Index
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, Leeds, 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