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Full-Text Articles in Education
Transformative Education For Culturally Diverse Learners Through Narrative And Ethnography, Aileen Hale, Jennifer Snow-Gerono, Fernanda Morales
Transformative Education For Culturally Diverse Learners Through Narrative And Ethnography, Aileen Hale, Jennifer Snow-Gerono, Fernanda Morales
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This article presents a study of the effects of creating a bridge between the narrative and ethnographic methods and writing processes as a means to more effectively educate teachers of culturally diverse learners. Ten teacher-participants from a Masters of Education (M.Ed.) degree programme in Bilingual Education at a university in the northwestern United States took a sequence of courses in which instructor-researchers taught them narrative and ethnographic pedagogy, theory, and methodology. Through qualitative methods, instructor-researchers analyzed teacher-participants’ personal narratives and ethnographic case studies for generative themes. In discovering the commonalities of themes between these two methods of inquiry, the research …
Locating Supervision—A Reflective Framework For Negotiating Tensions Within Conceptual And Procedural Foci For Teacher Development, Jennifer L. Snow-Gerono
Locating Supervision—A Reflective Framework For Negotiating Tensions Within Conceptual And Procedural Foci For Teacher Development, Jennifer L. Snow-Gerono
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This manuscript presents a theoretical construct for analyzing procedural and conceptual tensions within instructional leadership for teacher development. The dynamic, multi-dimensional framework demonstrates possibilities for locating supervision as having procedural and conceptual bases. By employing the questions identified, educators place themselves within the framework focused on specific areas and located along a procedural to conceptual continuum. Identifying tensions in practice guides educators to be more reflective when engaging in professional growth. Ultimately, teachers need to become empowered to engage in reflective supervision in order to guide professional development, teaching and learning.
Educational Professionals’ Knowledge And Acceptance Of Evolution, Louis S. Nadelson, Gale M. Sinatra
Educational Professionals’ Knowledge And Acceptance Of Evolution, Louis S. Nadelson, Gale M. Sinatra
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This study sought to determine if we could identify a cadre of educational professionals with sufficient knowledge and acceptance of biological evolution to objectively evaluate the merits of the emerging discipline of evolutionary educational psychology. Members of APA and AERA were recruited to complete surveys measuring demographic characteristics, evolution knowledge (specifically natural selection), and evolution acceptance. We tested a model representing propensity toward open-minded examination of the merits of evolutionary educational psychology. Results showed evolution knowledge and acceptance, personal beliefs, academic and research experience, were key indicators of willingness to engage in objective evaluation of this new discipline. …