Search results

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Book part
Publication date: 4 January 2013

Vicki Collet

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.Design/methodology/approach – The chapter describes the Gradual…

Abstract

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.

Design/methodology/approach – The chapter describes the Gradual Increase of Responsibility model for coaching, an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model that can be used by coaches as they support teachers in a clinic or school setting.

Findings – Content describes stages of the coaching model that provide less scaffolding as teachers gain confidence and competence. These stages include modeling, recommending, questioning, affirming, and praising.

Research limitations/implications – The Gradual Increase of Responsibility (GIR) model provides a process that coaches can follow to support instructional improvement. GIR requires that coaches have instructional expertise; it provides them with a guide for their work with teachers to incorporate effective practices.

Practical implications – The GIR model can be applied by coaches in both clinical and school settings, with teachers who instruct students at both elementary and secondary levels.

Originality/value of paper – This chapter provides examples for each stage of the GIR process, clearing indicating how coaches can guide teachers to take on increased responsibility for strong, intentional instruction and intervention.

Details

Advanced Literacy Practices
Type: Book
ISBN: 978-1-78190-503-6

Keywords

Book part
Publication date: 25 April 2017

Vicki Ross, Shannon Guerrero and Elissa Fenton

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject…

Abstract

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject matter in the areas of science and mathematics education. Professional development projects are productive avenues for exploring this phenomenon. We share stories of experience from professional develop projects of teachers who were situated in different places on the professional knowledge landscape: one elementary school teacher, one teacher educator, and one mathematics educator. From these various vantage points, the relationship between mathematics and science content knowledge and teacher knowledge holds different complexities and complications. Issues related to balancing teacher knowledge with content knowledge in professional development emerge. Based on the stories of experience and the analysis of the narratives, deliberation of curriculum is seen to be a valuable concept when engaging in professional development with teachers. Further, Pragmatic Intellectual Space is proposed for productive approaches to professional development.

Book part
Publication date: 24 June 2013

Freema Elbaz-Luwisch and Lily Orland-Barak

This chapter traces the development of teacher knowledge in the field of education from the 1970s onward. It pays attention to the conceptualizations of personal knowledge and…

Abstract

This chapter traces the development of teacher knowledge in the field of education from the 1970s onward. It pays attention to the conceptualizations of personal knowledge and personal practical knowledge and relates pedagogical content knowledge to the aforementioned concepts. It then moves on to the more expansive topic of teacher learning in community paying particular attention to dialogical and relational ways of knowing. The work covers intellectual ground that has been traveled and signals new areas where research is likely to be conducted.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

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Open Access
Article
Publication date: 4 March 2021

Michael Pazinas

Commercially produced educational materials often reflect the pedagogical beliefs and culture(s) of the content developers. While many teachers involved in teaching English as a…

Abstract

Purpose

Commercially produced educational materials often reflect the pedagogical beliefs and culture(s) of the content developers. While many teachers involved in teaching English as a foreign language have relied on commercially published content in the past, the advent of ubiquitous technology has afforded them the ability to create content that is contextualised and to share it with other educators across the globe. The purpose of this study is to investigate cultural determinants which affect the pedagogical decisions of teachers when designing content.

Design/methodology/approach

This case study, conducted at a higher educational institution in the Gulf, addresses the issues that arise when cultures or ideologies of educators as material developers are different to that of the target audience. Three semi-structured interviews with teachers were conducted in an effort to understand cultural determinants that influence decision-making about pedagogy when creating in-house content to motivate undergraduate students on an English language program in the United Arab Emirates.

Findings

The results of this study indicated that the participants maintained mainly essentialist perspectives of local cultures and sub-cultures and their thinking in content creation was not all that different to that of commercial publishers.

Practical implications

This study holds implications for awareness-raising and pedagogical training for educators involved in in-house content development.

Originality/value

This case study addresses an area that has been under-researched in the Gulf region.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 17 no. 1
Type: Research Article
ISSN:

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Article
Publication date: 10 January 2019

Jean Madsen, Reitumetse Obakeng Mabokela and Elisabeth A. Luevanos

By 2026, students of color will make up 54 percent of the school-age population. Literature on recruiting and retaining teachers of color reveal that teachers of color are…

Abstract

Purpose

By 2026, students of color will make up 54 percent of the school-age population. Literature on recruiting and retaining teachers of color reveal that teachers of color are underrepresented in US schools (Castro et al., 2018). Cultural differences between teachers and students result in higher number of students of color being expelled or suspended, low graduation rates and lower numbers of students of color in advanced math, science and gifted courses. With an emphasis on retaining teachers of color the purpose of this paper is to examine how traditional school contexts play a role in teacher retention.

Design/methodology/approach

This was a qualitative case study that examined white teachers’ perceptions about their interactions with African American teachers (Merriam, 1998). A case study was useful in describing the boundaries of the school and how this type of context allowed the researchers to explore intergroup differences between both groups of teachers (Hays and Singh, 2011). Nine white teachers from predominantly white schools in the USA were interviewed (Seidman, 1998). The data were analyzed using what Glaser and Strauss (1967) call a constant comparative method. This process compared the intergroup theory with teachers’ responses.

Findings

Findings indicated that white teachers had little or no experience interacting with people who were racially and culturally different from them. Because of their curiosity about race, African American teachers were categorized as the “black expert.” White teachers asked them to speak with African American parents, give expertise on areas of discipline and chair multicultural events. Group boundaries developed rapidly as white teachers overwhelmed teachers of color with only their racial problems. African American teachers were forced into roles, which prevented them from contributing in other areas. Thus, African American teachers grew tired of only playing one aspect of their teaching.

