Index

Crossroads of the Classroom

ISBN: 978-1-78635-797-7, eISBN: 978-1-78635-796-0

ISSN: 1479-3687

Publication date: 25 April 2017

This content is currently only available as a PDF

Citation

(2017), "Index", Crossroads of the Classroom (Advances in Research on Teaching, Vol. 28), Emerald Publishing Limited, Bingley, pp. 295-301. https://doi.org/10.1108/S1479-368720160000028021

Publisher

:

Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited


INDEX

Aboriginal epistemology
, 245–246

Aboriginal Teacher Education Program (ATEP)
, 251

The Absolutely True Diary of a Part Time Indian (Sherman Alexie)
, 263

Academic discipline, meaning of
, 166

Agency
, 149, 159, 161, 167, 200–202, 204, 207, 208, 210, 212, 214

American Born Chinese (graphic novel)
, 126–130, 132

Autobiographical Narrative Inquiry
, 255, 257, 267–268

Autoethnography

exploration
, 185–186

power, as special educators
, 192–193

Bachelors of elementary education (B. El. Ed)
, 202–203

Best-loved self (BLS)
, 102, 104, 105, 108, 112, 114–117, 216, 228, 236

impact in context
, 109–113

narrative applications related to subject matter analysis
, 113–114

impact on individual
, 109

knowledge communities
, 105–106

first year
, 109

fourth year
, 112

instructional context
, 107–108

second year
, 111

wonderings and wanderings
, 106

narrative inquiry into
, 137–139

collaborative inquiry
, 140–141

early years as teacher
, 145–146

experience as master teacher
, 151–153

gaining experience
, 148–149

learning from
, 153–155

methodology
, 141–143

research conversations
, 146–151

teacher retention exploration
, 139–140

theoretical structure of
, 143–144

Carter, K.
, 44–45

Common Core State Standards for Mathematics (CCSS-M)
, 61, 70

Commonplaces
, 2, 6, 8, 9, 22, 24, 36, 84, 90, 92–93, 160, 183

Compromised female mathematical capital
, 49–50

Content knowledge and teacher knowledge. See Professional development stories

Craig, C. J.
, 144

Curriculum, definition of
, 279

See also individual entries

Deliberation, concept of
, 25, 36, 37, 84, 93, 278, 280, 284–286

Department of Education (DOE)
, 21

Dewey’s philosophy of experience
, 64

Elementary and Secondary Education Act
, 21

Elementary school context
, 81

Empathy
, 93, 193, 194, 201, 207, 213–215, 262, 283

English Language Arts (ELA)
, 138, 148

Exhaustion, of self
, 104

First teaching position
, 146

Free teacher education (FTE) programs
, 223, 228, 233, 237

Gender equity in mathematics
, 39–40

analysis
, 47

findings
, 47

compromised female mathematical capital
, 49–50

failure forever
, 51–52

girl gravity
, 51

losing breath in classroom
, 48–49

mathematical difference making
, 52–53

mathematical mirth
, 54

stand up and stand out moments in mathematics
, 53–54

struggle experiences
, 50–51

instructional context
, 46

narrative applications related to subject matter
, 46–47

mathematics achievements among girls and
, 42–43

mathematics anxiety

meaning and significance of
, 44

and women elementary preservice teachers and
, 41–42

narrative research in teacher education and
, 44–45

stereotyping about girls and
, 42–43

Health, physical education content and teacher knowledge and identity
, 157–160

Health and Physical Education (HPE)
, 158, 168

analysis
, 165–166

marginalization of
, 163, 167

teacher education (HPETE)
, 168

Identity, concept of
, 223

See also Teacher identity

Indigenous education and context
, 245–249, 251–260, 263–265, 269–270

Individuals with Disabilities Education Act (IDEA) (2004)
, 182, 183

Knowing-in action
, 144

Knowledge communities
, 105–106

first year
, 109

fourth year
, 112

instructional context
, 107–108

second year
, 111

wonderings and wanderings
, 106

Knowledge for practice
, 108, 111, 113

Language arts curriculum
, 121, 127

Least Restrictive Environment (LRE)
, 182–183, 190, 191, 193

Master teacher, experience as
, 151–152

research conversation
, 152–153

Mathematics anxiety

meaning and significance of
, 44

and women elementary preservice teachers and
, 41–42

Mathematics professional development
, 28–29

Mathematics Science Partnership (MSP)
, 20

experience
, 22–24

program
, 21–22, 24

storying of
, 26–28

Metaphor
, 4, 74, 91, 222, 234–236, 276–281

of crossroads
, 8–10

Multicultural curriculum
, 121, 124, 126, 134

My Name is Seepeetza (Shirley Sterling)
, 263

Narrative applications, related to subject matter
, 46–47, 126–127

Narrative identity
, 114–115

Narrative inquiry
, 60, 74, 75, 80, 92–93, 123, 125, 130, 131, 160, 246, 248, 249, 256, 259, 269–270

