Autorenportrait
Mary Poplin, Ph.D., is a graduate of the University of Texas and a professor at Claremont Graduate University in the School of Educational Studies. There she developed the CGU Teacher Education program from 1985–1995 and again from 2000–2004. She was also Dean of the School of Educational Studies from 2002–2004.
Claudia Bermúdez, Ph.D., is a coordinator in the Teacher Education Program at Claremont Graduate University, where she received her Ph.D. in urban leadership in 2014. She held various positions in the Los Angeles Unifi ed School District including teacher, district EL expert, assistant principal, and principal.
Rezension
“With its rich, in-depth studies of the very best teachers,
makes an essential contribution to the case for explicit, ambitious instruction. It makes an equally vital case against the failed pedagogic fads and learning theories that continue to dominate in too many classrooms—and in schools of education. An important book.”
Mike Schmoker, author of
and
“This credible, well-researched, and persuasive analysis of highly effective teachers of minoritized, public school youth demystifies the alchemy of our nation’s best classrooms where healthy student-teacher relationships, personal accountability, high expectations, and authentic caring relationships thrive. This timely text has powerful implications for policy and practice. Kudos to Poplin, Bermúdez, and colleagues for a job well done!”
Angela Valenzuela, College of Education, University of Texas at Austin; author of
; editor of
“
reveals both the power and the promise of pedagogical praxis undertaken by teachers whose dedication to their craft has yielded effective results, changed lives for the better and in doing so has made the world a place where hope and possibility can thrive.”
Peter McLaren, Distinguished Professor in Critical Studies, Chapman University; author of
“This is an important book because it provides us with rich descriptions of both the dispositions and the practices used by effective teachers who are successful with students who so often are considered ‘hard-to-teach.’ It is a must-read for both teacher educators and new teachers.”
Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford University
“If we truly believed that teachers could make a profound difference in the lives of Black, Latino, and other underrepresented groups of students, we would seek out exemplary, amazing educators and strive to better understand how they teach and why their efforts succeed. The authors of this important book have done this in a manner that highlights the teacher-based factors that make a difference in promoting educational equity and excellence.”
Joseph F. Johnson, Jr., Interim Provost and Senior Vice President Executive Director, National Center for Urban School Transformation San Diego State University
