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Difficult Knowledge And The English Classroom: A Catholic Framework Using Cormac Mccarthy's The Road, Scott Jarvie, Kevin Burke
Difficult Knowledge And The English Classroom: A Catholic Framework Using Cormac Mccarthy's The Road, Scott Jarvie, Kevin Burke
Journal of Catholic Education
In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called “difficult knowledge”—content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires English teachers to take significant pedagogical risks, especially in the Catholic school classroom. Drawing on critical theology and Cormac McCarthy’s novel The Road (2006) as a difficult text, the authors employ a case study looking at how the traumatic difficulty of the novel could be fruitfully taught at a Catholic school. How might students reckon with The Road …
Development Of A Standard-Based Instrument For Assessing Principal Leadership, Mingchu Neal Luo
Development Of A Standard-Based Instrument For Assessing Principal Leadership, Mingchu Neal Luo
The Advocate
The purpose of this study is to develop and validate a scale of instrument, the Principal Leadership Index (PLI), to assess principal leadership practices within the framework of ELCC (2011) standards adopted by the Council for the Accreditation of Educator Preparation. Items of the PLI were initially developed by the researcher followed by expert reviews in the field of school leadership and a pilot test. The instrument was used to collect the empirical data from 73 principals, which were investigated with exploratory factor analyses, reliability tests, and multilevel analyses. Results reveal four unique constructs for the leadership dimensions, showing robust …
Feedback, Iterative Processing And Academic Trust - Teacher Education Students' Perceptions Of Assessment Feedback, Susan E. Davis, Joanne M. Dargusch
Feedback, Iterative Processing And Academic Trust - Teacher Education Students' Perceptions Of Assessment Feedback, Susan E. Davis, Joanne M. Dargusch
Australian Journal of Teacher Education
Abstract: Feedback and reflective processes play an important role in learning with both teachers and students required to play active roles. The importance of feedback processes and practices takes on an added dimension in the field of teacher education as the assessment and feedback processes are also professional practices that students themselves will be enacting in their professional roles. To this end, feedback provides opportunities for students to develop their own professional assessment literacy but also draws attention to the role of the teacher-education lecturer or assessor and the roles and relationships involved. This article reports on a research study …