Prioritizing Urban Children, Teachers, and Schools Through Professional Development Schools


reviewed by Barbara Beyerbach - July 16, 2009

coverTitle: Prioritizing Urban Children, Teachers, and Schools Through Professional Development Schools
Author(s): Pia Lindquist Wong and Ronald David Glass (eds.)
Publisher: State University of New York Press, Albany
ISBN: 1438425937, Pages: 288, Year: 2009
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Prioritizing Urban Children, Teachers, and Schools Through Professional Development Schools, edited by Wong and Glass, makes an important contribution to the literature on how to build partnerships in urban (and other) settings that disrupt, challenge, and transform oppressive social structures. The focus is squarely on improving education and life chances for low-income, racially, culturally, and linguistically diverse students through engaging preservice and practicing teachers and their communities in culturally relevant educational partnerships. The editors weave many voices throughout the book, primarily those of university based educators and some K-12 teachers, reporting on the evolution of the Equity Network of about a dozen professional development schools (PDS) in the greater Sacramento metropolitan area in partnership with a group of faculty at California State University Sacramento’s College of Education. The book is divided into three sections. The authors of the first section ground their work in a broad political context focused on making... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: July 16, 2009
https://www.tcrecord.org ID Number: 15720, Date Accessed: 1/25/2020 12:37:59 AM

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