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Full-Text Articles in Education
Developing Horizontal Expertise With Professional Learning Communities In Social Studies Teacher Preparation, Charles Tocci, Ann Marie Ryan
Developing Horizontal Expertise With Professional Learning Communities In Social Studies Teacher Preparation, Charles Tocci, Ann Marie Ryan
The Councilor: A National Journal of the Social Studies
As teacher education programs become increasingly organized around accreditation and licensure standards, finding opportunities to be responsive to teacher candidates' needs and interests has become more difficult. This paper traces the evolution of a professional learning community for secondary social studies teacher candidates as a key feature of one teacher education program and analyzes the collaborative projects designed for the purpose of developing horizontal expertise. We find that professional learning communities can serve as dynamic spaces to co-construct learning experiences with candidates in ways that prepare them for future professional learning as practicing social studies teachers.
Resolving A Cultural Conflict In The Classroom: An Exploration Of Preservice Teachers' Perceptions Of Effective Interventions, Catherine L. Polydore, Kamau Oginga Siwatu
Resolving A Cultural Conflict In The Classroom: An Exploration Of Preservice Teachers' Perceptions Of Effective Interventions, Catherine L. Polydore, Kamau Oginga Siwatu
Catherine L. Polydore
This study employed qualitative research methods to explore presservice teachers' thoughts about the effectiveness of interventions designed to resolve a cultural conflict involving an African American student. Ninety-five preservice teachers in the Southwest read a 300-word case study that was followed b y four experienced teachers' responses and their proposed culturally or non-culturally responsive interventions. Participants were asked to identify which of the four interventions were most and least effective and supplement their responses with an explanation. The results revealed that most preservice teachers were aware of the effectiveness of interventions that incorporated the student's culture into the teaching and …
Resolving A Cultural Conflict In The Classroom: An Exploration Of Preservice Teachers' Perceptions Of Effective Interventions, Catherine Polydore, Kamau Siwatu
Resolving A Cultural Conflict In The Classroom: An Exploration Of Preservice Teachers' Perceptions Of Effective Interventions, Catherine Polydore, Kamau Siwatu
Faculty Research & Creative Activity
This study employed qualitative research methods to explore presservice teachers' thoughts about the effectiveness of interventions designed to resolve a cultural conflict involving an African American student. Ninety-five preservice teachers in the Southwest read a 300-word case study that was followed b y four experienced teachers' responses and their proposed culturally or non-culturally responsive interventions. Participants were asked to identify which of the four interventions were most and least effective and supplement their responses with an explanation. The results revealed that most preservice teachers were aware of the effectiveness of interventions that incorporated the student's culture into the teaching and …
Resolving A Cultural Conflict In The Classroom: An Exploration Of Preservice Teachers' Perceptions Of Effective Interventions, Catherine L. Polydore, Kamau Oginga Siwatu
Resolving A Cultural Conflict In The Classroom: An Exploration Of Preservice Teachers' Perceptions Of Effective Interventions, Catherine L. Polydore, Kamau Oginga Siwatu
Faculty Research & Creative Activity
This study employed qualitative research methods to explore presservice teachers' thoughts about the effectiveness of interventions designed to resolve a cultural conflict involving an African American student. Ninety-five preservice teachers in the Southwest read a 300-word case study that was followed b y four experienced teachers' responses and their proposed culturally or non-culturally responsive interventions. Participants were asked to identify which of the four interventions were most and least effective and supplement their responses with an explanation. The results revealed that most preservice teachers were aware of the effectiveness of interventions that incorporated the student's culture into the teaching and …