Centred on the diverse narrative experiences of six early-career US teachers who identify as critically reflective practitioners, this book cogently demonstrates how they take active steps to ensure they are cognizant of how their intersecting social identities impact how they arrive at making different types of decisions (big and small), interact with students from varied backgrounds, and negotiate competing demands and expectations in and out of their classrooms.
This book focuses on those “hours and days of contact time” that represent the essence of what teachers do on a daily basis, the day-to-day situations, relationships, conflicts, and dilemmas that exist in every school; it provides a template for analysis that encourages readers to place themselves in these real-life school settings and consider the causes and consequences of their decisions—for themselves, their students, and society as a whole.
In this volume we will share a compilation of research from Aotearoa New Zealand and beyond that aimed to access and listen to the views of students. We have brought together voices of students from different educational contexts, seeking their perspectives on learning, wellbeing, disciplinary procedures, literacy intervention and what makes schools good.
What If There Were No Teachers? by 
Helen Keller by 
Ten Traits of Highly Effective Teachers by 
Learning and Teaching in Aboriginal and Torres Strait Education by 
Revealing Jesus in the learning environment : experiences of Christian educators by