Classroom Teachers in the Community Schools Movement: A Social Justice Perspective

Autor/inn/en	Quartz, Karen Hunter; Daniel, Julia; Maier, Anna
Titel	Classroom Teachers in the Community Schools Movement: A Social Justice Perspective
Quelle	In: American Educator, 44 (2020) 1, S.35-38 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Community Schools; Social Justice; Educational Change; Integrated Services; Teaching Methods; Student Centered Learning; Secondary School Teachers; Active Learning; Student Projects; Partnerships in Education; Teacher Student Relationship; California (San Francisco); New York (New York); California (Los Angeles) + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Soziale Gerechtigkeit; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Schulprojekt; Hochschulpartnerschaft; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article shares the experience of three teachers, who teach and learn at thriving community schools in San Francisco, New York, and Los Angeles. Their experiences challenge traditional ideas about what it means to learn and be a teacher. In their schools, teaching is a community effort where all the adults--teachers, social workers, parents, afterschool coordinators, mentors, and others--in students' lives contribute to their learning and development. As teachers they embrace their role as one of many--united in disrupting long-standing educational inequalities. Sharing their experience helps the authors answer three questions facing the growing community schools movement: (1) What does it mean to be a community school teacher?; (2) How do teachers in community schools promote deeper learning for students?; and (3) How does collaborative leadership create sustainable and humane community school workplaces? The purpose of this article is to elevate the often overlooked role of classroom teachers in the community schools movement. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01