Show Less
Restricted access

Highly Effective Teachers of Vulnerable Students

Practice Transcending Theory

Series:

Edited By Mary Poplin and Claudia Bermudez

Highly Effective Teachers of Vulnerable Students contains the quintessential details of highly effective teachers working with students who live in poverty inside our public schools and community colleges. This book features the words and actions of the teachers that can inspire and direct any current or future teacher who wants to be great and be a part of inspiring young people to fulfill their potential. This is the grist we need to spark a reinvigorated critical national conversation about what it takes to really have highly effective teachers in low-income public schools and whether we have the moral courage to work as hard as they do to make educational equity a reality in our nation.

Show Summary Details
Restricted access

1. Enter the World of Highly Effective Teachers … (Mary Poplin)

Extract

| 1 →





1. Enter the World of Highly Effective Teachers …

MARY POPLIN

“I want them to grow up and be decent people and live a life they love.”

—Ms. D, Middle school life science teacher

You are holding in your hand, or viewing on your screen, probably the most valuable resource for a teacher who wants to be great. It is not just the words my colleagues and I have written in these chapters but the words of a group of 41 highly effective teachers (from K–12 to the community college level) who teach students in some of the most economically depressed communities in the greater Los Angeles area; as well as the words that their primarily Latino and African American students used to describe them. While we were in schools and colleges in three counties in southern California, we doubt it would be much different from any impoverished community in the U.S. or in many other countries. In addition, you will find the perspectives of 30 young college age Black men (20 of whom are in college and 10 not) regarding any significant teachers they had in K–12. We also offer insights into how teachers engage social capital in these low-income communities as compared to those in upper middle-class communities. Lastly, we share insights gained from observing a Native American tutoring program that supports students to succeed in schools and colleges. These 14 chapters...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.