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Articles 1 - 4 of 4
Full-Text Articles in Education
Connection, Involvement, And Modeling: Co-Constructing A Story Of Resilience Despite Early Parental Loss, Erin E. Silcox
Connection, Involvement, And Modeling: Co-Constructing A Story Of Resilience Despite Early Parental Loss, Erin E. Silcox
The Qualitative Report
The use of oral history and narrative inquiry to investigate factors of resilience in the face of parental death is absent from the literature. Also, researchers have not linked factors that support resilience against trauma and that lead to positive change in residential treatment with the role of educators. In this study, my father-in-law, Norman, and I answered the research question: What factors in Norman’s adolescent life supported his resilience in the face of an early parental loss? I analyzed Norman’s oral history using narrative analysis methods. Findings include factors that led to Norman’s resilience including his connection to a …
Teaching The New Majority : Addressing Race And Racism Through Culturally Responsive Teaching, Graziela Lobato-Creekmur
Teaching The New Majority : Addressing Race And Racism Through Culturally Responsive Teaching, Graziela Lobato-Creekmur
Theses, Dissertations and Culminating Projects
Studies have shown that culturally responsive teaching and its praxis appear very differently in various K-8 classrooms, while addressing race and racism are often absent from the classroom. However, these studies also support that pedagogical theories and practice such as these address the needs of students of color. Therefore, through a critical race theory lens, I explored teachers’ life history, how this influenced their classroom practice, and how they addressed race and racism in their professional lives. Narrative inquiry methods were used to uncover answers to addressing race and racism in the classroom through three teachers’ culturally responsive instruction. The …
When Knowing Is Not Enough: A Narrative Exploration Of How K-12 Teachers Make Decisions About The Transfer Of Critical Competencies From Professional Learning To Daily Practice, Nell E. Ballard-Jones
When Knowing Is Not Enough: A Narrative Exploration Of How K-12 Teachers Make Decisions About The Transfer Of Critical Competencies From Professional Learning To Daily Practice, Nell E. Ballard-Jones
Antioch University Dissertations & Theses
School districts spend millions of dollars each year to provide training and learning to staff working in direct and indirect service to students (National Council on Teacher Quality, 2021). This financial commitment says nothing about what is even more important: the need for school employees and the systems in which we work to serve students more effectively. Despite vast allocations of time and money and presumably best intentions for better social and academic outcomes for students, very little data exist that reflect regular transfer and application of training/learning into professional practice (Nittler et al., 2015). By and large, schools and …
Looking For Hope: The Experience Of Early Career Teachers Engaged In A Collaborative Community Of Reflective Practice As A Model Of Induction And Professional Development, Donia E. Spott
Theses and Dissertations
Teaching has always been an isolated profession and many professional development programs are seen as disconnected from the realities and daily needs of teaching. With the pressures of standards, paperwork, classroom management, and learning to teach, early career teachers can be especially vulnerable to becoming discouraged, disillusioned, and demoralized. This study used a qualitative, narrative inquiry approach to tell the stories of seven early career teachers’ experiences with induction and the development of a reflective community to support early career teachers in their professional practice. As part of the action research approach taken in designing the program, the discussions and …