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Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros 2015 University of Nebraska - Lincoln

Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros

Faculty Publications: Department of Teaching, Learning and Teacher Education

The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the ...


The Business Of Learning To Teach: A Critical Metaphor Analysis Of One Teacher's Journey, Lauren Gatti, Theresa Catalano 2015 University of Nebraska, Lincoln

The Business Of Learning To Teach: A Critical Metaphor Analysis Of One Teacher's Journey, Lauren Gatti, Theresa Catalano

Lauren Gatti

This article analyzes the learning to teach process of one novice teacher, Rachael, enrolled in an Urban Teacher Residency (UTR) in Harbor City, United States. Building on Loh and Hu's (2014) scholarship on neoliberalism and novice teachers, we employ Critical Metaphor Analysis (CMA) to make visible the ways in which Rachael contends with conflicting frames of learning to teach--TEACHING IS A JOURNEY vs. TEACHING IS A BUSINESS--within her program. Rachael encounters three primary obstacles: programmatic incompatibility, pedagogical paralysis, and, ultimately, programmatic abandonment. The discussion explores the potential consequences of learning to teach in neoliberal contexts.


Religious Education Leadership And The 21st Century: Overcoming Disconnectedness, Michael T. Buchanan 2014 University of Notre Dame Australia

Religious Education Leadership And The 21st Century: Overcoming Disconnectedness, Michael T. Buchanan

eJournal of Catholic Education in Australasia

The role of the religious education leader is a relatively new role within Catholic education in Australia. This leadership position has evolved since the time of its emergence in the decades following Vatican II; however, there appears to be a lack of clarity and understanding about the role and its impact upon a school. While the religious education leader plays a significant role in building a school community, a recent study which sought to discover the kinds of support these leaders need found that many religious education leaders encountered experiences of disconnectedness in their own school communities. Drawing on the ...


Leading The Way: Catholic School Leaders And Action Research, Anthony C. Holter, James M. Frabutt, Ronald J. Nuzzi 2014 University of Notre Dame Australia

Leading The Way: Catholic School Leaders And Action Research, Anthony C. Holter, James M. Frabutt, Ronald J. Nuzzi

eJournal of Catholic Education in Australasia

Recent research extols the value of problem-based learning strategies in exemplary school leadership preparation programs as one way to provide school leaders with the appropriate tools to systematically use data to make important decisions. The purpose of this study was to address the current gap between the noted importance of problem-based learning strategies in leadership preparation programs, and the demonstrated effect these strategies have on the knowledge, skills, behaviours, and values of school leaders. The study employed a longitudinal mixed-method research design to examine discrete action research skills, behaviours, and values of 44 candidates enrolled in a Master of Arts ...


Historical Inquiry Into The Construction Of Religion As A School Subject For Catholic Schools In Australia, Thomas A. O'Donoghue, David Byrne 2014 University of Notre Dame Australia

Historical Inquiry Into The Construction Of Religion As A School Subject For Catholic Schools In Australia, Thomas A. O'Donoghue, David Byrne

eJournal of Catholic Education in Australasia

One of the most distinctive features of Catholic schools, both past and present, is their religious character. In Australia, as in many other parts of the world, the Catholic community invested significant energy developing and preserving this character. Central to this has been the teaching of Religion. Yet, from a historical perspective, there has been little effort undertaken to understand how Religion as a subject in Catholic schools has been constructed. This paper takes its lead from the latter observation. It is in three parts. First, the general historical background is outlined. Second, the importance of producing historical analyses of ...


Driven By Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering And Physics, Emily A. Dare, Joshua A. Ellis, Gillian H. Roehrig 2014 Purdue University

Driven By Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering And Physics, Emily A. Dare, Joshua A. Ellis, Gillian H. Roehrig

Journal of Pre-College Engineering Education Research (J-PEER)

It is difficult to ignore the increased use of technological innovations in today’s world, which has led to various calls for the integration of engineering into K-12 science standards. The need to understand how engineering is currently being brought to science classrooms is apparent and necessary in order to address these calls for integration. This multiphase, mixed-methods study investigated the classroom practices and beliefs of high school physical science teachers following an intensive professional development on physics and engineering integration.

Classroom observations showed that teachers new to incorporating engineering into their physical science classrooms often struggled to maintain focus ...


Design Practices Of Preservice Elementary Teachers In An Integrated Engineering And Literature Experience, Kristen Bethke Wendell 2014 Purdue University

Design Practices Of Preservice Elementary Teachers In An Integrated Engineering And Literature Experience, Kristen Bethke Wendell

Journal of Pre-College Engineering Education Research (J-PEER)

The incorporation of engineering practices and core ideas into the Next Generation Science Standards at the elementary school level provides exciting opportunities but also raises important questions about the preparation of new elementary teachers. Both the teacher education and engineering education communities have a limited literature base on the resources that novice elementary teachers bring to learning and teaching engineering. The purpose of this descriptive exploratory research study was to characterize the design practices used by preservice elementary teachers during an integrated engineering and literature experience. Using a modification of the Design Activity Coding Scheme (Atman et al., 2007), we ...


