02727nam 2200649 450 991079795110332120230808213125.01-4758-2204-9(CKB)3710000000563241(EBL)4313235(OCoLC)935259504(SSID)ssj0001593966(PQKBManifestationID)16289734(PQKBTitleCode)TC0001593966(PQKBWorkID)14863399(PQKB)10486519(PQKBManifestationID)16261876(PQKBWorkID)14863400(PQKB)24441124(MiAaPQ)EBC4313235(DLC) 2015050662(EXLCZ)99371000000056324120160120h20162016 uy 0engur|n|---|||||txtccrQuestioning assumptions and challenging perceptions becoming an effective teacher in urban environments /Connie L. Schaffer, Meg White, and Corine Meredith BrownLanham, [Maryland] :Rowman & Littlefield,2016.©20161 online resource (113 p.)Description based upon print version of record.1-4758-2203-0 1-4758-2202-2 Includes bibliographical references at the end of each chapters and index.Personal exploration -- Creating a definition of urban -- The social context of children and families in urban environments -- Stages of cognitive dissonance : internal reflections -- Stages of cognitive dissonance : external implications -- Transforming knowledge into action -- Translating theory into action.Within a framework of cognitive dissonance, readers will continuously examine and reexamine their personal beliefs and perceptions. Readers will also investigate new information and varied perspectives related to urban schools. When readers finish this book, they will be on their way to becoming effective teachers in urban environments.Education, UrbanUnited StatesUrban schoolsUnited StatesCommunity and schoolUnited StatesTeacher effectivenessUnited StatesEducation, UrbanUrban schoolsCommunity and schoolTeacher effectiveness370.9173/2Schaffer Connie L.1964-1585229White Meg1961-Brown Corine Meredith1973-MiAaPQMiAaPQMiAaPQBOOK9910797951103321Questioning assumptions and challenging perceptions3869656UNINA