Research limitations/implications

Upon entering their schools, teachers bring with them a broad array of experiences, knowledge, skills and abilities. This results in a form of assimilation where they become like-minded to their schools’ norms and values. As incoming teachers of color enter with different norms and culture, they mediate boundaries having both groups of teachers adjust to cultural differences (Madsen and Mabokela, 2013). Intergroup differences often occur due to changing demographics in schools. If teachers cannot work through these normative conflicts, it will be reflected in teacher turnover, absences, workplace disagreements and teachers of color leaving.

Practical implications

If the focus is to recruit teachers of color, there needs to be an emphasis on preparing leaders on how to identify and address intergroup differences. As in Bell’s (2002) study and Achinstein’s (2002) research, when teachers have differences it will have influence how teachers will collaborate. Thus, teachers of color are prevented from sharing their philosophy about teaching students of color. These individuals also share the burden of being the only person who can advocate for students of color, but also serve as cultural translators for other students as well.

Social implications

Future educators not only need to understand how to teach demographically diverse students, but it is important for them to understand how multicultural capital plays an inclusive role in getting all students to do academically well. The question becomes of how one teaches the importance of “humanistic” commitments for all children.

Originality/value

Booysen (2014) believes that identity and workplace identity research only allows for integration of divergent perspectives. More study is needed to understand how do workers navigate their identity through the workplace. Workplace identity among group members results in power discrepancies and assimilation verses the preservation of micro cultural identity. Thus, both groups often have competing goals and there is a struggle for resources. Cox (1994) believes that these tensions cause group members to center on preserving of their own culture. Hence, groups are more aware of their need to protect their cultural identity which ultimately affects retention of workers.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 38 no. 1
Type: Research Article
ISSN: 2040-7149

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Book part
Publication date: 26 September 2013

Airi Rovio-Johansson

The purpose of this chapter is to investigate students’ qualitatively different ways of understanding the learning object in three undergraduate courses in the discipline of…

Abstract

The purpose of this chapter is to investigate students’ qualitatively different ways of understanding the learning object in three undergraduate courses in the discipline of accounting. The theoretical framework of variation theory, a general learning theory, is applied. The lecturers chose a learning object which is investigated under two different teaching conditions – the conventional lecture model and the variational method. Two student groups were identified as a comparison group and a target group, comparable in various relevant parameters. All students took three required accounting courses. In the comparison group, the lecturers used the conventional lecture model and in the target group the variational model. The results indicated significant differences between the two groups’ examination results in the three courses, with students in the target group performing much better. The educational implications and limitations of the study, and areas for further research, are discussed.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78190-682-8

Article
Publication date: 1 June 2004

Vivienne Collinson

This paper argues that conditions supporting dissemination (sharing) of teachers' learning are necessary for school change and organizational learning. Based on a qualitative…

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Abstract

This paper argues that conditions supporting dissemination (sharing) of teachers' learning are necessary for school change and organizational learning. Based on a qualitative study that explored dissemination of teachers' learning within a multi‐school computer technology project, the paper identifies 43 factors that motivate teachers' sharing and 35 factors that restrain their sharing in schools. The paper posits that in the short‐term, it may be easier to encourage dissemination by reducing restraining factors than by working to increase motivating factors. In the long term, however, the attitudes and beliefs underlying the motivating factors must be addressed. This paper also offers a table of participants' suggestions for administrators to encourage teachers to share their learning with colleagues.

Details

Journal of Educational Administration, vol. 42 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 15 March 2013

Motoko Akiba

Purpose – The study examined: (1) the implementation of the 2009 Teacher License Renewal Policy (TLRP) by a large national university; (2) teachers’ responses to the TLRP, which…

Abstract

Purpose – The study examined: (1) the implementation of the 2009 Teacher License Renewal Policy (TLRP) by a large national university; (2) teachers’ responses to the TLRP, which requires teachers to take university courses to renew their licenses, and (3) completion rates for license renewal in 2011 and 2012.Methodology – This mixed-method study is based on: (1) a case study of TLRP implementation that involved observations of TLRP courses and interviews of instructors, TLRP steering committee members, and participating teachers at a large national university; and (2) a survey of 365 teachers who took the TLRP courses at this university.Findings – The data showed that the university's successful implementation of the TLRP was largely influenced by the existence of “boundary practice” – a shared system that connects multiple organizations and groups implementing the policy. Lesson Study, as a shared system of teaching and learning improvement in Japan, guided the development of high-quality TLRP courses and teachers’ respect for university courses based on research knowledge. As a result, while teachers were dissatisfied with the policy requirement of renewing teacher licenses, they were satisfied with their learning experiences through the TLRP courses, which also influenced their opinions about the policy itself.Value – This is the first empirical study that examined the implementation and impact of the TLRP in Japan. It highlights the importance of a shared system for teaching and learning improvement for supporting a teacher reform implementation.

Details

Teacher Reforms Around the World: Implementations and Outcomes
Type: Book
ISBN: 978-1-78190-654-5

Keywords

Article
Publication date: 31 December 2020

Stephanie Anne Shelton and Shelly Melchior

This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways…

Abstract

Purpose

This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces.

Design/methodology/approach

This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241).

Findings

Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”.

Originality/value

The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.

Details

English Teaching: Practice & Critique, vol. 20 no. 1
Type: Research Article
ISSN: 1175-8708

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