Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Learning to Teach Inclusively: Student Teachers’ Classroom Inquiries

reviewed by Barbara B. Levin - November 06, 2006

coverTitle: 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:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Learning to Teach Inclusively: Student Teachers’ Classroom Inquiries
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record, Date Published: November 06, 2006
https://www.tcrecord.org ID Number: 12824, Date Accessed: 6/14/2021 12:12:05 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • 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).
Member Center
In Print
This Month's Issue