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91.
ABSTRACTThis article focuses on an educational foundations-based professional development (PD) curriculum of antiracist conscientization we as two teacher educators designed and implemented with eight white practicing teachers in the Midwestern United States. We first articulate our conception of educational foundations and curriculum theory as a framework for our PD. We briefly review literature on other PD on race in the United States, outline our data sources, and describe the pedagogy and curriculum of RaceWork’s Tripartite Model of race-visible and antiracist praxis. We then highlight, through interview data, the significance of group (relational) accountability and collaborative relationships that supported these teachers’ self-designed antiracist interventions in their own unique school contexts during the 2-year PD experience. An ongoing, relationship-based PD model leading to material antiracist changes and practices points to a need for a broader, more holistic, and contextualized conception of antiracist interventions in U.S. public P12 school contexts, but also one grounded in the notion that in a white supremacist society, we (as race-visible white educators) are always becoming antiracist. 相似文献
92.
Researchers continue to investigate and understand leadership in higher education. However, leadership does not stand alone; it is part of an interactive dyad with followers. Building on a previous study that aimed to unpack academics’ experiences of leadership in higher education with a view to enhancing leadership practices, this paper creatively examines metaphors in order to understand how followers interpret academic leadership, followership and follower–leader interactions. Data were gathered from academics in follower roles through written narratives or face-to-face interviews in accordance with participants’ preferences. Drawing on a social constructionist perspective and a metaphorical conceptual framework, we align with Lakoff and Johnson [1980. Metaphors we live by. Chicago: University of Chicago Press] who claim that metaphors pervade thought and action. Our findings illuminate followers’ understandings of leadership efficacy; their multifaceted responses to particular encounters with leaders and the complexities of following and leading in university workplaces. We demonstrate how metaphors can explain some of the concerns and constraints shaping follower and leader interactions in academia. Our analysis highlights the importance of framing leadership as a relational and dynamic construct. 相似文献
93.
Shannon Rodgers 《Educational Philosophy and Theory》2016,48(6):563-578
If educators presuppose that brain and mind are synonymous, perhaps it is out of necessity. Such an equivalency might be required in order for mind to be accessible, knowable and a ‘thing’ like the brain is. Such a presupposition, that mind is a thing which we can understand nonetheless rests on an insecure foundation. As suggested by philosopher John Searle in the opening quotation, this might explain the historical and present day interest in metaphors of mind, where comparisons to unlike things are used to help philosophers, psychologists, and educators more securely understand how mind really ‘works.’ Educators have an enormous investment in explicating how mind works, as they are required to observe and measure what is going on in the minds of students. In practice, mind has to be a thing for how does one reasonably talk about accomplishing such requirements if mind is merely some philosophical abstraction? This article will explore two metaphors of mind suggesting that embedded within each are presuppositions of epistemological and pedagogical significance. 相似文献
94.
Jordan Smith Derek Hanson Shannon N. Fanning Sara Doan 《Technical Communication Quarterly》2016,25(4):260-277
The authors examined a corpus of figure captions from technical and professional communication (TPC)-journal articles to test their sense that TPC captions do not fulfill their communicative potential as well as, they sensed, journals in science often do. The authors performed a content analysis on captions from biology-journal articles and iteratively tested a coding scheme of caption content. The resulting scheme can help in analyzing caption content, developing captions, and imparting a variety of TPC-related skills to students. 相似文献
95.
Heather Powell Stephanie Mihalas Anthony J. Onwuegbuzie Shannon Suldo Christine E. Daley 《Psychology in the schools》2008,45(4):291-309
This article illustrates the utility of mixed methods research (i.e., combining quantitative and qualitative techniques) to the field of school psychology. First, the use of mixed methods approaches in school psychology practice is discussed. Second, the mixed methods research process is described in terms of school psychology research. Third, the current state of affairs with respect to mixed methods designs in school psychology research is illustrated through a mixed methods analysis of the types of empirical studies published in the four leading school psychology journals between 2001 and 2005. Only 13.7% of these studies were classified as representing mixed methods research. We conclude that this relatively small proportion likely reflects the fact that only 3.5% of graduate‐level school psychology programs appear to require that students enroll in one or more qualitative and/or mixed methods research courses, and only 19.3% appear to offer one or more qualitative courses as an elective. Finally, the utility of mixed methods research is illustrated by critiquing select monomethod (i.e., qualitative or quantitative) and mixed methods studies conducted on the increasingly important topic of bullying. We demonstrate how using mixed methods techniques results in richer data being collected, leading to a greater understanding of underlying phenomena. © 2008 Wiley Periodicals, Inc. 相似文献
96.
