Going Public with Our Teaching: An Anthology of Practice (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.

Features:

• Classroom teachers thinking about and addressing some of the most important and compelling issues of the day.
• Selections that include journal articles, book chapters, opinion pieces, narratives, excerpts from multimedia works, and links to websites―providing a sense of the ever-expanding ways teachers are making their work public and accessible to others.
• Insights from teachers who come from a variety of reform communities, such as the National Writing Project (NWP) and The Carnegie Academy for Scholarship of Teaching and Learning (CASTL).

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.

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.

Contributors: Rebecca Akin, Deborah Loewenberg Ball, Cynthia Ballenger, Ron Berger, Timothy Boerst, Lois Brandts, Vanessa Brown, Gerald Campano, Marlene Carter, Joan Kernan Cone, Larry Copes, Griselle M. Diaz-Gemmati, Yvonne Divans Hutchinson, Magdalene Lampert, Steven Levy, Heidi Lyne, Jeffrey Maas, Ramón Martínez, Renee Moore, Marsha R. Pincus, and Emily Wolk.