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Full-Text Articles in Education
Administrators As Math Leaders: Professional Learning Strategies Through Change, Kelly Gomez Johnson, Tamara Williams, Matthew Scott
Administrators As Math Leaders: Professional Learning Strategies Through Change, Kelly Gomez Johnson, Tamara Williams, Matthew Scott
Teacher Education Faculty Publications
No abstract provided.
Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly Gomez Johnson, Connie L. Schaffer, Lela E. Nix, H. Emily Hayden
Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly Gomez Johnson, Connie L. Schaffer, Lela E. Nix, H. Emily Hayden
Teacher Education Faculty Publications
Lesson planning is considered an essential skill of teachers. As pre-service teachers first encounter the fundamental principles of planning for instruction, the complexity of planning to support the rigorous learning goals of content, curriculum, and individual student needs could be daunting. The mixed methods study explored how mentoring influenced early-program pre-service teachers’ self-efficacy (Bandura, 1997) and progression through stages of concerns (Fuller, 1969) in relation to lesson planning. Participants, secondary early-program pre-service teachers enrolled in a Midwestern teacher preparation program, included a target group who received mentoring and a comparison group who did not. Using constant comparison techniques guided by …
Conceptualizing Culture How Preservice Teachers In The Rural Midwest Confront Subjectivities, Anne Karabon, Kelly Gomez Johnson
Conceptualizing Culture How Preservice Teachers In The Rural Midwest Confront Subjectivities, Anne Karabon, Kelly Gomez Johnson
Teacher Education Faculty Publications
This qualitative study examined how elementary and secondary preservice teachers in the rural Midwest conceptualize “culture” and how preservice teachers’ subjectivities and conceptions of culture shape their pedagogical practices. Thirty-six preservice teachers participated in a course on effective planning designed to address topics such as special education, English language learners, race, those living in difficult circumstances, and gender representation. Results reveal that despite exposure to reflections and discussions on privilege and hegemony to confront biases and deficit perspectives, ethnocentrism persisted.
More Than An Anniversary - A Preview Of William Frantz Public School: A Story Of Race, Resistance, Resiliency, And Recovery In New Orleans, Connie Schaffer, Meg White, Martha Graham Viator
More Than An Anniversary - A Preview Of William Frantz Public School: A Story Of Race, Resistance, Resiliency, And Recovery In New Orleans, Connie Schaffer, Meg White, Martha Graham Viator
Teacher Education Faculty Publications
William Frantz Public School: A Story of Race, Resistance, Resiliency, and Recovery in New Orleans will be released by Peter Lang in 2020. The book examines issues related to public education through events at the iconic William Frantz Public School, one of the first New Orleans public schools to be desegregated in 1960. The book covers important topics such as the resegregation of public schools, systemic racism, poverty, school accountability movements, and proliferatoin of charter schools.
Habitus And Imagined Ideals: Attending To (Un)Consciousness In Discourses Of (Non)Nativeness, Madina Djuraeva, Lydia Catedral
Habitus And Imagined Ideals: Attending To (Un)Consciousness In Discourses Of (Non)Nativeness, Madina Djuraeva, Lydia Catedral
Teacher Education Faculty Publications
This study responds to scholarship that has examined “folk concepts” of (non)nativeness through the lens of imagined ideals of the native speaker, by proposing a framework that integrates both ideals and habits. We operationalize these concepts by drawing from the theoretical notions of chronotope, scale, and habitus. Using data from interviews with Central Asian transnational migrants, we demonstrate how attending to both the habitual and idealized aspects of speakers’ metalinguistic commentary offers a more holistic approach to the study of multilingual repertoires and speakers’ social positionings in relationship to (non)nativeness. Our findings demonstrate how identification as a “(non)native” speaker may …
The Legacy Of William Frantz Public School: Commemoration Vs. Celebration, Connie L. Schaffer, Martha Graham Viator, Meg White
The Legacy Of William Frantz Public School: Commemoration Vs. Celebration, Connie L. Schaffer, Martha Graham Viator, Meg White
Teacher Education Faculty Publications
Sixty years ago, Ruby Bridges, a Black first-grade student, entered the all-White William Frantz Public School (WFPS). Her entry into WFPS represented a massive transformation in public education in the United States and embedded the school in the U.S. civil rights movement. Fifteen years ago, following Hurricane Katrina, the rapid increase in charter schools in New Orleans centered WFPS in a second transformation, the movement to reform public education. In addition to these two seminal events, a more complete history of WFPS provides justification that these landmark transformations be commemorated rather than celebrated.