approaches
, 12

of other, in special education
, 179–180

autoethnographic exploration
, 185–186

becoming special educators
, 182–183

identity complexities as special educator
, 194

methodology
, 186–192

Other in special education
, 183–184

potential of becoming Other as special educator
, 194–195

previous and current experience connection examination
, 185

teacher knowledge connection to three-dimensional narrative inquiry space temporal dimension
, 184–185

tension between subject matter knowledge and teacher knowledge
, 180–182

theoretical framework
, 184

storytelling and
, 164–165

usage, to make meaning of experience
, 63–64

See also Personal and professional selves narratives, of beginning teacher in India; Student teachers’ professional identities, narrative inquiry of

See also under Best-loved self (BLS)

Narrative pedagogy, as curriculum-making and empathy-building
, 261–263

Narrative research, in teacher education
, 44–45

Narrative resonance
, 275–276

metaphor of crossroads and
, 276–281

relational knowing, landscapes, and narrative inquiry and
, 281–283

Narrative thinking
, 64–65

Narrative undercurrent
, 103

forming story to leave by
, 105

National Assessment of Educational Progress (NAEP)
, 43

National Center for Educational Statistics (NCES)
, 139

National Curriculum Framework for Teacher Education, India (National Council for Teacher Education [NCTE])
, 211

National Science Teachers Association (NSTA)
, 23

No Child Left Behind Act (NLBA)
, 21, 81, 139

Othering. See under Narrative inquiry

Parallel stories method
, 227

Personal and professional selves’ narratives, of beginning teacher in India
, 197–199

benchmark teacher education program
, 202–203

conceptual framework
, 203

teacher’s image
, 205

teacher’s knowledge
, 204–205

teacher’s stories
, 203–204

data findings
, 207

curriculum making and enlivening
, 213–215

self reverberations in teaching
, 209–213

space for self in teacher education
, 207–209

discussion
, 215–216

narrative inquiry theoretical framework and
, 205–206

three-dimensional inquiry framework
, 206

researcher
, 199

study context
, 199–200

teacher education and
, 200–201

history
, 201–202

Personal practical knowledge
, 8, 143–144, 181, 205, 214, 215, 237

Physical Education (PE) teachers
, 163, 166

Physical Education Teacher Education (PETE)
, 167

Place as narrative commonplace, notion of
, 9

Practice teaching, in fifth grade mathematics
, 59–60

becoming and being teachers and
, 60–61

college students metamorphosing into teachers and
, 65–69

first practice teaching day and
, 61

dark and quiet beginning
, 62–63

narrative inquiry, for experience
, 63–64

narrative thinking and
, 64–65

student reflective comments and
, 73–74

students’ reflections and
, 69–71

teacher candidate’s reflection on
, 71–73

theoretical foundation
, 64

Practicum
, 60–61, 65, 71, 73, 162, 222–227, 234, 237, 239

Prejudice
, 120–122, 124, 125, 128, 134–136

Preservice teachers (PSTs)
, 2, 7, 10, 40, 43–55, 89, 159, 162, 167, 168, 199, 203, 208, 212, 215, 223–226, 228, 230, 248, 276–278

women elementary
, 41–42

Professional development stories
, 19–20

assumptions
, 31–34

knowledge, development, and identity complexities and
, 24–26

mathematics professional development and
, 28–29

MSP

experience
, 22–24

program
, 21–22, 24

storying of
, 26–28

point of view
, 29–30

reflections
, 32–33

restorying
, 20–21, 34–35

theoretical framework
, 22

workshop
, 30–31

Professional identity (PI)
, 11, 105, 107, 115, 117, 159, 161–162, 168, 206, 211, 222–226, 228–232, 234, 236, 237, 239

construction of FTE students’
, 237, 238

formation of
, 237, 238

of Wenting
, 231

See also Student teachers’ professional identities, narrative inquiry of

Professional life cycles, of teachers
, 100–101

Relational pedagogy
, 246–257, 260, 262, 265–266, 268–270, 285

Retention
, 100, 106

Schwab, J. J.
, 6, 8, 22, 36, 37, 84–85, 90–91, 93, 102, 144, 279

Science content knowledge
, 20, 24, 25

Secondary education. See Best-loved self (BLS)

