Justice Education: Moving from Trendy to Transformative Equity and Justice Practices in Schools, this book aligns through its focus on equity and justice and the dismantling of taken-for-granted or trendy practices and policies in education. The collection of texts draws upon the lived experiences of educators, education researchers, community program leaders, and students and families to provide new evidence and as contributions to the literature centering around what is possible in equitable, responsive, belonging, and socially-just education.

Perfect for courses such as: Introduction to Curriculum, Instruction, and Assessment in Diverse Classrooms; Introduction to Educating For Equity And Social Justice; Cultivating Culturally Responsive Classrooms; Critically Reflective Teaching; Adolescent Identities, Literacies, and Communities; Integrated Content and Language Learning (TESOL/TEFL/Bilingual Ed); Literacy Methods in Multilingual Classrooms; Resisting and Transforming the Purpose of Education: Education for Freedom; Professional Development and Leadership; Inquiry-Based Professional Learning; Introduction to Teacher Leadership And School Improvement

Also in

General Education

View All