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Full-Text Articles in Education
The Value Of Conflict And Disagreement In Democratic Teacher Education, Kiel F. Harell
The Value Of Conflict And Disagreement In Democratic Teacher Education, Kiel F. Harell
Democracy and Education
Deliberative democracy surfaces disagreements so that people holding conflicting stances understand each other’s reasons for the purpose of decision-making. Democratic education approaches should provide students with the opportunity to learn and practice how to address conflict in the collective decision-making process. In this paper, I examine the Foxfire Course for Teachers, a professional development retreat in which teachers learn to practice democratic teaching by themselves experiencing democratic decision-making. In particular, a series of disagreements among course participants is analyzed in detail to understand the learning that resulted and the conditions that supported that learning. As a result of this experiential …
Countering The Neos: Dewey And A Democratic Ethos In Teacher Education, Jamie C. Atkinson
Countering The Neos: Dewey And A Democratic Ethos In Teacher Education, Jamie C. Atkinson
Democracy and Education
Neoliberalism and neoconservatism are two ideologies that currently plague education. The individualistic free-market ideology of neoliberalism and the unbridled nationalistic exceptionalism associated with neoconservatism often breed a narrowed, overstandardized curriculum and a hyper-testing environment that discourage critical intellectual practice and democratic ideas. Dewey’s philosophy of education indicates that he understood that education is political and can be undemocratic. Dewey’s holistic pragmatism, combined with aspects of social reconstructionism, called for a philosophical movement that favors democratic schooling. This paper defines neoliberal and neoconservative ideologies and makes a case for including more critique within teacher preparation programs, what Dewey and other educationists …
What Kind Of Teacher For Our Citizens? A Book Review Of What Kind Of Citizen? Educating Our Children For The Common Good, Tony Decesare
What Kind Of Teacher For Our Citizens? A Book Review Of What Kind Of Citizen? Educating Our Children For The Common Good, Tony Decesare
Democracy and Education
Westheimer’s central argument in What Kind of Citizen? Educating our Children for the Common Good is that the current climate around public education—marked, in general, by standardization in our schools—is not conducive to the development of thoughtful and critically engaged public citizens. Westheimer demonstrated convincingly that schools—in response to recent education reform and, in some cases, pressure from parents and other education stakeholders—have increasingly emphasized individual goals at the expense of educating children for the common good. Furthermore and related, in this age of standardized testing, school curricula have become more narrowly focused on achievement in math and literacy at …
Problematizing Assumptions, Examining Dilemmas, And Exploring Promising Possibilities In Culturally Relevant Pedagogy. A Response To “'I Didn’T See It As A Cultural Thing': Supervisors Of Student Teachers Define And Describe Culturally Responsive Supervision", Maria Dantas-Whitney, R. Dana Ulveland
Problematizing Assumptions, Examining Dilemmas, And Exploring Promising Possibilities In Culturally Relevant Pedagogy. A Response To “'I Didn’T See It As A Cultural Thing': Supervisors Of Student Teachers Define And Describe Culturally Responsive Supervision", Maria Dantas-Whitney, R. Dana Ulveland
Democracy and Education
In response to the study and recommendations presented in the article “'I Didn’t See it as a Cultural Thing,'” written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors’ approaches and assertions that seem to reflect a hierarchical power structure and a deficit model. Second, we examine our own dilemmas and struggles in enacting culturally relevant practices within our teacher education program. Our reflections derive from our recent experience preparing for a reaccreditation site visit by NCATE. Third, …
“If You Cannot Live By Our Rules, If You Cannot Adapt To This Place, I Can Show You The Back Door.” A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Barrett A. Smith
Democracy and Education
Stitzlein and West (2014) are primarily concerned with how Relay and Match risk failing to prepare their residents to practice democratic education. My aim is to provide a more thorough account of specific practices employed by Match and their no-excuses approach in order to illustrate and support points made by Stitzlein and West. It is my hope that this deeper examination will substantiate the concerns of Stitzlein and West while further problematizing the practices employed by and advocated for throughout Match.
