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Learning to Teach Inclusively: Student Teachers’ Classroom Inquiriesreviewed by Barbara B. Levin - November 06, 2006 Title: Learning to Teach Inclusively: Student Teachers’ Classroom Inquiries Author(s): Celia Oyler and the Preservice Inclusion Study Group Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ ISBN: 0805854312 , Pages: 176, Year: 2006 Search for book at Amazon.com This book is about much more than its title indicates. It is about the experiences of five student teachers learning to teach in inclusive settings; but it is even more than that. It is about many of the big questions that surround learning and teaching in inclusive settings: What counts as inclusion? What are the roles and responsibilities of teachers in inclusion classrooms? What dispositions and supports are needed to sustain effective teaching in inclusive classrooms? How can I plan to teach all children in an inclusion setting? In what ways can the university supervisor foster critical thinking in student teachers by helping them look at and understand their teaching through various lenses? These questions are raised, examined honestly, and addressed from a social justice perspective by six authors with Celia Oyler as their guide and mentor. These questions and others are just some of what the reader is invited... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Barbara Levin
University of North Carolina at Greensboro E-mail Author BARBARA LEVIN is Professor and Director of Graduate Studies in the Curriculum and Instruction Department at the University of North Carolina at Greensboro (UNCG). Her research interests include studying the development of teachers’ pedagogical understandings over the career span, integrating technology into the K-16 curriculum, and using case-based pedagogies and problem-based learning in teacher education. She is an Associate Editor for Teacher Education Quarterly and a member of the SIG Executive Committee for AERA. She has authored or co-authored many journal articles and three books: Who learns what from cases and how? The research base on teaching with cases (1999, Erlbaum) with Mary Lundeberg and Helen Harrington, Energizing teacher education and professional development with problem-based learning (ASCD, 2001), and Case studies of teacher development: An in-depth look at how thinking about pedagogy develops over time (2002, Erlbaum).
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