About the Editors
About the Contributors
PART I: WHY TEACH?
Chapter 1. My Need to Teach
Chapter 2. Why Teach?
Chapter 3. Becoming a MISTER
PART II: WHO ARE TODAY’S STUDENTS?
Chapter 4. Making the Most of the Classroom Mosaic: A Constructivist Approach to Embracing Student Diversity
Chapter 5. The Complexity of Labels: Considering Refugee Youth in the United States
Chapter 6. Translanguaging to Teach Toward Justice for Multilingual Students
PART III: WHAT MAKES A GOOD TEACHER?
Chapter 7. On Stir-and-Serve Recipes for Teaching
Chapter 8. Psst . . . It Ain’t About the Tests: It’s Still About Great Teaching
Chapter 9. Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy
PART IV: WHAT DO GOOD SCHOOLS LOOK LIKE?
Chapter 10. Lockdowns, Detectors, Guards, and Teachers With Guns?
Chapter 11. Success in East Harlem: How One Group of Teachers Built a School That Works
Chapter 12. How, and How Not, to Improve the Schools
PART V: HOW SHOULD WE ASSESS STUDENT LEARNING?
Chapter 13. A Mania for Rubrics
Chapter 14. Grading: The Issue Is Not How but Why?
Chapter 15. The Data Pandemic: Rethinking the Supremacy of Measurement in Education
PART VI: HOW DOES ONE DEVELOP A CRITICAL VOICE?
Chapter 16. Teachers as Transformative Intellectuals
Chapter 17. Resistance and Courage: A Conversation With Deborah Meier
Chapter 18. From Silence to Dissent: Fostering Critical Voice in Teachers
PART VII: HOW DO WE MOVE FORWARD?
Chapter 19. Necessary Muddles: Children’s Language Learning in the Classroom
Chapter 20. The 2018 Wave of Teacher Strikes: A Turning Point for Our Schools?
Chapter 21. Teachers as Social Justice Warriors: An Imperative for Meeting the Demands of the 21st Century
The Quest: Achieving Ideological Escape Velocity—Becoming an Activist Teacher