rather than distinctions. While discussing different approaches to secondary school teach-
ing (middle school, 6–8, and high school, 9–12), the book offers a model student-centered ap-
proach based on a series of PRO/CLASS Practices. It includes sample “Nuts and Bolts” teach-
ing techniques that can be used in different types of classrooms and by teachers employing
different pedagogical approaches (lesson and unit design, activities, questions, projects,
team learning, community building). Although the broad principles of PRO/CLASS Practice
are presented as part of an integrated approach to teaching, preservice and beginning teach-
ers are encouraged to reinterpret the principles and continually redefine them as they de-
velop their own reflective practice. Conversations with preservice teachers, interviews and
conversations with teachers, essays about classroom issues and reflections on teaching
goals and process, and the “Nuts and Bolts” of classroom practice are integrated throughout
the text.
REFERENCES AND SUGGESTIONS FOR FURTHER READING
Apple, M. (1979).Ideology and curriculum. New York: Routledge.
Counts, G. (1969).Dare the school build a new social order?New York: Arno Press.
Delpit, L. (1995).Other people’s children. New York: The New Press.
Dewey, J. (1916).Democracy and education. New York: Macmillan.
Dewey, J. (1954).Experience and education. New York: Collier/Macmillan. (Original work published 1927)
Freire, P. (1970).Pedagogy of the oppressed. New York: Seabury.
Freire, P. (1995).Pedagogy of hope. New York: Continuum.
Gardner, H. (1993).Multiple intelligences: The theory in practice. New York: Basic Books.
Greene, M. (1993). Diversity and inclusion: Towards a curriculum for human beings.Teachers College Record, 95(2),
211–221.
Haberman, M. (1995).Star teachers of children in poverty. West Lafayette, IN: Kappa Delta Pi.
Kohl, H. (1994).I won’t learn from you and other thoughts on creative maladjustment. New York: The New Press.
Ladson-Billings, G. (1994).The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-
Bass.
Noddings, N. (1992).The challenge to care in schools. New York: Teachers College Press.
CONTRIBUTORS
Contributors (with their school districts) include the following members of the Hofstra New
Teachers Network: Christina Agosti-Dircks (Half Hollow Hills, NY); Anna Ardito (Long Beach,
NY); Dean Bacigalupo (Island Park); Melisa Baker, Goldie Baldwin (Brooklyn, NY); Jennifer
Bambino (Carle Place, NY); Jackie Benjamin (Freeport, NY); Kiesha Boatley (Uniondale, NY);
Steve Bologna; Dawn Brigante (Levittown, NY); Vonda-Kay Campbell (Valley Stream, NY);
Chris Caponi; Jennie Chacko (Amityville, NY); Severin Cornelius (Bronx, NY); Lynda Costello-
Herrara (Uniondale, NY); Stacey Cotten (Hempstead, NY); Jennifer Debler (Baldwin, NY);
Kelly Delia (Hicksville, NY); Richard DeLucia (New York, NY); Ken Dwyer (Oceanside, NY);
Robin Edwards (Levittown, NY); Mahmoud Elder (Brooklyn, NY); Chris Erickson (Westbury,
NY); Gena Ferrara (Wheatly, NY); Michael Ferraresse (Brooklyn, NY); Donna Hill Fielding
(Plainview, NY); Joslyn Fiorello (Northport, NY); Lawrence Frohman; Howard Fuchs (Long
Beach, NY); Hillary Licht Fuhrman (Hempstead, NY); Charlie Gifford; Clinton Grant (Union-
dale, NY); Joseph Hartig (Hicksville, NY); Stephanie Hunte (Uniondale, NY); Patti Kafi (Law-
rence, NY); Ken Kaufman (Brooklyn, NY); David Kettner (Brooklyn, NY); Laurence Klein
(Queens, NY); Robert Kurtz (Oyster Bay, NY); Jessica Lopez (Queens, NY); Steven Love
(Wantagh, NY); Darren Luskoff (Mineola, NY); Jewella Lynch (Syosset, NY); Michael Maiglow
PREFACE xv