Education Commons^™

Training Adaptive Teachers, Emily Wender

New Jersey English Journal

This article discusses how to develop adaptability in teacher candidates. The author required teacher candidates to adapt a face to face lesson plan for a virtual setting and concludes that candidates need more opportunities in their coursework to identify reasons to change instruction and reflect on adaptability.

A Local Historic Village Goes Online: Transforming English And Social Studies Methods Courses For A Virtual Setting, Helen Michelle Kreamer, Toby Daspit

New Jersey English Journal

In this article, two teacher-educators share their experience of navigating the shift of a service learning project from being an in-person project to an entirely remote learning experience caused by the COVID-19 pandemic. We discuss instructional adjustments, provide student samples, and consider lessons learned.

Content Area Teaching In Linguistically Diverse Classrooms, Meghan Odsliv Bratkovich

Theses, Dissertations and Culminating Projects

Educators and teacher educators in the United States have worked for decades to provide English language learners (ELLs) and other linguistically diverse students access to education. While ELLs’ rising high school graduation rates suggest that efforts have helped ELLs access schools, classrooms, and scholastic tasks, more steps need to be taken toward ensuring that linguistically diverse students can also meaningfully access college or 21st century careers.

This qualitative study is at the nexus of language, culture, academic content, literacy, teaching, and teacher education and uses a bricolage approach to examine the teaching of four secondary science and mathematics teachers recognized …

Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education, Edwin Mayorga, Bree Picower

Department of Teaching and Learning Scholarship and Creative Works

In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. …

Dysconscious Ableism: Toward A Liberatory Praxis In Teacher Education, Alicia Broderick, Priya Lalvani

Department of Teaching and Learning Scholarship and Creative Works

This study draws upon King’s [1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146] concept of dysconscious racism, extrapolating from it the analogous conceptual device of dysconscious ableism. We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates’ writing through the conceptual lens of dysconscious ableism, to better understand their conceptualisations of dis/ability, and their understanding of existing examples of educational segregation based upon those conceptualisations. We make an argument for the necessity of engaging in studies of ableism in …

Teacher Educators Struggling To Make Complex Practice Explicit: Distancing Teaching Through Video, Emily J Klein, Monica Taylor

Department of Teaching and Learning Scholarship and Creative Works

This self-study examines our use of video with a cohort of preservice teachers as a means to address the challenges we face as teacher educators who are working with candidates in extensive clinical practice. We came to video as a nuanced way to discuss and make meaning of complex practice and as a means of bridging theory and practice. We found that our use of video supported preservice teachers and their mentors in decomposing, representing, and approximating practice. We also found that, as suggested by the literature, the use of video distanced preservice teachers from their experiences in practice. Finally, …

Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani

Department of Teaching and Learning Scholarship and Creative Works

This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need …

Teacher Counternarratives: Transgressing And Restorying Disability In Education, Alicia Broderick, Greta Hawkins, Stefanie Henze, Corinthia Mirasol-Spath, Rachel Pollack-Berkovits, Holly Prozzo Clune, Elizabeth Skovera, Christina Steel

Department of Teaching and Learning Scholarship and Creative Works

This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in …