1st Edition
Early Career English Teachers in Action Learning from Experience, Developing Expertise
Contents
Foreword, Lisa Schade Eckert
Preface
Acknowledgments
Chapter 1: Introduction
Why English School Teachers? Robert Rozema
Why Teacher Narratives? Lindsay Ellis
Chapter 2: School Culture
Introduction, Robert Rozema
Lessons from the Scrap Yard, Jeremy Battaglia
The Rules, Adam Kennedy
Lessons from the Slum, David Jagusch
Life Skills, Blaine Sullivan
Chapter 3: School Climate
Introduction, Robert Rozema
Loving and Leaving, Tami Teshima
Why the Hell Would You Teach There? Kristyn Konal
Chapter 4: Curriculum
Introduction, Lindsay Ellis
Kibera Sings, David Jagusch
Going Gradeless, Sierra Holmes
The Meaning of Success, Adam Kennedy
Chapter 5: Teacher Identity
Introduction, Lindsay Ellis
Absorbing Fear, Rejecting Fear, Bree Gannon
Integrity, Amanda Brown
Breaking My Rule, Lindsay Stoetzel
First Love, Sara VanIttersum
Holding their Stories, Tracy Meinzer
Chapter 6: Student Behavior
Introduction, Robert Rozema
The Exceptions, Adam Kennedy
Finding Your Focus, Jeremy Battaglia
Innocence and Experience, Amanda Brown
The Heart of Teaching, Tracy Meinzer
Contributors
Biography
Robert Rozema is Associate Professor of English (Secondary Education), Grand Valley State University, USA. Before coming to Grand Valley, he taught high school English for eight years.
Lindsay Ellis is Associate Professor of English, Grand Valley State University. USA. She directs the Lake Michigan Writing Project.
"This collection of beginning teacher stories provides authentic narrative voices that share the positive, neutral, and negative realities of teaching. The vicarious experience serves as a means to help pre-service teachers envision their roles and the many choices, from overall career choices to the miniscule daily decisions, they will make as teachers…. and to meet contemporary and future challenges as public intellectuals, advocates for their students and communities, and pedagogical leaders who can usher in a new progressive era of education."
Lisa Schade Eckert, Northern Michigan University, USA. From the Foreword
"This is a gem of a book. It will stay on teachers’ shelves long after they have emerged through their teacher preparation programs and first years of teaching as an invaluable resource for thinking about their lives as teachers, their teaching, and the students and issues that confront them."
Melanie Sperling, University of California, Riverside, USA
