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Articles 1 - 5 of 5
Full-Text Articles in Education
“There’S Still That Window That’S Open”: The Problem With “Grit”, Noah Asher Golden
“There’S Still That Window That’S Open”: The Problem With “Grit”, Noah Asher Golden
Education Faculty Articles and Research
This narrative analysis case study challenges the education reform movement’s fascination with “grit,” the notion that a non-cognitive trait like persistence is at the core of disparate educational outcomes and the answer to our inequitable education system. Through analysis of the narratives and meaning-making processes of Elijah, a 20-year-old African American seeking his High School Equivalency diploma, this case study explores linkages among dominant discourses on meritocracy, opportunity, personal responsibility, and group blame. Specifically, exposition of the figured worlds present in Elijah’s narratives points to the attempted obfuscation of social inequities present in the current educational reform movement and our …
Literacy Work In The Reign Of Human Capital [Table Of Contents], Evan Watkins
Literacy Work In The Reign Of Human Capital [Table Of Contents], Evan Watkins
Education
In recent years, a number of books in the field of literacy research have addressed the experiences of literacy users or the multiple processes of learning literacy skills in a rapidly changing technological environment. In contrast to these studies, this book addresses the subjects of literacy. In other words, it is about how literacy workers are subjected to the relations between new forms of labor and the concept of human capital as a dominant economic structure in the United States. It is about how literacies become forms of value producing labor in everyday life both within and beyond the workplace …
I Took This Picture Because…’: Accessing Teachers' Depictions Of Change [Abstract], Melissa Parker, Kevin Patton, Christina Sinclair
I Took This Picture Because…’: Accessing Teachers' Depictions Of Change [Abstract], Melissa Parker, Kevin Patton, Christina Sinclair
Faculty Publications
No abstract provided.
Science Teaching Reform Through Professional Development: Teachers’ Use Of A Scientific Classroom Discourse Community Model, Elizabeth Lewis, Dale R. Baker, Brandon Helding
Science Teaching Reform Through Professional Development: Teachers’ Use Of A Scientific Classroom Discourse Community Model, Elizabeth Lewis, Dale R. Baker, Brandon Helding
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This report outlines a two-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom discourse communities (SCDCs). Observation data, teacher, student and school demographic information were used to build a hierarchical linear model. The length of time that teachers received PD was the exclusive predictor of change over time, while a schools’ percentage of low socioeconomic students predicted of how much PD was initially implemented. Prior to PD teachers expressed a desire to increase opportunities for students to engage in SCDCs, but found some aspects more challenging than others to implement. Generally, there were three …
Special Education Professional Standards: How Important Are They In The Context Of Teacher Performance Evaluation?, Sara B. Woolf
Special Education Professional Standards: How Important Are They In The Context Of Teacher Performance Evaluation?, Sara B. Woolf
Publications and Research
Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to formal teacher performance evaluations. No teacher performance evaluation measures have been developed for use with special education teachers or the settings in which they teach. Dedicated focus is needed to ensure that adopted evaluation measures are sensitive to the specific expertise reflected in the practices of specialty teachers and valid for use. …