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Full-Text Articles in Education
In Our Own Words: Special Education Teachers Of Color With Dis/Abilities, Saili Kulkarni, Samuel Bland, Joanna Gaeta
In Our Own Words: Special Education Teachers Of Color With Dis/Abilities, Saili Kulkarni, Samuel Bland, Joanna Gaeta
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
Navigating South Asian/Desi Identity As A Teacher Educator In Silicon Valley, Saili Kulkarni
Navigating South Asian/Desi Identity As A Teacher Educator In Silicon Valley, Saili Kulkarni
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
Care Ethics In Online Teaching, Colette Rabin
Care Ethics In Online Teaching, Colette Rabin
Faculty Research, Scholarly, and Creative Activity
As a teacher educator, I sought to understand how to cultivate care ethics in my online teaching over a three-year period. Through surveys, student work, interviews, my course materials and teaching journal, and video-ed synchronous class sessions with seven cohorts of teacher candidates, the lenses of care ethics revealed particular challenges and possibilities for care with authentic modeling through story, practice and continuity, dialogue, and addressing power and confirmation in assessment. The self-study process helped me uncover my own assumptions to carve out better ways to cultivate caring relationships in the distanced and disembodied online environment.
Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares
Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares
Faculty Research, Scholarly, and Creative Activity
The purpose of this study is to understand how field-based supervisory practices support preservice teachers’ conceptualizations of reflective practice, curriculum inquiry, and social justice-oriented pedagogies. Moving away from the more traditional supervisory triad model (e.g., preservice student--cooperating teacher--university supervisor), our qualitative investigation examined five supervisory practices: formal observation, Lesson Study, video debriefs/observations, guided observations, and participation in Intellectual Learning Communities (ILCs). Through a case study of two preservice teachers, this study highlights how these supervisory practices helped support preservice teachers’ notions of reflective practice and curriculum inquiry but did not deepen their notions of social justice and inclusivity.
Introduction To "The State Of The Syllabus" Special Edition Of Syllabus Journal, Katherine Harris, Rebecca Frost Davis, Matthew Gold
Introduction To "The State Of The Syllabus" Special Edition Of Syllabus Journal, Katherine Harris, Rebecca Frost Davis, Matthew Gold
Faculty Research, Scholarly, and Creative Activity
Positioning the syllabus as a key artifact in the modern academy, one that encapsulates many elements of intellectual, scholarly, social, cultural, political, and institutional contexts in which it is enmeshed, we offer in this special issue of Syllabus a set of provocations on the syllabus and its many roles. Including perspectives from full-time and part-time faculty, graduate students, and librarians, the issue offers a multifaceted take on how the syllabus is presently used and might be reimagined.
Where Language Is Beside The Point: English Language Testing For Mexicano Students In The Southwestern Us, Luis E. Poza, Sheila M. Shannon
Where Language Is Beside The Point: English Language Testing For Mexicano Students In The Southwestern Us, Luis E. Poza, Sheila M. Shannon
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
Countering Deficit Thinking About Neurodiversity Among General Education Teacher Candidates: A Case Discussion Approach, Grinell Smith, Colette Rabin
Countering Deficit Thinking About Neurodiversity Among General Education Teacher Candidates: A Case Discussion Approach, Grinell Smith, Colette Rabin
Faculty Research, Scholarly, and Creative Activity
We have observed that many of the multiple-subjects teacher credential candidates in our program often reveal deficit views of autistic children. This report provides an example of how we help credential candidates learn to reframe deficit thinking about neurodiversity via the examination, discussion, and dramatization of a collection of dilemma-based case stories designed to help our students unearth preconceptions and engage in shared inquiry. One strength of this approach is that it asks candidates to develop specific and realistic plans of action, to adopt a care ethic requiring them to think and act from the perspective of the child, to …