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"This engaging and insightful book highlights issues of power and authority, which are often overlooked yet critically important in teacher preparation, induction, and retention."--Judith Haymore SandholtzAssistant Professor, Graduate School of EducationUniversity of California, Riverside"A Classroom of Her Ownis a rare combination of revealing case studies and practical advice designed to help beginning teachers learn how to teach."--Elliot W. EisnerLee Jacks Professor of Education and Professor of ArtSchool of Education, Stanford University

As practical as it is insightful . . . for teacher trainers and for teachers at all levels.

The extraordinary challenges that await all new teachers at the start of their teaching careers become even more complex when the new teachers are young, white, and female. Close to 80% of all new teachers entering the field match that demographic, and those are the teachers most often assigned to urban classrooms with high concentrations of at-risk students. Vulnerable to challenges based on age, power, experience, authority, race, class, and gender, those new teachers are the ones that A Classroom of Her Own follows, observing their on-the-job struggles and achievements as they develop confidence and competence in instructional, professional, and cultural realms. Chapters cover:

Authority with colleagues, supervisors, aides, veteran teachers, parents, and students Professional identity and presentation of self Presentation of emotions, including anger, fear, frustration, and courage School assignments, school environment, and school culture Administrative issues, evaluation, supervision, accountability, and committee work Moral dilemmas, jurisdiction, fairness, and integrity

Offering description and prescription, observation and advice, real-life experiences and tips for success from the new teachers themselves, this wonderful new resource on teacher preparation, induction, and retention should be essential reading for all teacher trainers, mentors, supervisors, staff developers, principals, and parent-community groups.

Tabla de contenidos provista por Syndetics

• Sidebar Directory
• Foreword
• Acknowledgments
• About the Author
• 1 Gender, Age, and Teacher Induction
• Young Women Teachers
• The Mantle of Teacher
• The Study
• 2 Stephanie: The Paradox of Authority
• Authority With Colleagues
• Authority With Parents
• Authority With Students
• Conclusion
• 3 Helen: Professional Identity
• Presentation of Self
• Presentation of the Classroom
• Presentation of Emotions
• Professional and Personal
• Conclusion
• 4 Paula: School Culture
• The School Environment
• Assignments
• Isolation and Connection
• Conclusion
• 5 Beth: School Administration
• Committee Work
• Supervision and Evaluation
• Principals
• Conclusion
• 6 Karen: Professional Judgement
• Moral Dilemmas in Teaching
• Conclusion
• 7 Julie: Affirmation and Attainment
• A Case Study of Homogeneity
• Conclusion
• 8 Unpredictable Outcomes: Race, Ethnicity, and Class
• The Diversity Divide
• Conclusion
• 9 Classrooms of Their Own
• Instructional Competence
• Professional Competence
• Cultural Competence
• Practical Considerations
• References
• Suggestions for Further Reading
• Index

Reseñas proporcionadas por Syndetics

CHOICE Review

The personal lives and real-life elementary school classroom experiences of six white, female first-year teachers, 24 to 30 years of age, are the focus of Cattani's book. She thoughtfully and carefully chronicles the experiences of these women during a five-month period, profiling each teacher in a separate chapter as she learned about the complications of ordinary classroom life. The ethnographic sketch of each teacher provides a consistent, visual portrayal of six women who survived, even though they all indicated that they were not prepared for the classroom experiences. Each learned how to exercise authority, how to think, how to confront their emotions, and how to deal with parents and school administrators. Each chapter begins with a statement related to teaching and the teacher. The teacher chapters include demographic information about each teacher and her school. Relevant tips, strategies, and thought-provoking materials for the reader to consider enrich each chapter. For instance, in "The Paradox of Authority," about 24-year-old Stephanie, the additional items focus on issues labeled "Worth Discussing." The book will be a wonderful resource on teacher preparation, induction, and retention. ^BSumming Up: Essential. Lower-division undergraduates and above. G. E. Pawlas University of Central Florida

Notas de autor provistas por Syndetics

Dana Haight Cattani, a writer and researcher, holds a doctorate in curricu­lum and teacher education from Stanford University. She studies teacher education and induction, school/university collaboration, and the sociol­ogy of education. She has conducted qualitative evaluation of school reform and has been a university and school site supervisor of beginning teachers. A former elementary and high school English teacher, Dr. Cattani was a fellow and teacher consultant with the California Writing Project, where she published and presented classroom research. Currently, she is active in school governance and as a classroom volunteer in her local public schools.The mother of three, she lives with her family in Chapel Hill, North Carolina. Her e-mail address is dana_cattani@stanfordalumni.org.