A Teacher's Guide to Instructional Resistance: Overcoming Curricular Challenges to Do What's Best for Your Students

Author:   Paul S. Sutton
Publisher:   Taylor & Francis Ltd
ISBN:  

9781041137580


Pages:   242
Publication Date:   02 March 2026
Format:   Paperback
Availability:   Not yet available   Availability explained
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

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A Teacher's Guide to Instructional Resistance: Overcoming Curricular Challenges to Do What's Best for Your Students


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Author:   Paul S. Sutton
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
ISBN:  

9781041137580


ISBN 10:   1041137583
Pages:   242
Publication Date:   02 March 2026
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Not yet available   Availability explained
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

Table of Contents

1. How the Education System Became What It Is 2. Learning From the Redemptive Moxie of Excellent Teachers 3. The “Who” of Teaching – Building the Capacity to Be a Better Teacher 4. The “How” of Teaching – Taking the First Step 5. The “How” of Teaching – What the Research Says 6. The “What” of Teaching – Resisting the Madness to Better Serve Students 7. Moving From Where We Are Now to Better

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Author Information

Paul S. Sutton is an Associate Professor of Education and the Director of the First Year Experience Program at Pacific Lutheran University. Before transitioning into his current role, he spent eight years as a public high school English teacher, worked as an adjunct instructor at several community colleges in the greater Puget Sound region, and worked as a teacher in a language school in Istanbul, Turkey. He is passionate about issues of equity and racial equity in education. In his personal and professional life, he participates in various projects and initiatives to make schools and classrooms more affirming spaces of belonging for students, families, and communities who identify as members of groups of people who have and continue to be marginalized by the school system.

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