Teachers As Mentors: Models for Promoting Achievement with Disadvantaged and Underrepresented Students by Creating Community
Autor Aram Ayalonen Limba Engleză Paperback – 18 mai 2011
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Specificații
ISBN-13: 9781579223113
ISBN-10: 1579223117
Pagini: 166
Dimensiuni: 152 x 229 x 10 mm
Greutate: 0.31 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1579223117
Pagini: 166
Dimensiuni: 152 x 229 x 10 mm
Greutate: 0.31 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
PostgraduateCuprins
Acknowledgments Foreword—Deborah W. Meier Introduction Part I. Establishing Nurturing Schools 1. Youth at Risk and Student Dropout 2. Caring Schools 3. Mentoring and Teacher-Student Relationship 4. Schools With Teachers as Youth Mentors Part II. A Mentoring classes 5. Kedma’s Mentoring Class 6. Fenway’s Advisory Class Summary and Synthesis Part III. Individual Teacher-Student Relationships 7. Mentor-Student Relationship at Kedma 8. Advisor-Student Relationship at Fenway Summary and Synthesis Part IV. Mentor Support System 9. Kedma’s Mentor Support System 10. Fenway’s Advisory Support System Summary and Synthesis Part V. Summary and Implications 11. Summary, Discussion, and Implications Appendix
Notă biografică
Aram Ayalon has been a professor of secondary education since, 1989 first in the State University of New York College at Potsdam and then in the department of Teacher Education at Central Connecticut State University. He has published and conducted research in the areas of multicultural education, teacher as a mentor, school-university partnership, and action research. In 2008 he was visiting professor in Tel Aviv University where he taught qualitative research and teacher-as mentor courses. He now serves as school board member in the New Britain school district, an urban school district in the greater Hartford, Connecticut area. Born in a Kibbutz in Israel, Dr. Ayalon graduated from the Hebrew University in Jerusalem in Animal Science, and after working as a high school science teacher in Tucson, Arizona; graduated with a Ph.D. in curriculum instruction from University of Arizona. Deborah W. Meier is currently at New York University’s Steinhardt School of Education, as senior scholar a as well as Board member and director of New Ventures at Mission Hill, director and advisor to Forum for Democracy and Education, and on the Board of The Coalition of Essential Schools. Meier has spent more than four decades working in public education as a teacher, writer and public advocate. She began her teaching career as a kindergarten and headstart teacher in Chicago, Philadelphia and New York City schools. She was the founder and teacher-director of a network of highly successful public elementary schools in East Harlem. In 1985 she founded Central Park East Secondary School, a New York City public high school in which more than 90% of the entering students went on to college, mostly to 4-year schools. During this period she founded a local Coalition center, which networked approximately fifty small Coalition-style K-12 schools in the city.
Recenzii
"Teachers not only teach. They are also advocates, coaches, allies, supporters, and as Aram Ayalon reminds us in this thoughtful book, they are mentors as well. With concrete cases and useful suggestions from two cases – one in Boston and the other in Jerusalem – Teachers as Mentors provides inspiring examples of how promoting nurturing teacher-student relationships can help even the most underserved and marginalized students succeed."
Sonia Nieto, Professor Emerita
University of Massachusetts, Amherst
“We ignore what Ayalon has to say at our peril. This is a book that takes us step-by-step through schools that were carefully designed to make it as easy as possible for teachers and students to learn from each other and from their shared world. Following the spirit of the examples presented here, specifically tailored to individual settings, might transform schools into places not only of achievement in scholastics, but also settings where students and teachers enjoy their work together."
Deborah W. Meier, Director of New Ventures at Mission Hill and senior scholar
New York University’s Steinhardt School of Education
"Teachers as Mentors is an invaluable resource for schools, especially those serving students who are urban, minority, and at-risk. Culture-building through mentoring capitalizes on relationships between teachers and students within democratic learning environments. Teachers who want to become mentors are given specific suggestions for creating close, nurturing relationships through a range of structure, strategies, and resources. The book is accessible, descriptive, and liberatory—giving hope through grassroots examples that teachers who commit to student-centered discourse and action can create the conditions needed for sustainable mentoring environments."
Carol A. Mullen, The University of North Carolina at Greensboro, USA, former editor of Mentoring & Tutoring: Partnership in Learning
"Ayalon's book in an important reminder that schools need to do more than teach curriculum and assess students -- they need to care and build relationships. In the current environment of high-stakes testing and accountability, it is easily forgotten that student success, both social and academic, is greatly influenced by student-teacher relationships. Ayalon looks at two schools, Fenway High School in Boston and Kedma School in Jerusalem, that successfully mentor at-risk students. The book is divided into five parts and he provides a summary and synthesis at the end of each part, as well as an appendix with examples of mentoring activities used at each school that may impact practice if implemented. Summing Up: Recommended."
Choice
Sonia Nieto, Professor Emerita
University of Massachusetts, Amherst
“We ignore what Ayalon has to say at our peril. This is a book that takes us step-by-step through schools that were carefully designed to make it as easy as possible for teachers and students to learn from each other and from their shared world. Following the spirit of the examples presented here, specifically tailored to individual settings, might transform schools into places not only of achievement in scholastics, but also settings where students and teachers enjoy their work together."
Deborah W. Meier, Director of New Ventures at Mission Hill and senior scholar
New York University’s Steinhardt School of Education
"Teachers as Mentors is an invaluable resource for schools, especially those serving students who are urban, minority, and at-risk. Culture-building through mentoring capitalizes on relationships between teachers and students within democratic learning environments. Teachers who want to become mentors are given specific suggestions for creating close, nurturing relationships through a range of structure, strategies, and resources. The book is accessible, descriptive, and liberatory—giving hope through grassroots examples that teachers who commit to student-centered discourse and action can create the conditions needed for sustainable mentoring environments."
Carol A. Mullen, The University of North Carolina at Greensboro, USA, former editor of Mentoring & Tutoring: Partnership in Learning
"Ayalon's book in an important reminder that schools need to do more than teach curriculum and assess students -- they need to care and build relationships. In the current environment of high-stakes testing and accountability, it is easily forgotten that student success, both social and academic, is greatly influenced by student-teacher relationships. Ayalon looks at two schools, Fenway High School in Boston and Kedma School in Jerusalem, that successfully mentor at-risk students. The book is divided into five parts and he provides a summary and synthesis at the end of each part, as well as an appendix with examples of mentoring activities used at each school that may impact practice if implemented. Summing Up: Recommended."
Choice
Descriere
However, caring schools are usually the exception, especially at the secondary level where relationships between students and teachers seem to deteriorate significantly. This book provides a schoolwide model for establishing caring secondary schools and enhancing SEL using a teacher-as-a youth mentor model.