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1 – 10 of 368Mary B. McVee, Lynn E. Shanahan, P. David Pearson and Tyler W. Rinker
Our purpose in this chapter is to provide researchers and educators with a model of how the Gradual Release of Responsibility (GRR) can be used with inservice and preservice…
Abstract
Purpose
Our purpose in this chapter is to provide researchers and educators with a model of how the Gradual Release of Responsibility (GRR) can be used with inservice and preservice teachers for professional development when teachers engage in reflective processes through the use of video reflection.
Methodology/approach
In this chapter we provide a brief review of the literature related to video as a learning tool for reflection and a discussion of the Gradual Release of Responsibility and emphasize the role of a teacher educator or more knowledgeable other who scaffolds inservice and preservice teacher reflection across various contexts. Several versions of the GRR model are included. We introduce and explain examples from two class sessions where a combination of inservice and preservice teachers engaged in reflection through video with support from a teacher educator.
Findings
We demonstrate that the teacher educator followed the GRR model as she guided preservice and inservice teachers to reflect on video. Through a contrastive analysis of two different class sessions, we show how the instructor released responsibility to the students and how students began to take up this responsibility to reflect more deeply on their own teaching practices.
Research limitations/implications
The examples within this chapter are from a graduate level teacher education course affiliated with a university literacy center. The course was comprised of both preservice and inservice teachers. The model is applicable in a variety of settings and for teachers who are novices as well as those who are experienced teachers.
Practical implications
This is a valuable model for teacher educators and others in professional development to use with teachers. Many teachers are familiar with the use of the GRR model in considering how to guide children’s literacy practices, and the GRR can easily be introduced to teachers to assist them in video reflection on their own teaching.
Originality/value
This chapter provides significant research-based examples of the GRR model and foregrounds the role of a teacher educator in video reflection. The chapter provides a unique framing for research and teaching related to video reflection. The chapter explicitly links the GRR to teacher reflection and video in contexts of professional development or teacher education.
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Although there are a number of hybrid tropes and cross-over conventions that relate to contemporary action cinema, broken down to its most rudimentary components, the genre places…
Abstract
Although there are a number of hybrid tropes and cross-over conventions that relate to contemporary action cinema, broken down to its most rudimentary components, the genre places its cinematic hero in scenes of ritualised violence or conflict, with the intent of showcasing both athletic mastery and aesthetically pleasing physiques for interested and invested audiences. In as much as it is difficult to define the contemporary genre, the role of the action hero is clear in all permutations. Indeed, there is little question or query about who or what makes for a popular and long-standing action star. After all, names such as Stallone, Schwarzenegger and Statham have become inextricably linked to the genre in question. While there is much to consider here in relation to the muscles and power of these hard-bodied heroes in sweaty vests or form fitting t-shirts, there is another iteration of masculinity, a different and more agile physique, a more refined sartorial code, that has quietly overtaken these macho figures as the site of contemporary action, and that figure is Keanu Reeves. With this in mind, this chapter will examine the ways in which popular media reviewers foreground star image, acting, movement, the body and performance in order to position Reeves as an action star removed from the physical excesses of bulkier, slower and less agile men who continue to perform in the genre around him.
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Delores P. Aldridge has served as the Grace Towns Hamilton Professor of Sociology and African American Studies since 1990 at Emory University. Her career has focused on racial…
Abstract
Delores P. Aldridge has served as the Grace Towns Hamilton Professor of Sociology and African American Studies since 1990 at Emory University. Her career has focused on racial, ethnic, gender, family, and educational issues. She provided the seminal work on Black Women and the Labor Market in the Journal of Social and Behavioral Sciences (1975). For her scholarly contributions and social activism in and beyond the academy, she has received countless awards including the Cox, Johnson, Frazier Lifetime Achievement Award, the American Sociological Association(2010); Charles S. Johnson Award for Professional and Scholarly Achievement on Race and the South, the Southern Sociological Society (2006); and, the W. E. B. Du Bois Award (distinguished scholar, social activist, humanitarian), the Association of Social and Behavioral Sciences (1986).
