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Full-Text Articles in Education
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.
Litigious Experiences Among Teachers Of Special Education Students: A Phenomenological Study, Shannon Madara
Litigious Experiences Among Teachers Of Special Education Students: A Phenomenological Study, Shannon Madara
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to explore litigious experiences for special education teachers in South Central Pennsylvania. It was known that teachers are not typically required to have courses on school law, but they are required to abide by educational law. This study was guided by the following research question: How do special education teachers in South Central Pennsylvania describe their litigious experiences? It sought to fill a gap in the literature in the area of actual teacher experience with the problem of litigation. Background information was given to show why this issue was a current problem …
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.