04573oam 2200721I 450 991079772560332120230808212720.01-317-25950-51-317-25949-11-315-63459-710.4324/9781315634593 (CKB)3710000000526688(EBL)4186365(SSID)ssj0001580279(PQKBManifestationID)16258010(PQKBTitleCode)TC0001580279(PQKBWorkID)13066633(PQKB)10677750(MiAaPQ)EBC4186365(Au-PeEL)EBL4186365(CaPaEBR)ebr11127938(CaONFJC)MIL877674(OCoLC)932339639(OCoLC)931534471(FINmELB)ELB141310(EXLCZ)99371000000052668820180706e20162010 uy 0engur|n|---|||||txtccrFreedom at work language, professional, and intellectual development in schools /Maria E. Torres-Guzman with Ruth SwinneyLondon :Routledge,2016.1 online resource (203 p.)Series in critical narrativeFirst published 2010 by Paradigm Publishers.1-59451-699-5 Includes bibliographical references and index.Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgments; 1 Enmarcando/An Introduction; From Gray to Color: The Why of the Study; My Questions, My Methods; Activities; Endnotes; Part One: Language Development as Freedom; 2 Language and Culture from the Periphery to the Center; PS 165 Community; Latinos; Test Scores and Transformation; Parameters for Dual-Language Education; Reflection on Unfreedoms; Activities; Endnotes; 3 Negotiating Language; Negotiating Spaces; Language Allocation; Reflection on Definitions of Freedom; Activities; EndnotesPart Two: Professional Development as Freedom4 The Professional Development Plan; Encouraging Autonomy and Risk Taking; Portfolios; Curriculum Conversations; Collaborative Leadership and Governance; Activities; Endnotes; 5 The Many Benefits of Group Study; Classroom Ethnography Study Group; The Reading Group; Teacher Inquiry/Study Group; Dual-Language Study Group; Schedules, Time, and Accountability; Activities; Endnotes; 6 The Synergy of Collaboration: Teachers and Researchers Together; The Professional Development School; The First Bilingual Internships; IntervisitationsPDS Teaching SeminarPDS Inquiry Group; The Greater Council; The Holmes Partnership Annual Conference; Disturbing the Bilingual Teacher Education Program; Other Ways of Breaking Isolation and Creating Community; Reflection on Freedom: The Individual and the Collective; Activities; Endnotes; 7 Teaching as Social Practice; Case #1: On Culture and Curriculum; Case #2: Negotiating Academic Language Through Culture; Case #3: Teaching Academic Language in Context; Case #4: Language Choice; Case #5: Learning About Scaffolding; Activities; Endnotes; Part Three: Intellectual Development as Freedom8 Teachers Speak: Their Theories and Educational GoalsEmpowerment; Independence; Interdependence; Social Justice; Reflections on Teachers' Practices and Thinking; Activities; Endnotes; 9 Other Theories of Development as Freedom; Definitions of Freedom; The Individual and Society; Agency; Freedom as Product and Process; How the Social Freedoms Came Together; Language Development as Freedom; Intellectual Development as Freedom; Professional Development as Freedom; Activities; Endnotes; 10 One Principal's Perspective; Endnote; 11 My Perspective; Activities; Endnotes12 Conclusions: Openings for Future FreedomsEndnotes; Index; About the AuthorSeries in critical narratives.TeachersIn-service trainingUnited StatesTeacher-principal relationshipsUnited StatesLanguage and educationUnited StatesMulticulturalismUnited StatesTeachersIn-service trainingTeacher-principal relationshipsLanguage and educationMulticulturalism370.1Torres-Guzman Maria E.999964Swinney Ruth1550704MiAaPQMiAaPQMiAaPQBOOK9910797725603321Freedom at work3809711UNINA