Teacher Education for High Poverty Schools

Chapter 1 Teacher Education for High Poverty Schools

Chapter 2 Preparing Teachers for Diversity and High-Poverty Schools: A Research-Based Perspective

Chapter 3 “American Hunger”: Challenging Epistemic Injustice Through Collaborative Teacher Inquiry

Chapter 4 Difficult Dialogues About Race and Poverty in Teacher Preparation

Chapter 5 Teacher Education for High Poverty Schools

Chapter 6 More Aboriginal and Torres Strait Islander Teachers for Australian High-Needs Schools

Chapter 7 Teacher Professional Development in a Complex and Changing World: Lessons Learned from Model Teacher Education Programs in Transnational Contexts

Chapter 8 You Teach Who You Are: The Experiences and Pedagogies of Literacy/English Teacher Educators Who Have a Critical Stance

Chapter 9 Poverty, Schooling, and Beginning Teachers Who Make a Difference: A Case Study from England

Chapter 10 Preparing Teachers for Social Justice in the Context of Education Policies that Deepen Class Segregation in Schools: The Case of Chile

Chapter 11 Literacy Teacher Research in High-Poverty Schools: Why It Matters

Chapter 12 Teachers’ Work in High-Poverty Contexts: Curating Repertoires of Pedagogical Practice

Chapter 13 Learning to Teach in the Park: The York University Regent Park Initiative

Chapter 14 “Just Don’t Get Up There and ‘ Dangerous Minds ’ Us”: Taking an Inquiry Stance on Adolescents’ Literacy Practices in Urban Teacher Education