Publication Date: April 25, 2005
Series: Practitioner Inquiry Series
This seminal collection brings together rich examples of classroom inquiry to address key problems of practice. Responding to the growing importance of displaying the powerful work of teachers who study their practice, this unique ensemble combines a variety of classic and new pieces. The teacher reflections are organized according to the following sections: The Culture of Schools and Classrooms; The Content of the Curriculum; Issues of Equity, Race, and Culture; Negotiating the Dilemmas of Teaching.
Thomas Hatch, Dilruba Ahmed, Ann Lieberman, Deborah Faigenbaum, Melissa Eiler White, and Désirée H. Pointer Mace edited this book as part of their work at The Carnegie Foundation for the Advancement of Teaching.
“Finally, a much-needed and inspiring book that describes the context, culture, and complexities of good teaching. The authors have captured the essence of teaching as an intellectually rigorous, reflective, and humane act devoted to the achievement of all children.”
Jacqueline Jordan Irvine, Candler Professor of Urban Education, Emory University
“Using inspiring stories and innovative accompanying websites, this engaging book is
certain to add to the ongoing conversation on education reform and the pivotal
place of teachers in that conversation.”
— Sonia Nieto, University of Massachusetts, Amherst
“Teaching is like dry ice; it evaporates at room temperature unless gifted and courageous teachers like those writing in this volume take the initiative to go public. Bravo for this superb publication of the scholarship of teaching.”
Lee Shulman, President, The Carnegie Foundation for the Advancement of Teaching