About this product

Product Identifiers

PublisherTeacher's College Press

ISBN-100807761060

ISBN-139780807761069

eBay Product ID (ePID)15038833284

Product Key Features

Number of Pages224 Pages

Publication NameSpectacular Things Happen Along the Way : Lessons from an Urban Classroom

LanguageEnglish

Publication Year2018

SubjectUrban, Curricula, Parent Participation, Aims & Objectives, Teaching Methods & Materials / General, Philosophy, Theory & Social Aspects

FeaturesNew Edition

TypeTextbook

Subject AreaEducation

AuthorBrian D. Schultz

SeriesThe Teaching for Social Justice Ser.

FormatTrade Paperback

Dimensions

Item Height0.4 in

Item Weight11.2 Oz

Item Length9 in

Item Width6.1 in

Additional Product Features

Edition Number2

Intended AudienceScholarly & Professional

LCCN2018-028789

Reviews" Spectacular Things Happen Along the Way is a must-read for current and future teachers who wish to engage their students in democratic practice. Spectacular Things Happen Along the Way is also an excellent anchor for learning about and discussing methods of preparing students to become active citizens who engage in political, civic, and economic realms of society." --Journal of Educational Controversy (of first edition), "Teaching in the Cracks by Brian Schultz is a tight and efficiently written exploration of progressive teaching in action...(the book) presents many dynamic thoughts for how to educate and prepare students to participate actively in a democratic society." --Mid-Western Educational Researcher, "This project acknowledged and defied the obstacles that face urban classrooms, and the work of Schultz and his students ultimately stands as a model of pedagogical excellence." --Schools: Studies in Education (of first edition), "Spectacular Things Happen Along the Way will challenge and encourage educators to begin their own journey of implementing democratic teaching into their classrooms, one step at a time." --International Journal of Multicultural Education (of first edition), "Schultz has accomplished an extremely important goal in his work as a classroom teacher with these youth, and now as a scholar promoting this story. It is one that should be heard loud and clear by future teachers." --Educational Studies (of first edition)

Dewey Edition22

IllustratedYes

Afterword byNieto, Sonia

Dewey Decimal370.9173/2

Edition DescriptionNew Edition

SynopsisThis celebrated narrative shows how a teacher, alongside his 5th-grade students, co-created a curriculum based on the students' needs, interests, and questions. Follow Brian Schultz and his students from a Chicago housing project as they work together to develop an emergent and authentic curriculum based on what is most important to the 5th-graders--replacing their dilapidated school. The persuasive storytelling that captured the attention of educators and the media depicts the journey of one teacher in an urban school and his students juxtaposed against the powerful and entrenched bureaucracy of Chicago's public education system. In this second edition, Schultz examines how school reform continues to fail students in urban contexts, reflects on his teaching and writing from a decade ago, and offers compelling updates on students and what became of the school. A lot can be learned from the young people of Room 405, then and now. Not only did these particular 5th-graders push back against the city and school board in their pursuit for a better learning environment for themselves and their community, but they also learned about the power of using their voices in purposeful ways. Book Features: Depictions of justice-oriented teaching amidst the current climate of high-stakes testing, standardization, and accountability. Details of the trials, tribulations, and missteps alongside the successes and discoveries the teacher and students experienced along the way. Insights to help teachers reflect, change, and transform their own classroom practices. A new Foreword by Pedro Noguera, "A Lesson for Teachers on Making Choices and Making a Difference." A new Afterword by Sonia Nieto, "On Teaching with Hope and Humility.", This celebrated narrative shows how a teacher, alongside his 5th-grade students, co-created a curriculum based on the students? needs, interests, and questions. Follow Brian Schultz and his students from a Chicago housing project as they work together to develop an emergent and authentic curriculum based on what is most important to the 5th-graders?replacing their dilapidated school. The persuasive storytelling that captured the attention of educators and the media depicts the journey of one teacher in an urban school and his students juxtaposed against the powerful and entrenched bureaucracy of Chicago?s public education system. In this second edition, Schultz examines how school reform continues to fail students in urban contexts, reflects on his teaching and writing from a decade ago, and offers compelling updates on students and what became of the school. A lot can be learned from the young people of Room 405, then and now. Not only did these particular 5th-graders push back against the city and school board in their pursuit for a better learning environment for themselves and their community, but they also learned about the power of using their voices in purposeful ways. Book Features: Depictions of justice-oriented teaching amidst the current climate of high-stakes testing, standardization, and accountability. Details of the trials, tribulations, and missteps alongside the successes and discoveries the teacher and students experienced along the way. Insights to help teachers reflect, change, and transform their own classroom practices. A new Foreword by Pedro Noguera, ?A Lesson for Teachers on Making Choices and Making a Difference.? A new Afterword by Sonia Nieto, ?On Teaching with Hope and Humility.?, This celebrated narrative captured the attention of educators and the media by depicting the journey of one teacher and his students juxtaposed against the bureaucracy of Chicago's public education system. This second edition examines how school reform continues to fail students in urban contexts and offers compelling updates on students.

LC Classification NumberLC215.S388 2018