Flying Sandwiches And Broken Glasses. A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Sigal R. Ben-Porath
Flying Sandwiches And Broken Glasses. A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Sigal R. Ben-Porath
Democracy and Education
The authors of the feature article provide a sound analysis of the shortcomings of the new teacher training model in preparing professional teachers rather than technicians, in getting them ready to teach in varied environments, and in helping teachers and students develop their skills of participation in a democratic society. In this response I outline an additional key issue related to apprenticeship-based teacher training models of the type that Match and Relay represent, namely, the matter of accountability.
New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches, Sarah Marie Stitzlein, Craig K. West
New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches, Sarah Marie Stitzlein, Craig K. West
Democracy and Education
This article critically analyzes the application of charter school techniques in teacher education, especially in two noteworthy programs: the newly developed Relay Graduate School of Education and Match Teacher Residency. We describe how their approaches to teacher preparation differ from traditional teacher education programs. We also raise concern regarding the ways charter-inspired teacher preparation programs overlook the contributions of theory to good teaching, jeopardize teacher flexibility, alter understandings of the professional practice of teaching, and threaten the overarching purpose of educating for democracy that is integral to traditional teacher colleges. We emphasize educationally worthwhile approaches from this new domain of …
A Call To Action: Why We Need More Practitioner Research. A Response To "A Teacher Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners", Kimberly H. Campbell
A Call To Action: Why We Need More Practitioner Research. A Response To "A Teacher Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners", Kimberly H. Campbell
Democracy and Education
As teacher-educators we need to embrace practitioner (action) research of our own classroom practice. Such research serves to improve our practice, inform the teaching profession, and serve as modeling for future teachers to become practitioner researchers in support of their efforts to meet the learning needs of the students with whom they work as well as have a voice in policy decisions that impact their professional lives.
Let’S Produce Culturally Responsive Pedagogues On Deck. A Response To "There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective", Christopher C. Jett
Let’S Produce Culturally Responsive Pedagogues On Deck. A Response To "There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective", Christopher C. Jett
Democracy and Education
In this response, I extend the conversation started by Hayes and Juárez (2012) by highlighting how culturally responsive teaching is spoken in one teacher education program where I worked and served in the preparation of middle-level teachers. I also share my reflections concerning this idea and pose questions for critical thought, dialogue, and action. Finally, I challenge teacher-educators to speak, enact, and work to produce culturally responsive teaching/teachers in their teacher preparation programs.
Swimming In Deep Waters. A Response To "A Review Of Teaching As A Moral Practice", Deborah Schussler, Sharon Feiman-Nemser, Mary E. Diez, Peter Murrell
Swimming In Deep Waters. A Response To "A Review Of Teaching As A Moral Practice", Deborah Schussler, Sharon Feiman-Nemser, Mary E. Diez, Peter Murrell
Democracy and Education
The authors respond to a review of their book, Teaching as a Moral Practice: Defining, Developing, and Assessing Dispositions. The authors emphasize a vision of shared commitments for quality teaching whereby teacher-educators instill and nurture the wisdom and virtue that a moral teacher must possess in order to teach in a variety of circumstances where clear-cut answers do not exist. In addition, teacher-educators help teachers discern how, in that context, they should enact particular knowledge, skills, and commitments to reach desired ends. The key to enact this vision of teaching as a shared, moral practice is critical colleagueship.
A Review Of Teaching As A Moral Practice: Defining, Developing, And Assessing Professional Dispositions In Teacher Education, Barbara S. Stengel
A Review Of Teaching As A Moral Practice: Defining, Developing, And Assessing Professional Dispositions In Teacher Education, Barbara S. Stengel
Democracy and Education
A review of the book Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education, by Peter C. Murrell Jr., Mary Diez, Sharon Feiman-Nemser, and Deborah L. Schussler (Harvard University Press, 2010).