{"product_id":"lesson-plans-the-institutional-demands-of-becoming-a-teacher-hardback-9780813587608","title":"Lesson Plans; The Institutional Demands of Becoming a Teacher (Hardback) 9780813587608","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eLesson Plans\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eThe Institutional Demands of Becoming a Teacher\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eJudson G. Everitt (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780813587608\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 21 December 2017\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e222 pages, 4 illustrations\u003cbr\u003e22.9 x 15.2 x 1.6 cm, 0.454 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cdiv\u003e\"An excellent and exciting addition to the field. \u003ci\u003eLesson Plans\u003c\/i\u003e makes important contributions to existing work through its treatment of teacher education programs as sites of cultural negotiation between future teachers and the institutional and organizational expectations for their teaching.\"\u003c\/div\u003e - Lisa M. Nunn (author of Defining Student Success) \u003cdiv\u003e\"\u003ci\u003eLesson Plans\u003c\/i\u003e is a rich and wonderful study, perhaps the most interesting treatise on teachers since Lortie's seminal \u003ci\u003eSchoolteacher\u003c\/i\u003e.\" \u003c\/div\u003e - Tim Hallett (Indiana University) \u003cdiv\u003e\"A remarkably informative and exceptionally insightful study that is impressively accessible in both organization and presentation, \u003ci\u003eLesson Plans\u003c\/i\u003e is a unique and critically important addition both college and university library Teacher Education collections and supplemental studies lists.\"\u003c\/div\u003e (Midwest Book Review) \u003cdiv\u003e\"\u003ci\u003eLesson Plans\u003c\/i\u003e is a much-needed addition to the body of work on professional socialization, and can be taught both for its topical focus as well as an example of how to use qualitative data to construct arguments that link levels of analysis.\"\u003c\/div\u003e (Symbolic Interaction) \u003cdiv\u003e\"Everitt’s ethnographic analysis offers a novel look at how teacher candidates respond to accountability standards.\"\u003c\/div\u003e (American Journal of Sociology)\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cdiv\u003e\n\u003cb\u003eWinner of the 2019-20 Distinguished Book Award - Midwest Sociological Society\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In \u003ci\u003eLesson Plans\u003c\/i\u003e, Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas teacher candidates confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students’ needs in an era of accountability.\u003ci\u003e Lesson Plans\u003c\/i\u003e reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.   \u003c\/div\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cdiv\u003e Introduction: Social Institutions and the Professional\u003cbr\u003e Socialization of New Teachers 1\u003cbr\u003e 1 Compulsory Education and Constructivist Pedagogy 22\u003cbr\u003e 2 The Challenges and Assumptions of Adapting\u003cbr\u003e to All Students 48\u003cbr\u003e 3 Accountability and Bureaucracy 72\u003cbr\u003e 4 Dilemmas of Coverage and Control 95\u003cbr\u003e 5 The Injunction to Adapt, Autonomy, and Diversity\u003cbr\u003e of Practice 118\u003cbr\u003e 6 The Demands of Becoming a Teacher 142\u003cbr\u003e Appendix: Site, Context, and My Role As an Ethnographer 165\u003cbr\u003e Acknowledgments 179\u003cbr\u003e Notes 181\u003cbr\u003e Bibliography 197\u003cbr\u003e Index 207 \u003c\/div\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003c\/font\u003e","brand":"Rutgers University Press","offers":[{"title":"Brand New","offer_id":52563714015512,"sku":"9780813587608","price":91.19,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/freshlyprintedbooks.co.uk\/products\/lesson-plans-the-institutional-demands-of-becoming-a-teacher-hardback-9780813587608","provider":"Freshly Printed Books","version":"1.0","type":"link"}