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Abstract

Despite the generally held view that children in low-performing, under-served schools have "deficits" teachers in such schools often have very different experiences. Students can succeed in all areas of schooling and beyond. But for this to happen, teacher education institutions need to provide teacher candidates with background information and knowledge about instruction, so they can see and support the strengths of students in high-needs schools.

Author Biography

Alison Coviello has taught 4th and 5th grades in the South Bronx for over ten years. She is currently acting as an instructional coach in her public elementary school. Alison recently received her doctorate in Curriculum and Teaching from Teachers College, Columbia University. She is interested in how public schools can prepare students from low-income backgrounds for participatory citizenship amidst an educational context dominated by standardized testing. She believes that integrating curricula is a meaningful start.

Susan Stires is an instructor and advisor on the Graduate Faculty, Bank Street College, where she teaches courses in language, literacy, and children’s literature. She has also taught at Teachers College, Columbia University and the University of New Hampshire. Her thirty years of primary and intermediate teaching in rural and urban schools includes work as a learning disabilities specialist and literacy consultant. She is the author of With Promise and numerous articles and book chapters.

 

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