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Author: Donna Scott-Brown
Publisher:
ISBN:
Category : Culturally relevant pedagogy
Languages : en
Pages : 0
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Book Description
This dissertation is about social studies teachers’ perceptions of professional and personal preparedness to facilitate social justice discussions. Due to a focus on high-stakes standardized testing in Math and English Language Arts (ELA), there has been a lack of emphasis on the content of social studies. This phenomenological study explores the lived experiences of high school social studies teachers and their perceptions of professional and personal preparedness to facilitate social justice discussions with their high school students. The theoretical framework is based on culturally responsive teaching and discussions. Culturally responsive teaching involves the diversity of student populations and how teachers interact with their diverse students. Teachers must find ways to connect with their diverse student populations. The second framework is discussions. Teacher facilitation of discussions is important because it encourages student engagement especially in social studies classrooms. This is a qualitative research study that uses a phenomenological approach. This approach was chosen in order to explore the lived experiences of the study participants, high school social studies teachers. The research questions asked about teachers’ perceptions of their professional and personal preparedness to facilitate social justice discussions with their high school students. Sixteen teachers from urban high schools volunteered to be interviewed for the study. Transcripts of the interviews were coded and analyzed. The research findings demonstrated that even if teachers were not professionally trained through coursework, they were self-taught or used their teaching experiences to prepare for these discussions. Also, the study revealed that all of the teachers had personal preparedness to discuss social justice issues with their students. Future research can expand this study to students and other regions.
Author: Donna Scott-Brown
Publisher:
ISBN:
Category : Culturally relevant pedagogy
Languages : en
Pages : 0
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Book Description
This dissertation is about social studies teachers’ perceptions of professional and personal preparedness to facilitate social justice discussions. Due to a focus on high-stakes standardized testing in Math and English Language Arts (ELA), there has been a lack of emphasis on the content of social studies. This phenomenological study explores the lived experiences of high school social studies teachers and their perceptions of professional and personal preparedness to facilitate social justice discussions with their high school students. The theoretical framework is based on culturally responsive teaching and discussions. Culturally responsive teaching involves the diversity of student populations and how teachers interact with their diverse students. Teachers must find ways to connect with their diverse student populations. The second framework is discussions. Teacher facilitation of discussions is important because it encourages student engagement especially in social studies classrooms. This is a qualitative research study that uses a phenomenological approach. This approach was chosen in order to explore the lived experiences of the study participants, high school social studies teachers. The research questions asked about teachers’ perceptions of their professional and personal preparedness to facilitate social justice discussions with their high school students. Sixteen teachers from urban high schools volunteered to be interviewed for the study. Transcripts of the interviews were coded and analyzed. The research findings demonstrated that even if teachers were not professionally trained through coursework, they were self-taught or used their teaching experiences to prepare for these discussions. Also, the study revealed that all of the teachers had personal preparedness to discuss social justice issues with their students. Future research can expand this study to students and other regions.
Author: Sung Choon Park
Publisher:
ISBN:
Category : Reflective teaching
Languages : en
Pages : 234
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Book Description
Abstract: Social justice discourses have been approached in two distinctive ways. One is the logocentric approach that begins deductively with an ideal concept of social justice, and the other is the grounded approach that focuses inductively on concrete examples of social injustice. Accordingly, when researchers and educators deal with social justice issues, they are inevitably engaged in a cacophony of onto-epistemological issues between the reality of social injustice and the orientation to social justice. Although there is an increasing body of research on social justice education, it is important to note that few researchers have conducted research on how teachers understand social justice and how it is related to their pedagogical practices. I conducted a qualitative study to investigate how teachers understood social injustice and constructed a concept of social justice and how it was related to their pedagogical practices for social justice. In order to conduct a study in a socially just way I made consistent efforts to bring social justice issues into methodology. My study is based on an assumption that research is trustworthy when it authorizes the power of participants who bring knowledge into the study (Foucault, 1984). I also paid special attentions to my writing as an ethical re-presentation of what I learned about and from social justice educators. In this study, I presented the findings both in their individual and collective voices. My participants consisted of eight community-nominated teachers in K-12 educational settings. The process of community nomination was not only to limit my power as a researcher, but also to authorize the community in selecting participants. My role as a researcher was not to take "the imperialist position" (Smith and Deemer, 2000, p. 890), but to build a new community of social justice educators. I was then able to "walk into" the community and "work with" the participants. Data collected from each teacher consisted of 5 semi-structured 25-55 minute-long interviews, 8-11 classroom observations, 1-2 school or community observations, and my reflective journals for a period of 15 weeks. I made an inductive, constant, and comparative data analysis until patterns emerged (Merriam, 1998). The primary findings from the study revealed that teachers constructed a dialectical concept of social justice by prioritizing experiential and empathic knowledge over a logocentric idea of social justice. In addition, their pedagogical practices revealed that teachers centered on empirical knowledge of social injustice, understood teaching as social action for challenging social injustice, and implemented community-based projects by enhancing students' critical consciousness, empathic awareness, and the sense of social agency. This study implies that teachers' understanding of social injustice is essential in teaching for social justice.
