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Full-Text Articles in Education
Representing Teachers As Criminals In The News: A Multimodal Critical Discourse Analysis Of The Atlanta Schools’ “Cheating Scandal”, Theresa Catalano, Lauren Gatti
Representing Teachers As Criminals In The News: A Multimodal Critical Discourse Analysis Of The Atlanta Schools’ “Cheating Scandal”, Theresa Catalano, Lauren Gatti
Department of Teaching, Learning, and Teacher Education: Faculty Publications
On April 1, 2015, 11 Atlanta teachers accused of changing answers on their students’ standardized tests were convicted of racketeering and sentenced to 5–20 years in prison. Despite ample news coverage, few sources investigated teachers’ motivations for altering students’ responses or explored what the consequences would have been if student scores had not been changed to passing. Moreover, the fact that the teachers’ actions resulted from systemic problems associated with working within a high-stakes testing environment is glossed over and all but lost in the reporting of the “Cheating Scandal” events. The authors conduct a critical multimodal analysis of how …
Multilingual Pedagogies And Pre-Service Teachers: Implementing “Language As A Resource” Orientations In Teacher Education Programs, Theresa Catalano, Edmund T. Hamann
Multilingual Pedagogies And Pre-Service Teachers: Implementing “Language As A Resource” Orientations In Teacher Education Programs, Theresa Catalano, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
While Ruiz’s (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings and expansions of Ruiz’s language-as-resource (LAR) approach and ways in which teacher education programs can model this orientation in their own classes, including those programs, like ours, that prepare mostly monolingual preservice and in-service teachers to work with bi/multilingual students. The authors pursue this by laying out the theoretical framework for …
Science Teachers’ Professional Growth And The Communication In Science Inquiry Project, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Katrien Van Der Hoeven Kraft
Science Teachers’ Professional Growth And The Communication In Science Inquiry Project, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Katrien Van Der Hoeven Kraft
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The Communication in Science Inquiry Project (CISIP) a National Science Foundation-funded, standards-based model of a scientific classroom discourse community (SCDC) was designed to meet the need for highly-qualified teachers and science education reform. The model included: (a) inquiry; (b) oral discourse; (c) written discourse; (d) academic language development, and (e) learning principles. Research and evaluation feedback were mechanisms by which CISIP become self-regulating, promoting instructional change and incorporating more aspects of inquiry-based learning with academic language development strategies. The program underwent a philosophical shift from teachers-as-consumers to teachers-as-producers based on classroom observations using a professional development-aligned classroom observation instrument that …