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Roni Adams 《Multicultural Perspectives》2020,22(2):84-90
This article explores the marginalized contexts of rural and Native American communities that have made recruitment and retention in teacher education inequitable in remote areas. Through facilitating a Culturally Responsive Pedagogy workshop series with schools in a neighboring rural county, having a large Native population and a very low student academic achievement rate, we discovered strong resistance from local educators to the notion of “culture” influencing student achievement. Our disappointment in the outcomes of the workshops caused us to examine the services our university provided to rural and Native place-based pre-service educators. As a result, we created a Satellite program to more responsively meet rural teachers’ unique needs and circumstances. By providing greater access to higher education and teacher licensing for students in remote locations, and by embedding equity, diversity, inclusion, and culturally relevant curriculum in all Satellite coursework, we hope to produce teachers who will return to their communities committed to improving schools and promoting equity and social-emotional and academic success for their future students. 相似文献
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Roni Strier 《Higher Education》2014,68(2):155-165
University–community partnerships (UCP’s) are exciting areas of academic and social interest. This interest seems to be a response to the multiple challenges academic institutions and communities face in the context of the social, economic and institutional changes that affect both universities and communities worldwide. Along with the acknowledged benefits of such initiatives, studies have also noticed that UCP’s tend to engender internal tensions and conflicts which harm the spirit of collaboration between partners. This article challenges the conception of UCP’s as inherently conflictive and suggests a more complex vision. It argues that UCP’s can be better understood through organizational paradox theory. This theory offers a way to grapple with the complexity of UCP’s and overcome the binary conception of conflict or collaboration. The article illustrates the interrelatedness of conflict and collaboration by presenting seven areas that characterize the paradoxical nature of UCP’s. 相似文献
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Robert V. Bullough Jr. Janet R. Young Kendra M. Hall Roni Jo Draper Leigh K. Smith 《Teaching and Teacher Education》2008
Drawing on data from a US study of nine mentors and mentees, including mentee scores on the Reasoning about Current Issues (RCI) Test, which offers a measure of cognitive complexity, the authors explore how differences in cognitive complexity were related to role expectations, conceptions of teaching problems, and the use of evidence for justifying beliefs. Growing out of the Reflective Judgment Model developed by King and Kitchner [(2002). The reflective judgment model: Twenty years of research on epistemic cognition. In B. Hofer, & P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 37–61). Mahwah, NJ: Lawrence Erlbaum Associates] the RCI defines cognitive complexity in terms of how individuals reason—make judgments and use evidence—about ill-structured, controversial, problems. The authors argue that differences in how individuals reason when problem solving may help explain some aspects of how relationships between mentees and mentors form and suggest that greater attention needs to be given to cognitive complexity when designing induction and mentor programs. 相似文献
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A number of countries, including Sweden and the UK, are considering the introduction of compulsory teacher training for higher education (HE) lecturers. This paper assesses whether such a policy is likely to achieve its aims, and the issues that may arise as the policy is implemented. The paper draws on experience with this policy in Norway, empirical research from relevant studies, and on social practice theory to illuminate the processes involved and identify prospects and pitfalls. The paper concludes that while compulsory higher education teacher training may achieve some of its goals, as a standalone policy it is unlikely to achieve them all. Higher education institutions and their staff are involved in multiple games, with competing goals and different rules. Meanwhile higher education policy‐making often lacks coherence, with contradictory outcomes in different areas of policy. If policy‐makers at all levels are serious about the enhancements to teaching and learning that compulsory training is designed to achieve the policy must be prioritized, properly resourced, and measures taken to develop a hospitable environment for it both structurally and culturally. The paper concludes with some specific proposals to aid educational developers in implementing such policies. Bon nombre de pays, desquels la Suède et le Royaume‐Uni, songent à introduire une formation obligatoire pour les enseignant‐es de l’ordre supérieur. Cet article évalue dans quelle mesure une telle politique est susceptible d’atteindre ses objectifs, de même que les questions soulevées lors de la mise en oeuvre d’une telle politique. Cet article s’inspire de l’expérience norvégienne de la formulation et de la mise en oeuvre d’une telle politique; de résultats empiriques provenant d’études sur le sujet; de même que de la théorie de la pratique sociale (social practice theory) pour faire la lumière sur les processus impliqués et identifier les perspectives d’avenir et les embûches. L’article conclut que, bien que la formation obligatoire des enseignant‐es de l’ordre supérieur puisse atteindre certains de ces buts, celle‐ci est peu susceptible de les atteindre tous en tant que politique autonome et isolée. Les institutions d’enseignement supérieur et leur personnel sont impliqués dans divers jeux, reposant chacun sur des objectifs et des règles tous différents les uns des autres. Pendant ce temps, la formulation des politiques d’enseignement supérieur manque souvent de cohérence, produisant des résultats contradictoires dans différents domaines de politiques. Si les décideurs politiques de tous les niveaux sont sérieux relativement à l’amélioration de l’enseignement et de l’apprentissage visé par la formation obligatoire des enseignant‐es, une telle politique doit devenir une priorité, elle doit bénéficier de ressources appropriées, et des mesures doivent être prises en vue de développer un environnement qui lui soit accueillant, tant aux plans structurel que culturel. L’article se termine sur quelques recommandations spécifiques visant à aider les conseillers pédagogiques lors de la mise en oeuvre de telles politiques. 相似文献
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Janet R. Young Robert V. Bullough Jr Roni Jo Draper Leigh K. Smith Lynnette B. Erickson 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):169-188
This article presents a model of mentoring which may be used as an analytic tool for reflecting on practices commonly employed in supporting beginning teachers. Eighteen mentors and 36 intern teachers whom they mentored were participants in the study. Analysis of data revealed three general patterns of mentoring—responsive, interactive, and directive—and eight dimensions of mentoring related to: (a) emotional availability; (b) levels of engagement; (c) degree of investment in mentoring relationships; and (d) the capacity for criticalness in their mentoring. Variability among mentors in their ways of enacting the three general mentoring patterns was accounted for by their individual preferences in the eight dimensions of mentoring. Cases representing each general pattern of mentoring are presented, and instances reflecting shifts in general mentoring patterns are explored. Implications for teacher educators who select, prepare, support, or serve as mentors are discussed. 相似文献
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Students at the junior high school (JHS) level often cannot use their knowledge of physics for explaining and predicting phenomena. We claim that this difficulty stems from the fact that explanations are multi‐step reasoning tasks, and students often lack the qualitative problem‐solving strategies needed to guide them. This article describes a new instructional approach for teaching mechanics at the JHS level that explicitly teaches such a strategy. The strategy involves easy to use visual representations and leads from characterizing the system in terms of interactions to the design of free‐body force diagrams. These diagrams are used for explaining and predicting phenomena based on Newton's laws. The findings show that 9th grade students who studied by the approach advanced significantly from pretests to post‐tests on items of the Force Concept Inventory—FCI and on other items examining specific basic and complex understanding performances. These items focused on the major learning goals of the program. In the post‐tests the JHS students performed on the FCI items better than advanced high‐school and college students. In addition, interviews conducted before, during, and after instruction indicated that the students had an improved ability to explain and predict phenomena using physics ideas and that they showed retention after 6 months. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1094–1115, 2010 相似文献