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Full-Text Articles in Education
“It’S A Two-Way Street”: Giving Feedback In A Teacher Writing Group, Lochran C. Fallon, Anne Elrod Whitney
“It’S A Two-Way Street”: Giving Feedback In A Teacher Writing Group, Lochran C. Fallon, Anne Elrod Whitney
Teaching/Writing: The Journal of Writing Teacher Education
Abstract: A consistent feature of teacher writing groups is the giving and receiving of feedback on writing. While there have been several studies that have explored the effects of receiving feedback on one's own writing, there have only been a few that explored the effects of providing feedback to others can have on a teacher’s own work. Drawing on interviews with teacher-writers who work together in a writing group, we conclude that giving feedback transforms the writing lives of all participants involved in the feedback process through experiences of reciprocity, involving claiming authority within a community of writers, developing …
Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega
Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega
Democracy and Education
This is a response to Liggett’s (2014) call to implement “deliberate democracy” in English language education classrooms. While the concept of participating in deliberate democracy is a solid ideal and worthy of pursuit, I present questions and scenarios that illustrate the complicated nature of the tasks. By sharing my testimonio along with the research, I propose that in order for teachers to guide their students' participation in deliberate democratic activities, they must step back and understand the context of the sociocultural interactive space created in the classroom and whether ELL students are able to and/or prepared to speak in an …
The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship, Patricia K. Kubow, Mina Min
The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship, Patricia K. Kubow, Mina Min
Democracy and Education
Drawing upon the African concept of ubuntu, this article examines the epistemic orientations toward individual-society relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Western-oriented democratic narrative. Through ubuntu, defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rights-and-responsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. …
Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler
Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler
Occasional Paper Series
Describes the issue's purpose, which is a "modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires" -- author.
Using An Observation Coaching Checklist To Provide Feedback To Teachers, Michelle Lia
Using An Observation Coaching Checklist To Provide Feedback To Teachers, Michelle Lia
Journal of Catholic Education
Teachers need feedback to make instructional progress. This paper shares how a coaching checklist was used in five Catholic schools in the Archdiocese of Chicago in 2014-2015 school year in an effort to provide teachers feedback and support their instruction. This coaching was paired with regular ‘traditional’ professional development paid for through a grant by Big Shoulders Fund in Chicago. The use of the checklist provided more specific feedback than a note-taking method of observation typically used in teacher evaluation. Anecdotally, teachers who wanted feedback and wanted to improve their instruction did just that. An added result was the support …
Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore
Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore
Occasional Paper Series
Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in “Say that the River Turns.” She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions.
How To Con Your Teacher, Bernice M. Wilson
How To Con Your Teacher, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.
The Master Teacher: A Personal Reflection, Carol Hillman
The Master Teacher: A Personal Reflection, Carol Hillman
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.
The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt
The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.