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Full-Text Articles in Education
Teaching And Learning As Negotiation, Brian C. Rose, Sara Myers
Teaching And Learning As Negotiation, Brian C. Rose, Sara Myers
Journal of Educational Research and Innovation
This paper reports data from a study investigating the nature of student-teacher interactions in elementary classrooms. These data suggest that while teacher candidates approach their work with school-aged children as a form of negotiation, teachers engage in negotiation with children in a variety of ways to meet a wide range and professional needs. These findings provide direction for teacher educators who support teacher candidates’ in developing an increased repertoire of interactional strategies that support student learning and teacher efficacy.
Alex Shevrin Venet’S Equity-Centered Trauma-Informed Education–A Book Review, Kimberly A. Mahovsky, Anne O. Davidson
Alex Shevrin Venet’S Equity-Centered Trauma-Informed Education–A Book Review, Kimberly A. Mahovsky, Anne O. Davidson
Journal of Educational Research and Innovation
This review provides an overview of Alex Venet’s Equity-Centered Trauma-Informed Education and a critical analysis by teacher educators charged to include equity-centered trauma-informed practices in all education courses. This book serves as a catalyst for conversations around equity-centered and trauma-informed education as many states push for all educators in K-12 schools to recognize the prevalence of adversity and create professional development for their instructors to incorporate these practices in their classrooms. The review will evaluate the author’s organization of the book and the five shifts Venet suggests for movement toward educational equity.
Looking Back To Move Forward: Reflections Of Practicing Teachers On Their Pre-Service Preparation, Brian Bowen
Looking Back To Move Forward: Reflections Of Practicing Teachers On Their Pre-Service Preparation, Brian Bowen
Journal of Educational Research and Innovation
The purpose of this study was to better understand the knowledge and skills related to teaching of mathematics in-service teachers perceived as important for beginning teachers and what knowledge from their pre-service preparation they were able to apply in their instruction. Data was collected from practicing elementary and middle grades teachers who received their undergraduate preparation within the past eight years from a university in the Northeastern United States. Results suggest that even a single learning opportunity can have a lasting impact on the pedagogical practice of novice teachers.