Grace Khunou, Kris Marsh, Polite Chauke, Lesego Plank, Leo Igbanoi and Mabone Kgosiemang
As a movement for alternative means of food production and consumption has grown, so, too, have civic efforts to make alternative food accessible to low-income persons (LIPs)…
Abstract
Purpose
As a movement for alternative means of food production and consumption has grown, so, too, have civic efforts to make alternative food accessible to low-income persons (LIPs). This article examines the impact of alternative food institutions (AFIs) on low-income communities in the United States and Canada, focusing on research published since 2008.
Methodology/approach
Through a three-stage literature search, I created a database of 110 articles that make empirical or theoretical contributions to scholarly knowledge on the relationship of AFIs to low-income communities in North America. I used an in vivo coding scheme to categorize the impacts that AFIs have on LIPs and to identify predominant barriers to LIPs’ engagement with AFIs.
Findings
The impacts of AFIs span seven outcome categories: food consumption, food access and security, food skills, economic, other health, civic, and neighborhood. Economic, social and cultural barriers impede LIPs’ engagement with AFIs. AFIs can promote positive health outcomes for low-income persons when they meet criteria for affordability, convenience and inclusivity.
Implications
This review exposes productive avenues of dialogue between health scholars and medical sociology and geography/environmental sociology. Health scholarship offers empirical support for consumer-focused solutions. Conversely, by constructively critiquing the neoliberal underpinnings of AFIs’ discourse and structure, geographers and sociologists supply health scholars with a language that may enable more systemic interventions.
Originality/value
This article is the first to synthesize research on five categories of alternative food institutions (farmers’ markets, CSAs, community gardens, urban farms, and food cooperatives) across disciplinary boundaries.
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How did gays in the military go from being characterized as dangerous perverts threatening to the state, to victims being persecuted by the state, to potential heroes fighting on…
Abstract
How did gays in the military go from being characterized as dangerous perverts threatening to the state, to victims being persecuted by the state, to potential heroes fighting on behalf of the state? What implications does this shift have for understanding the means by which the liberal state uses law to include the previously excluded? Offering a critical account of the inclusion of gays in the military, I argue that while the lifting of the ban can be seen as an important step in a classic civil rights narrative in which the liberal state gradually accommodates the excluded, pop culture allows us also to see state and minority group interest convergence as well as divergence, revealing the costs of inclusion.
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Corporate social responsibility (CSR) programs can be risky for organizations on many fronts. They are not only resource intensive but they can be perceived by stakeholders as…
Abstract
Corporate social responsibility (CSR) programs can be risky for organizations on many fronts. They are not only resource intensive but they can be perceived by stakeholders as “greenwashing;” meaning the organization works to appear more ethical than they are in practice (Pompper, 2015). This chapter explores the complementary roles that human resources and public relations may play in creating a transparent and authentic CSR program that builds community relations and value for internal and external stakeholders in Sub-Saharan Africa. It proposes a CSR strategy based on the Open Social Innovation (OSI) model and Bottom of the Pyramid (BoP) framework; both constructs that call for developing stakeholder partnerships that build capacity and empower communities. This chapter offers a case study of the CSR initiative of health-care provider, Johnson & Johnson, to illustrate how OSI-based CSR (1) contributes significantly to economic and social development in Sub-Saharan African communities, (2) facilitates the creation of synergies between human resources and public relations, ensuring that CSR initiatives are driven by a partnership of internal and external stakeholders; and (3) enables authentic corporate citizenship communication without sacrificing shareholder value.
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Lisa L. Knoche and Amanda L. Witte
Strong home-school partnerships consistently and substantially benefit children’s academic and social development. Home-school partnerships are considerably affected by the…
Abstract
Strong home-school partnerships consistently and substantially benefit children’s academic and social development. Home-school partnerships are considerably affected by the settings in which they take place (e.g., rural, urban, suburban), the characteristics of the partners (e.g., parents and teachers), and their relationships with one another (parent-teacher partnerships). In rural communities, supportive home-school partnerships promote young children’s success but have proven difficult to implement. African American families with young children residing in rural communities experience unique social and institutional challenges and benefits that are particularly salient for fostering home-school partnerships. Thus, the landscape of rural communities is an important and essential consideration for understanding the intersection between race and home-school partnerships. This chapter focuses on the promise of positive home-school partnerships for rural African American children, their families, and their schools. Home-school partnership as an essential component of children’s academic and social development is defined, and sample home-school partnership intervention programs are described. Finally, existing policy investments related to the facilitation of home-school partnerships are explored and policy recommendations that promote such partnerships are discussed.
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