Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
more >>

Announcements

Call for Manusctips

Call for Rethinking Higher Education Book Series (Springer)

make a post | more >>

Learning to Teach Inclusively: Student Teachers� Classroom Inquiries

reviewed 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:

Cite This Article as: Teachers College Record, Date Published: November 06, 2006
https://www.tcrecord.org ID Number: 12824, Date Accessed: 3/30/2020 11:14:33 PM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

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
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: