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"This book
represents a courageous move into a territory which those of
us interested in teaching and how teaching happens have not
dealt with very much or very well. Newman shows us what it means
to be a theory-driven teacher. The book dramatizes that the
good teacher is an improvisor: that overall goals are stated
(if at all) only in the most general terms--in terms of growth
and awareness and reflection, of commitment and engagement.
She invites us into the mess, the contingencies, the rich chaos
of a comples teaching and learning situation. She includes much
of the texture of any teaching situation, the second thoughts,
the missed opportunities, the irrelevant considerations which
somehow have relevance, the difficult holding back while learning
happens (or doesn't), the planning of the unplannable, the risk
taking. As she reflects on her own teaching practice, her readers
are invited to reflect, too."
Russell A. Hunt
Saint Thomas University
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