Exploration Des Facteurs Influençant La Mobilisation Des Savoirs Par Une Pensée Critique Chez Des Étudiantes Infirmières Bachelières Lors De Stages Cliniques, Kathleen Lechasseur, Ginette Lazure, Louise Guilbert 2014 Canadian Association of Schools of Nursing

Exploration Des Facteurs Influençant La Mobilisation Des Savoirs Par Une Pensée Critique Chez Des Étudiantes Infirmières Bachelières Lors De Stages Cliniques, Kathleen Lechasseur, Ginette Lazure, Louise Guilbert

Quality Advancement in Nursing Education - Avancées en formation infirmière

Pour contribuer activement à la santé des personnes, les infirmières doivent faire appel à une diversité de savoirs dans leur pratique. Face à l’augmentation constante de la complexité des soins, la formation de la relève comporte des enjeux majeurs. L’étude visait à caractériser le processus de mobilisation des savoirs par une pensée critique chez des étudiantes infirmières bachelières en situation de soins en vue de mieux comprendre son déploiement et de le soutenir. Une approche qualitative, inspirée de la théorisation ancrée a mis au jour certains des facteurs d’influence sur ce processus en recourant à un entretien ...


Infographics: The New 5-Paragraph Essay, Brittany Ann Kos, Elizabeth Sims 2014 University of Colorado, Boulder

Infographics: The New 5-Paragraph Essay, Brittany Ann Kos, Elizabeth Sims

ATLAS Institute Graduate Contributions

The STEM Career Infographic Project (SCIP) was a 5-week exploratory project deployed in an 8th grade classroom at Mountain Vista Middle School (MVMS) in the spring of 2014. Students were required to research a STEM career in-depth, then report on their careers using infographics, in lieu of a standard 5- paragraph essay. SCIP was broken down into 9 days of instruction: introduction, research, three days of design lecture, three work days, and a final presentation day. The students were in the lab working on their infographics every day. We observed that infographics were better suited than traditional essays in areas ...


Reforming Ontario Teachers (1990-2010): The Role Of The College Of Teachers, Janice Pennycook 2014 Western University

Reforming Ontario Teachers (1990-2010): The Role Of The College Of Teachers, Janice Pennycook

University of Western Ontario - Electronic Thesis and Dissertation Repository

This dissertation takes up the idea of the teacher as a professional and examines the period in Ontario between 1990 and 2010 when a change in teacher governance through the creation of the College of Teachers contributed to a refocusing of teacher evaluation policy and a redefining of what it means to be a professional teacher. Across a wide variety of settings, teachers are now viewed as central to successful education reform with the result that the requisite qualities of the professional teacher and how teachers are to be transformed to achieve these qualities have become the subjects of intense ...


A Collaborative Data Chat: Teaching Summative Assessment Data Use In Pre-Service Teacher Education, Jody Piro, Karen Dunlap, Tammy Shutt 2014 SelectedWorks

A Collaborative Data Chat: Teaching Summative Assessment Data Use In Pre-Service Teacher Education, Jody Piro, Karen Dunlap, Tammy Shutt

Jody Piro

As the quality of educational outputs has been problematized, accountability systems have driven reform based upon summative assessment data. These policies impact the ways that educators use data within schools and subsequently, how teacher education programs may adjust their curricula to teach data-driven decision making to inform instruction. This study explored the outcomes of an instructional intervention that taught data understanding, comprehension, and data use with pre-service teacher candidates. The intervention was based on the premise that using data for professional purposes is becoming a necessary proficiency for teacher education graduates and that teacher education curricula must explicitly address that ...


Numbers + Words + Books = A Literacy Rich Environment Including Math, Christina Deptulski 2014 Goodwin College

Numbers + Words + Books = A Literacy Rich Environment Including Math, Christina Deptulski

Faculty Presentations

This session will explore a variety of resources that are used to promote a literacy rich environment with an emphasis on math by means of a presentation, discussion, and hands on activities.

Goals

1) Participants will discuss/share different math activities and/or books dealing with math that they have used or seen to build a literacy rich environment.

2) Participants will engage in math activities connected to fostering a literacy rich environment.

3) Participants will receive a bibliography of resources connected to supporting a literacy rich environment that includes math.


Fostering Language Through The Use Of Group Time, Christina Deptulski 2014 Goodwin College

Fostering Language Through The Use Of Group Time, Christina Deptulski

Faculty Presentations

Through a presentation, discussion, and hands-on activities, we will explore a variety of resources that are used to promote language development during group time. Please bring your favorite children’s book or literacy activity to share that would be geared towards preschoolers or kindergarteners.


