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If teachers are to transcend mono-cultural borders and advocate for social justice in liberatory, critical pedagogical practice, then they must understand the relational and causative ethnogenetic layers of experience for students in the global community. Specifically, accommodating religious pluralism is a challenge facing educators today. Immersing themselves and their students in the lives of others through literary narratives provides one immediate and accessible strategy for exploring ethnogenetic experiences and crossing monocultural borders. 相似文献
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Tonya Rooney 《Environmental Education Research》2015,21(6):885-898
In a move away from the open or low-fenced grounds that have traditionally been a feature of Australian school design, the last decade has seen a growth in the installation of high-security fences around schools. These structures, far from being passive and neutral, act to redefine the possibilities for movement and connectivity in the local landscape. This paper looks beyond the impact of fences on safety and security to explore the wider implications of these structures. By bringing together perspectives on children’s experience of independent mobility, belonging and attachment to place, the paper opens up new avenues for thinking about how children’s learning is shaped by the relationship between school, community and the boundaries between them. It provides a starting point for understanding how high-security boundaries can impact on children’s learning and why at times these structures may pose more risks than those they aim to address. 相似文献
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Amy Roth McDuffie Mary Q. Foote Catherine Bolson Erin E. Turner Julia M. Aguirre Tonya Gau Bartell Corey Drake Tonia Land 《Journal of Mathematics Teacher Education》2014,17(3):245-270
As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed. 相似文献
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Tonia J. Land Tonya G. Bartell Corey Drake Mary Q. Foote Amy Roth McDuffie Erin E. Turner 《课程研究杂志》2019,51(4):471-493
Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB. 相似文献
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Monica M. Matthieu Lorien Carter Robert W. Casner Tonya E. Edmond 《Journal of Teaching in Social Work》2013,33(5):477-489
ABSTRACTThis study evaluated a continuing education training program designed to increase field educators’ capacities to support students in their application of the evidence-based practice (EBP) process. A cohort of social work field instructors and task supervisors from agency-based settings (N = 186) attended a 1-day interactive skill-based training. Pre- and postsurveys assessed learning outcomes. Findings reveal a significant improvement from pre- to posttraining in the social work educators’ familiarity, t(179) = 22.8; attitude, t(180) = 12.73; and intentions, t(178) = 11.89, regarding EBP. Results indicate that skill-based training in the EBP process model via continuing education is feasible and acceptable. 相似文献
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Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献
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Abstract The purposes of the present study were to evaluate transfer of movement education training to new skill performance and to evaluate skill improvement as a result of movement education and traditional training. The subjects were 47 first grade students who were in one of two classes. Each physical education class received one 30-minute class and one 20-minute class per week for 20 weeks. Subjects were taught movement principles either by a movement education approach or by a traditional approach. Johnson's Throw and Catch Test (1962) and a batting test for distance were used as pretests. These same tests were repeated as post tests in addition to two other tests which measured performance on striking and kicking distance and accuracy. Teaching approach groups were not significantly different on the latter two tests which measured the transfer of training effect. Traditional learning was better than movement education in developing throwing, catching, and batting performance. These results suggest that when one's objective is to teach a specific skill within a relatively short time period, a command style with demonstration is better than movement education. 相似文献
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The development, implementation, review, and subsequent revision of a capstone assignment during teacher education candidates' field experience and the assignments-related rubric was based on research that points teacher education programs to give candidates experiences in rethinking their views of pedagogy as they integrate technology into the curriculum. The initial development of the rubric came as a result of requirements of national accrediting organizations for licensure programs to have performance assessments of their candidates. The review of the assignment by technology experts as well as education faculty showed a disconnect between the goals of the technology faculty and the mentors helping the candidates implement technology during their field experiences. As a result of this disconnect, we developed a new set of indicators for the technology section of the assignment and provided examples of lessons that showed low and high expectations of technology use. 相似文献