Conviction, Confrontation, and Risk in New Teachers' Advocating for Equity

Autor/inn/en	Athanases, Steven Z.; de Oliveira, Luciana C.
Titel	Conviction, Confrontation, and Risk in New Teachers' Advocating for Equity
Quelle	In: Teaching Education, 18 (2007) 2, S.123-136 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Student Attitudes; Special Needs Students; Equal Education; Teacher Education; Teacher Education Programs; Focus Groups; Teacher Educators; English (Second Language) + Suchen Sie Ihr Suchwort? Schülerverhalten; Sonderpädagogischer Förderbedarf; Lehrerausbildung; Lehrerbildung; Teacher education; Education; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Despite frustration with school constraints, new teachers who graduated from a program focused on advocacy for equity spoke for students in need in school forums and spoke up about issues of equity. Speaking for students, driven by convictions about equitable access to resources and a responsibility to act, often helped garner support and affected attitudes and school practices. However, this did not occur cost-free. Despite apparently strong preparation to advocate for equity, teachers reported that advocacy required persistence and sometimes confrontation with colleagues and administrators, some describing an assessment of risk, often feeling vulnerable in new jobs. A case of one teacher's advocacy for special needs students and for one boy in particular illustrates these issues. Suggestions are offered for ways teacher education can prepare teachers to speak for students in need and speak up and against practices and policies that impede equity. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10