Author: Caylie LaRae Hoffmans
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 164
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Book Description
In this mixed-methods study, I investigated how teachers and pre-service teachers perceive social studies content standards. My study focused on three main areas: (a) classroom implementation of content standards, (b) educators' familiarity with standards, and (c) curricular support for implementation of the standards. I selected participants based on their status as a (a) Texas social studies teacher who is a member of a social studies database maintained by Texas regional education service centers or (b) pre-service teacher enrolled in a graduate-level social studies methods course. Additionally, a purposeful selection of participants took part in an authentic museum trunk training allowing me to observe and evaluate their abilities to apply social studies standards to curriculum planning. I invited these participants to participate in an online focus group following the training. I offer a descriptive picture of social studies teachers' perceptions of state standards, as well as illuminate potential differences between pre-service and in-service social studies teachers preparedness to implement the new state and established national standards.
Author: Stephen Samuel Katz
Publisher:
ISBN:
Category : Social science teachers
Languages : en
Pages : 260
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Book Description
Author: Gloria Ladson-Billings
Publisher: IAP
ISBN: 1607525100
Category : Social Science
Languages : en
Pages : 298
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Book Description
Author: David L. Westling
Publisher: Prentice Hall
ISBN: 9780132414449
Category : Children with disabilities
Languages : en
Pages : 0
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Book Description
This updated edition of Teaching Students with Severe Disabilities, is written in a way that makes the most complex findings of research understandable and usable in the real educational world. Drawing on their own experiences, the authors bring a level of currency and reality to the book that is unparalleled. This book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities. The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.
Author: Paul C. Gorski
Publisher: Teachers College Press
ISBN: 0807758795
Category : Education
Languages : en
Pages : 257
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Book Description
This influential book describes the knowledge and skills teachers and school administrators need to recognize and combat bias and inequity that undermine educational engagement for students experiencing poverty. Featuring important revisions based on newly available research and lessons from the authors professional development work, this Second Edition includes: a new chapter outlining the dangers of grit and deficit perspectives as responses to educational disparities; three updated chapters of research-informed, on-the-ground strategies for teaching and leading with equity literacy; and expanded lists of resources and readings to support transformative equity work in high-poverty and mixed-class schools. Written with an engaging, conversational style that makes complex concepts accessible, this book will help readers learn how to recognize and respond to even the subtlest inequities in their classrooms, schools, and districts.
Author: Patricia C. McKissack
Publisher: Turtleback Books
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 88
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Book Description
Describes the customs, recipes, poems, and songs used to celebrate Christmas in the big plantation houses and in the slave quarters just before the Civil War.
Author: American Bar Association. House of Delegates
Publisher: American Bar Association
ISBN: 9781590318737
Category : Law
Languages : en
Pages : 216
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Book Description
The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts.
Author: Bill Atweh
Publisher: Psychology Press
ISBN: 9780415171519
Category : Action research in education
Languages : en
Pages : 380
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Book Description
Action Research in Practice presents a collection of stories from action research projects in schools and a university. Topics include discussing action research, social research and partnerships in research.