Principles Of Catholic Social Teaching, Critical Pedagogy, And The Theory Of Intersectionality: An Integrated Framework To Examine The Roles Of Social Status In The Formation Of Catholic Teachers, Caroline Marie Eick, Patrick A. Ryan 2014 Loyola Marymount University and Loyola Law School

Principles Of Catholic Social Teaching, Critical Pedagogy, And The Theory Of Intersectionality: An Integrated Framework To Examine The Roles Of Social Status In The Formation Of Catholic Teachers, Caroline Marie Eick, Patrick A. Ryan

Journal of Catholic Education

This article discusses the relevance of an analytic framework that integrates principles of Catholic social teaching, critical pedagogy, and the theory of intersectionality to explain attitudes toward marginalized youth held by Catholic students preparing to become teachers. The framework emerges from five years of action research data collected in Foundations of American Education classes in a teacher education program of a Mid-Atlantic Catholic Liberal Arts University. The authors propose new directions for research on Catholic schools and suggest that the gaps between espoused values and practices in Catholic schools as identified by researchers over the last decade might be more ...


Motivation And Job Satisfaction Of Catholic School Teachers, John J. Convey 2014 Loyola Marymount University and Loyola Law School

Motivation And Job Satisfaction Of Catholic School Teachers, John J. Convey

Journal of Catholic Education

This article examines the relationship between Catholic school teachers’ motivation and job satisfaction. The data are derived from a survey of 716 teachers in Catholic elementary and secondary schools in three dioceses in the US (Atlanta, GA; Biloxi, MS; and Cheyenne, WY). The school’s academic philosophy and its environment were important predictors of the teachers’ satisfaction with their work with students and with their relationships with administrators and other teachers. The motivation to teach in the school because it was a Catholic school was an important predictor of the teachers’ satisfaction with the school. The results of the study ...


A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley 2014 Lewis and Clark Graduate School of Education and Counseling

A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley

Democracy and Education

The anthology Critical Consciousness in Curricular Research: Evidence from the Field (William-White, Muccular, D., Muccular, G., & Brown, 2013) contains a multilogical collection of strategies for establishing curriculum work as an integral part of what it means to be a teacher. Although the contributors represent a diverse range of backgrounds, perspectives, and years in education, a common manifesto emerges: Curriculum inquiry is a pathway for the enactment of democratic pedagogy and enfranchisement of marginalized students (and teachers). The editors provide a vibrant and engaging testimony of hope with which to revitalize the notion of curriculum work as part of what is ...


Flying Sandwiches And Broken Glasses. A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Sigal R. Ben-Porath 2014 Lewis and Clark Graduate School of Education and Counseling

Flying Sandwiches And Broken Glasses. A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Sigal R. Ben-Porath

Democracy and Education

The authors of the feature article provide a sound analysis of the shortcomings of the new teacher training model in preparing professional teachers rather than technicians, in getting them ready to teach in varied environments, and in helping teachers and students develop their skills of participation in a democratic society. In this response I outline an additional key issue related to apprenticeship-based teacher training models of the type that Match and Relay represent, namely, the matter of accountability.


Critical Discomfort And Deep Engagement Needed For Transformation. A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Rick Ayers 2014 Lewis and Clark Graduate School of Education and Counseling

Critical Discomfort And Deep Engagement Needed For Transformation. A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Rick Ayers

Democracy and Education

This essay seeks to engage the discussion about how to successfully conduct social justice and critical pedagogy classes for teacher candidates. Because the identity and consciousness of teachers is such a crucial factor in equity education, teacher-educators seek to challenge and transform hegemonic assumptions. The essay seeks to engage some of the main points of Sensoy and DiAngelo and to extend the conversation to other considerations and issues that arise in the work to develop educators committed to equity and justice.


Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw 2014 Lewis and Clark Graduate School of Education and Counseling

Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw

Democracy and Education

The importance of public education in democratic states is almost beyond dispute. Too often, though, discussions of democratic education focus solely on policies and systems, forgetting the individual teachers who are ultimately responsible for educating future citizens. This paper attempts to illustrate just how complex and significant the role of teachers in a democratic republic can be.


New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches, Sarah Marie Stitzlein, Craig K. West 2014 Lewis and Clark Graduate School of Education and Counseling

New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches, Sarah Marie Stitzlein, Craig K. West

Democracy and Education

This article critically analyzes the application of charter school techniques in teacher education, especially in two noteworthy programs: the newly developed Relay Graduate School of Education and Match Teacher Residency. We describe how their approaches to teacher preparation differ from traditional teacher education programs. We also raise concern regarding the ways charter-inspired teacher preparation programs overlook the contributions of theory to good teaching, jeopardize teacher flexibility, alter understandings of the professional practice of teaching, and threaten the overarching purpose of educating for democracy that is integral to traditional teacher colleges. We emphasize educationally worthwhile approaches from this new domain of ...


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