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You Can Do This: Hope and Help for New Teachersreviewed by Amanda Sugimoto, Kathleen Jablon Stoehr & Katherine Carter - July 02, 2015 Title: You Can Do This: Hope and Help for New Teachers Author(s): Robyn R. Jackson Publisher: Jossey-Bass Publishers, San Francisco ISBN: 1118702050, Pages: 240, Year: 2014 Search for book at Amazon.comTo 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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- Amanda Sugimoto
University of Arizona
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AMANDA SUGIMOTO is a doctoral candidate at the University of Arizona. Her research focuses on the preparing preservice teachers to work with English Learners in an equitable and socially just manner, as well as, policies and classroom practices related to the education of English Learners in the United States. Her recent scholarship included presentations at the American Educational Research Association’s annual meeting regarding preservice teachers’ ongoing narrated knowledge about working with English Learners and an invited chapter detailing the historical development of schools and schooling in the United States.
- Kathleen Jablon Stoehr
University of Arizona
E-mail Author
KATHLEEN JABLON STOEHR is a professor of practice and research at the University of Arizona. Her research focuses on issues of mathematics anxiety that some women elementary teachers experience as well as the development of preservice and practicing teachers’ ability to attend to children’s language, mathematical thinking, and home and community knowledge. In addition, her research focuses on issues of equity and social justice that occur in the classroom. She has published articles on mathematics anxiety and has presented numerous times at the American Educational Research Association’s annual meeting, the Psychology of Mathematics—North America annual meeting, and the National Council of Teachers of Mathematics research conference.
- Katherine Carter
University of Arizona
E-mail Author
KATHY CARTER, PhD, is a Professor in the Department of Teaching, Language, and Sociocultural Studies at the University of Arizona. Her scholarly inquiry in the areas of teaching, learning, and narrative methods spans over a 25-year period, and she is widely published and cited in these areas. Over her career, Kathy has served as Associate Editor of Teaching and Teacher Education and has served on the editorial boards of the Elementary School Journal and the Journal of Teacher Education. Dr. Kathy Carter’ present work is aimed at conducting scholarship that disrupts the long historical practice of preserving the status quo in terms of the issues of voice, power and privilege in school settings. Her work aims to draw attention to the political issues which create injustice in schools and to address concerns of equity for marginalized student groups from the beginning of preservice teachers’ professional learning.
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