Stories of self,stories of practice: enacting a vision of socially just pedagogy for Latino youth     

Terri L. Rodriguez 《Teaching Education》2013,24(3):239-254

This narrative inquiry examines how one Latina novice teacher articulates and implements a vision of teaching for social justice within the contexts of her teacher education program and her practice as a bilingual resource teacher. Informed by Latino/a critical race (LatCrit) theory, the analysis traces connections between stories of self and practice, focusing on her development of an innovative middle school literacy course for Spanish speakers. This article highlights the ways in which she recruits her experiences as a member of a marginalized group and brings them to bear on practice in the crafting of a critical pedagogy that takes learners’ interests and concerns as central while encouraging social action. Findings are discussed in light of the following themes: critical questioning and resistance; analysis of systems of oppression and positioning; and encouraging social action and practicing democracy. This study has implications for teacher preparation committed to socially just pedagogies for all children, but especially for Latino/a youth.  相似文献   

Diversifying instruction and shifting authority: A cultural historical activity theory (CHAT) analysis of classroom participant structures     

Terri Patchen  Dennis W. Smithenry 《科学教学研究杂志》2014,51(5):606-634

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A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior     

Robert C. Pianta  Margaret Burchinal  Faiza M. Jamil  Terri Sabol  Kevin Grimm  Bridget K. Hamre  Jason Downer  Jennifer LoCasale-Crouch  Carollee Howes 《Early childhood research quarterly》2014

The present study examined the pattern of association(s) over time between (a) knowledge of and observational skills in identifying teacher–child interactions, and (b) observed behavior in the domain of instructional interaction for 405 preschool teachers enrolled in a professional development study. Teacher's knowledge/observational skills and observed instructional support behaviors with children were assessed in the fall and spring over a two-year period. During this time, the teachers were also randomized into a college course focused on interactions, then re-randomized into a coaching intervention, also focused on instructional interaction. Cross-lagged analyses suggest that prior observed behavior was the stronger predictor of change in both knowledge/observation skills and in later observed behavior, and that both the course and the coaching interventions contributed to improvements in teachers observed instructional support behavior. Mediational analyses of the course effects indicated longer-term impact on observed instructional behavior were through immediate impacts on those same behaviors, whereas long-term impacts on knowledge were through immediate impacts on both observed instructional behavior and knowledge. The results have implications for the design, delivery, and focus of professional development for early childhood educators.  相似文献   

Framing justice: challenges for research     

Terri Seddon 《教育政策杂志》2013,28(3):229-252

This paper raises questions about the apparent research commonsense that has developed in much English and Australian policy sociology in relation to neo-liberal or ‘post-welfarist’, education reform. These questions arise out of an interrogation of two evaluations of social justice in neo-liberal education contexts: Gewirtz's social justice audit which is reported in The Managerial School and an analysis of social justice in the context of training reform in Victoria, Australia. By exploring the dissonances in these two evaluations, the paper problematizes social justice within post-welfarism, the way these developments are being theorized and what counts as decisive information which serves as evidence of justice.  相似文献   

Education research Australia: a changing ecology of knowledge and practice     

Terri Seddon  Dawn Bennett  Sue Bennett  Janette Bobis  Philip Chan  Neil Harrison  Sue Shore 《The Australian Educational Researcher》2013,40(4):433-451

Processes of national research assessment, such as Excellence in Research for Australia (ERA) are a type of audit technology that confronts and steers established institutional identities and traditions. This nexus between policy and practice drives boundary work that diffracts prevailing policy logics, organisational practices, and habits of mind. We use this notion of ‘boundary work’ as an analytical lens for understanding the nature and effects of ERA in the Australian educational research space. This paper explains the methodology that informed the AARE–ACDE research reported in Strategic Capacity Building for Australian Educational Research. It documents the policy logic of ERA and the way it cuts across the established ecology of educational research, revealing social and symbolic work that is remaking the boundaries of educational research. We report on the historical trajectory of Australian educational research, the way ERA codes research outputs, and how educational researchers are repositioning in this shifting research space. We argue that there are specific loci of boundary work where capacity building in Australian educational research can make a difference to future educational knowledge building.  相似文献   

Who is conducting educational research in Australia and how can their work be supported?     

