Highly Effective Teachers of Vulnerable Students

Figures and Tables - Acknowledgments - Mary Poplin: Enter the World of Highly Effective Teachers ... - Claudia Bermúdez: "My classroom is not broken": Interviews with Highly Effective Teachers - Wendy Moore and Claudia Bermúdez: "She wants us to be the best and change the world": How Middle and High School Students Perceive Highly Effective Teachers - Wendy Moore: "The sky is the limit": The Essential Teaching Practices of Successful Teachers of Latino English Learners - David Tarazón: "She won't give up on you": Math Instruction as Cultural Capital for English Learners - Kim Hall: "Her method of teaching is extraordinary": Preferred Strategies for Reclassification of English Learners - Calista E. Kelly: "I'm not sittng at my desk": The Essential Practices of Teacher Talk and Structured Group Work - Matthew Smith: "She kept me in the game": How Black Males Perceive Effective Teachers - Jaquet Dumas: A Culture of Honor: Highly Effective Teachers of African American Students in Grades 4-12 - Alejandro B. López: "He keeps me on track and prevents me from lollygagging": Insights from a Native American Tutoring Program - Rebecca Hatkoff and Claudia Bermúdez: "Believe you have something to say": Successful Community College Teachers of Developmental English Classes - Rebecca Hatkoff: Challenging Class: How Highly Effective Teachers Mitigate Social Class Reproduction in Working-Class Communities - June K. Hilton: Finding the Experts: Selection Criteria of Highly Effective Teachers - Mary Poplin "He never leaves someone behind": Effective Practice Informing Policy and Theory - Paul Kirschner: Epilogue: What Makes a Great Teacher? - Contributors.

Mary Poplin, Ph.D., is a graduate of the University of Texas and a professor at Claremont Graduate University in the School of Educational Studies. There she developed the CGU Teacher Education program from 1985-1995 and again from 2000-2004. She was also Dean of the School of Educational Studies from 2002-2004.



Claudia Bermúdez, Ph.D., is a coordinator in the Teacher Education Program at Claremont Graduate University, where she received her Ph.D. in urban leadership in 2014. She held various positions in the Los Angeles Unifi ed School District including teacher, district EL expert, assistant principal, and principal.

"This credible, well-researched, and persuasive analysis of highly effective teachers of minoritized, public school youth demystifies the alchemy of our nation's best classrooms where healthy student-teacher relationships, personal accountability, high expectations, and authentic caring relationships thrive. This timely text has powerful implications for policy and practice. Kudos to Poplin, Bermúdez, and colleagues for a job well done!" Angela Valenzuela, College of Education, University of Texas at Austin; author of Subtractive Schooling; editor of Growing Critically Conscious Teachers