This study investigates the relationships among stress, coping, and mental health in 139 students participating in an International Baccalaureate (IB) high school diploma program. Mental health was assessed using both positive indicators (life satisfaction, academic achievement, academic self‐efficacy) and negative indicators (psychopathology) of adolescent social‐emotional and school functioning. Findings include that students in an IB program perceive significantly more stress than a sample of 168 of their general education peers, and that specific coping styles are differentially related to mental health outcomes in this subgroup of high‐achieving high school students. Furthermore, coping styles (specifically, anger and positive appraisal) moderate the influence of stress on global life satisfaction and internalizing symptoms of psychopathology. © 2008 Wiley Periodicals, Inc. 相似文献
97.
Sheila M. Shannon 《The Urban Review》1995,27(4):321-345
This article reports on an ethnographic study of a fourth-grade bilingual classroom. The focus of the article is on the culture
that is created in this classroom and how children are socialized to it. Three themes are explored: socialization around being
engaged learners, socialization to participate in a community of learners, and socialization to be second-language learners.
I argue that the culture of the classroom for students who typically do poorly in school and who have negative experiences
in school, such as the poor, urban Latino students in this study, must be one that has different roles, values, beliefs, and
expectations than what exists in the cultures outside the classroom. In this way, the children experience school in positive
ways which can lead to school success. 相似文献
98.
ABSTRACTThe Thesis by Publication (TBP) is an approach to doctoral education that offers the advantage of achievement of a doctoral degree while at the same time facilitating development of transferable knowledge and skills necessary to enter and sustain a career in contemporary academia. There is a need to build deeper understanding of the demands of the TBP, and the characteristics of those who select it over the more common traditional approach to enable universities to provide doctoral education programmes and policies that are responsive to doctoral students’ needs. Such knowledge can also facilitate timely completion, and improve understanding of the extent of TBP candidates’ contribution to institutions’ research outputs. This study draws on survey data from 246 doctoral graduates from universities in Australia, where the TBP is comparatively new but increasing in popularity. The article identifies the characteristics of candidates who complete a TBP in Australia, before exploring the typical scope of time commitment, through making visible their length of candidature. Finally, volume, type, authorship and publication status of research outputs are detailed, enabling prospective candidates and their supporting institutions to gauge the possible scope of time commitment and research outputs to inform support services and policies, and to guide supervisory and student choices between traditional and TBP models. 相似文献
99.
Shannon Gilmartin Nida Denson Erika Li Alyssa Bryant Pamela Aschbacher 《科学教学研究杂志》2007,44(7):980-1009
To examine how school characteristics are tied to science and engineering views and aspirations of students who are underrepresented in science and engineering fields, this mixed‐methods study explores relationships between aspects of students' science identities, and the representation of women among high school science teachers. Quantitative analyses tested the hypothesis that percent female faculty would have a positive effect on girls' science interests, and perceptions in particular, given the potentially greater availability of women role models. Findings indicate that percent female science faculty does not have an effect on a range of science measures for both male and female students, including the ways in which they understand scientific practice, their science self‐concept, and their interest in science‐related college majors. As qualitative data demonstrate, this could reflect practical constraints at schools where female faculty are concentrated and narrow perceptions of science teachers and “real” science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 980–1009, 2007 相似文献
100.
Julia Menard-Warwick Eric Ruiz Bybee Enrique David Degollado Sophia Jin Shannon Kehoe Katherine Masters 《Journal of Language, Identity & Education》2019,18(6):364-376
ABSTRACTOur paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital. 相似文献