Dawn Bennett  Erica Smith  Sue Bennett  Philip Chan  Janette Bobis  Neil Harrison  Terri Seddon  Sue Shore 《The Australian Educational Researcher》2013,40(4):473-492

Educational research has long been the subject of lively and agitated debate, not least because of its diversity. Ranging in scope from academic development and broad-scale policy research through to student engagement and discipline-specific research, it includes methods of traditional academic inquiry and investigations and also less traditional modes of research. However, the topography of Australian educational research and the characteristics of the people who undertake this complex body of work are currently unclear. This paper explores some of the complexities of the Australian research community, drawing on the findings of a national online survey of academics who identified as researching in the field of education from within and outside education schools and faculties. The survey attracted 504 responses from 38 of Australia’s 39 universities, and just over two-thirds of respondents were located in a school or faculty of education. We draw on the results to answer the questions of who is undertaking educational research and who how they might be supported. We utilise a conceptual model that ‘segments’ the educational research workforce represented by the survey respondents, and we conclude by indicating strategies that might be utilised to address research barriers indicated by educational researchers.  相似文献   

Living in a 2.2 world: from mapping to strategic capacity building for Australian educational research   总被引：1，自引：0，他引：1  

Neil Harrison  Terri Seddon 《The Australian Educational Researcher》2013,40(4):403-413

The results of Australia’s first national research assessment, excellence for research in Australia, provoked considerable discussion about the state of educational research in Australia. Understanding the nature of this field of research became the focus for empirical research and analysis that was intended to inform strategic planning. This paper provides an overview of the articles in this special issue, bringing together research on Australian educational research and insights from international researchers who research the effects of research assessment in educational research in their own countries. These sources inform a commentary on Australian educational research and suggest an agenda for further action on strategic capacity building for Australian educational research.  相似文献   

Schooling Teachers: Professionalism or disciplinary power?     

Terri Bourke  John Lidstone  Mary Ryan 《Educational Philosophy and Theory》2013,45(1):84-100

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Effects of GO FASTER on Morpheme Definition Fluency for High School Students with High‐Incidence Disabilities     

Katelyn M. Fishley  Moira Konrad  Terri Hessler  Susan Keesey 《Learning disabilities research & practice》2012,27(3):104-115

Although vocabulary plays an important role in literacy and content instruction, there is a paucity of research identifying effective methods for teaching vocabulary. One promising strategy is morphemic analysis, which involves breaking words into morphemes, the smallest meaningful parts of words, and teaching students the meanings of those parts. The current study used a multiple probe across morphemes experimental design to determine the effects of an intervention package, GO FASTER (G raphic O rganizers; F lashcards A dded up and S elf‐graphed to T rack progress; E rrors R eviewed). Findings showed that with three to four instructional sessions, three high school students with high‐incidence disabilities successfully defined morphemes at a predetermined fluency rate and generalized these definitions to untaught words. Implications for practice and future research are discussed.  相似文献   

Below-average, average, and above-average readers engage different and similar brain regions while reading     

Molfese DL  Key AF  Kelly S  Cunningham N  Terrell S  Ferguson M  Molfese VJ  Bonebright T 《Journal of learning disabilities》2006,39(4):352-363

Event-related potentials (ERPs) were recorded from 27 children (14 girls, 13 boys) who varied in their reading skill levels. Both behavior performance measures recorded during the ERP word classification task and the ERP responses themselves discriminated between children with above-average, average, and below-average reading skills. ERP amplitudes and peak latencies decreased as reading skills increased. Furthermore, hemisphere differences increased with higher reading skill levels. Sex differences were also related to ERP amplitude variations across the scalp. However, ERPs recorded from boys and girls did not differ as a function of differences in the children's reading levels.  相似文献