Responding to Poverty and Disadvantage in Schools
Responding to Poverty and Disadvantage in Schools
复制标题
应对学校的贫困和弱势
DOI：
10.1057/978-1-137-52156-9
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Bibby T
中科院分区：
文献类型：
--
作者：
Bibby T
本书探讨了教师在处理弱势情境时面临的一系列挑战，并探讨了思考这些情境的不同方式。本书从弱势环境学校教师撰写的各种事件开始，提供了一系列思考这些事件的方式——有些更偏向心理学，另一些更偏向社会学——并且章节发展了教师和学者之间的对话。这些“对话”将帮助教师更深入地反思他们的工作环境、劣势意味着什么以及劣势在实践中如何表现。它还将帮助教师反思他们的工作性质；成为一名优秀且高效的教师意味着什么；以及在不同的教育劣势环境中可能需要发展的特定技能、方法、关系和能力。本书探讨了关于教育和劣势的不同思维方式之间的紧张关系；它将成为教育学生和教师、教育政策制定者和在职学校教师的引人入胜的读物。
This book explores a range of challenges teachers face in dealing with situations of disadvantage, and explores different ways of thinking about these situations. Starting with a variety of incidents written by teachers in schools in disadvantaged settings, the book provides a range of ways of thinking about these-some more psychological, others more sociological-and chapters develop conversations between teachers and academics. These'conversations' will help teachers reflect more deeply on the contexts in which they work, on what disadvantage means, and how disadvantage manifests in practice. It will also help teachers reflect upon the nature of their work; what it means to be a good and effective teacher; and the particular skills, approaches, relationships and competencies that may need to be developed in differing settings of educational disadvantage. The book explores the tensions between different ways of thinking about education and disadvantage; it will make compelling reading for students and teachers of education, education policy makers, and practising schoolteachers.