Self identity
, 161

Social justice
, 168, 200, 203

Social studies curriculum choice making
, 77–78

classroom context
, 82–83

consequences of
, 87–88

experience
, 83–84

inherent tensions in
, 78–80

narratives of experience and meaning and
, 92–93

narrative understanding of experience in classroom and
, 80

Schwab’s writing on curriculum
, 84–85

in sixth-grade classroom
, 81–82

world history and religion
, 86–87

tensions

in balance and
, 85

brimming
, 88–92

Special education. See under Narrative inquiry

Specific Learning Disability (SLD)
, 181

Stereotypes
, 162

Story constellations method
, 227

Storytelling
, 164–165

See also individual entries

Student teachers’ professional identities, narrative inquiry of
, 221–224

analysis

student teaching experiences metaphoric understanding
, 234–236

instructional context

free teacher program (FTE)
, 229–230

student teaching
, 226

teaching and teacher education in China
, 224–225

Jingwen and Wenting’s reflective turns in student teaching and
, 233

narrative applications related to subject matter
, 227

placement schools
, 230–232

research participants
, 227–230

Student teaching, during early years
, 145

Teacher attrition and identity
, 101–105

Teacher education. See individual entries

Teacher identity
, 11, 22, 24–26, 35, 36, 60, 61, 64, 65, 70, 101, 115, 140, 142, 144, 158–162, 164–165, 167, 168, 185, 194–195, 214, 216, 223, 224, 245, 253, 255

and complexities and as special educator
, 194

narrative applications related to
, 164–165

and potential of becoming Other as special educator
, 194–195

Teacher knowledge
, 6–8, 11–12, 22, 24–25, 35, 36, 55–56, 60, 63, 65, 71, 73–75, 80, 140, 143, 144, 206, 234, 236, 239, 276–279, 284, 285

connection to three-dimensional narrative inquiry space temporal dimension
, 184–185

content knowledge and teacher knowledge. See Professional development stories

crossroads as metaphor and
, 8–10

health, physical education content identity and
, 157–160

helpfulness, for teaching
, 2–3

as learning from tensions
, 3–5

narrative inquiry approaches and
, 12

research conversation about studying process of
, 153–155

subject knowledge and
, 20–21, 84–85, 92–93

tension between
, 180–182

Teacher preparation, during early years
, 145

Teacher retention exploration
, 139–140

Teachers’ stories

helpfulness of teacher knowledge for teaching
, 2–3

teacher knowledge as learning from tensions and
, 3–5

teaching as inquiry and
, 1–2

See also individual entries

Teachers as Curriculum Planners
, 78

Teaching for diversity
, 119–120

American Born Chinese (graphic novel) and
, 128–129

narrative applications related to subject matter
, 126–127

problem of
, 120–123

unit plan construction and
, 129–134

Teaching teachers reflective journey
, 243–250

analysis
, 258–268

instructional context
, 250–254

narrative applications related to subject matter
, 254–257

Telling stories method
, 227

temporality as narrative commonplace, notion of
, 9

Theater for Dialogue approach
, 208

The Thirteenth Tale (Diane Setterfield)
, 249

Tolerance
, 11, 120, 122, 123, 129, 206, 283

Truth and Reconciliation Commission of Canada (TRC)
, 254, 269, 270

University of Alberta Indigenous Education Council (IEC) Gathering Circle
, 258

Well-remembered events (WREs)
, 45–48, 51, 54, 55

Prelims
Teachers’ Stories of Navigating the Intersection of Subject Matter and Teacher Knowledge
Section I: Entering the Crossroads through Stories at the Elementary Level
Variegated Stories of Professional Development: Striking A/N IM/Balance between Science and Mathematics Content Knowledge and Teacher Knowledge
Stories and Statistics: A Mixed Picture of Gender Equity in Mathematics
A Glimpse into the Future: Practice Teaching in Fifth-grade Math
Choosing the Best Alternative: The Branching Pathways of Consequences in Social Studies Curriculum Choice-Making
Section II: Entering the Crossroads through Stories from the Secondary Level
Sing it Over: Meditations on “Best-Loved Self” and Sustaining in Secondary English Language Arts
Teaching that “Promotes Diversity”: The Potential of Disruptive Narratives
Stories of an English Language Arts Teacher in a High Need Secondary School: A Narrative Inquiry into Her Best-Loved Self
Health, Physical Education Content, and Teacher Knowledge/Identity
Section III: Entering the Crossroads through Stories from Teacher Preparation
A Narrative Inquiry of Other in Special Education: Tensions of Subject Matter Knowledge in Relation to Teacher Knowledge
Interweaving Narratives of Personal and Professional Selves of a Beginning Teacher in India
“Traditional Teaching Method Still Holds Water”: Narrative Inquiry of Student Teachers’ Professional Identities at the Intersection of Teacher Knowledge and Subject Matter Knowledge
Indigenous Education, Relational Pedagogy, and Autobiographical Narrative Inquiry: A Reflective Journey of Teaching Teachers
Narrative Resonance among Stories: Crossroads of the Classroom, Curriculum-Makers, and Complexities of Deliberation
About the Authors
Index