ERIC Number: ED452156
Record Type: RIE
Publication Date: 2001
Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms. The Jossey-Bass Education Series.
This book describes the Teach for Diversity (TFD) teacher education program for people who want to teach poor minority children and who are excited about the possibilities for transformation within urban communities. The book is written in three voices (teacher, teacher educator, and researcher). It reflects the author's own early teaching career and mistakes she made, reflecting on her work with prospective teachers struggling to succeed with diverse students. The book studies the practice of novice teachers who are committed to principles of equity, social justice, and high achievement for all. It begins with an introduction describing the author's perspective on the state of teacher education. Chapter 1 discusses the nature of teaching in the 21st century and the despair people seem to feel about trying to teach. Chapter 2 introduces the novice teachers who participated in the study. Chapter 3 describes the first of three propositions that support culturally relevant teaching (academic achievement). Chapter 4 addresses the concept of cultural competence. Chapter 5 explores the citizenship function of teaching in public schools. Chapter 6 analyzes shortcomings of the TFD program and creates a vision of teacher education. Two appendices present study methodology and describe the TFD program. (SM)
Descriptors: Academic Achievement, Beginning Teachers, Citizen Participation, Culturally Relevant Education, Diversity (Student), Elementary Secondary Education, Higher Education, Minority Group Children, Poverty, Preservice Teacher Education, Public Schools, Urban Schools
Jossey-Bass, Inc., 350 Sansome Street, San Francisco, CA 94104 ($24.95). Tel: 888-378-2537 (Toll Free); Fax: 800-605-2665 (Toll Free); Web site: http://www.josseybass.com.
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Grant or Contract Numbers: N/A