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ABSTRACT Amid rising controversy around the alleged distinctions between merit and excellence lies a familiar refrain, scarcity. The narrative of academic scarcity, proclaiming the insufficient numbers of scholars and academics of color, permeates conversations in higher education. We suggest that the academic scarcity narrative, a remnant of stagnant logics of diversity, circulates as a contemporary mechanism of what we name disciplinary containment. Extending disciplinary conversations around rhetorical containment, we argue that disciplinary containment perpetuates whiteness. 相似文献
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Maria Assunção Flores Mary Lynne Derrington 《International Journal of Leadership in Education》2017,20(4):416-431
Teacher evaluation accountability policies are emerging worldwide. This study examines principals’ perceptions of teacher evaluation in terms of commonalities and differences arising from two research projects conducted in Portugal and in the US. Perceptions of school principals in regard to a new policy on teacher evaluation as well as its perceived effects at school and conditions for its implementation will be analysed. Findings point to the challenges and successes of coping with mandated accountability measures in two different contexts. Principals balanced perceived conflicting goals, sought maintenance of positive teacher relationships and school culture and managed the tensions of policy implementation and the making sense of its effects at school. Implications of the findings are discussed. 相似文献
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Jennifer L. Brace Rachael R. Baiduc Denise L. Drane Luke C. Flores Greg J. Beitel 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):377-399
ABSTRACTUndergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement. 相似文献
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Mari Riojas-Cortez Iliana Alanís Belinda Bustos Flores 《Journal of Early Childhood Teacher Education》2013,34(1):36-45
Professional development, which results in sustained transformative change, requires that teachers engage in critical reflection regarding teaching practices. In this study, a group of five bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching and learning. In response to a school district's needs, these teachers were enrolled as a cohort in an early childhood graduate program that served as part of their professional development endeavor. The teachers used reflection and ongoing dialogue that bridged theory and practice as they raised questions about their daily practices in relation to theoretical perspectives. We provide a glimpse of these teachers' ongoing transformative journeys and provide suggestions for early childhood teachers to engage in sustained professional development. 相似文献
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Elementary standards include multiplication of single-digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning provides the foundation for advanced mathematics and algebraic reasoning. For students who struggle in mathematics, instruction in multiplication algorithms should ensure conceptual understanding so that students have a foundation for success in advanced mathematics. The concrete representational abstract (CRA) sequence addresses conceptual understanding and the strategic instruction model (SIM) supports procedural knowledge. The current pilot study combined these methods to teach elementary students the partial products algorithm. Twelve students in grades four and five participated in the study, receiving instruction from teachers in their school during an intervention period. Within a pre-experimental design, using pre- and postintervention data, students showed a significant change in performance. The article will describe and show how teachers implemented the CRA-SIM interventions and discuss implications for practice. 相似文献
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Margaret M. Flores Vanessa Hinton Shaunita D. Strozier 《Learning disabilities research & practice》2014,29(2):75-88
Based on Common Core Standards (2010), mathematics interventions should emphasize conceptual understanding of numbers and operations as well as fluency. For students at risk for failure, the concrete‐representational‐abstract (CRA) sequence and the Strategic Instruction Model (SIM) have been shown effective in teaching computation with an emphasis on conceptual understanding. No studies have investigated the effects of CRA and SIM for teaching multiplication with regrouping. Therefore, the purpose of this study was to replicate and extend the literature, teaching subtraction and multiplication with regrouping using CRA and SIM. Three students receiving tier three mathematics interventions participated. A multiple‐probe across behaviors design was used to show a functional relation. All of the students demonstrated increases in fluency across all regrouping tasks. 相似文献
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Since the first Olympic Games, the figure of the athlete has roused enormous passion. One may wonder if nowadays the cultural mechanisms that produce them are analogous and perform the same functions as in the past. This article aims to answer these questions. For this purpose, we have relied on the analysis of the discourse from different actors in the 2010 European Symposium of Sports “Thinking Sports, Transforming Society: The EU in favor of citizenship for the XXI Century”. The results will provide relevant information about the responsibility of the mass media in the production of a sports spectacle, the role of the big brands and the exemplarity of the sports’ elite. In this manner, the need was conveyed of producing a different view of sports, so that in the contest between humanistic values and materialistic values, those who contribute to the welfare of the citizens could achieve glory. 相似文献
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Today with the rise in the number of 3- to 6-year-old children enrolled in center-based early childhood programs, and a focus on program quality, it becomes imperative for educators to have a better understanding of the role research plays in establishing high-quality programs as these programs provide much of the foundation that supports early learning and development (Child Trends, 2014). Although psychology, and the role of child development research in particular, has always been integral to the field of early childhood education beginning with the seminal works of Piaget, Bronfenbrenner, Bruner, and others (Lickona,1971), the field had never fully embraced the use of research to inform practice, until the 1990s. This had been, in part, because the field of early childhood education originally viewed itself as a field of practitioners that provided for the everyday care and needs of young children, whereas it viewed child development researchers as scientists who paid little attention to the practical needs of classroom teaching (Takanishi, 1981). Although, today, there is no longer this ideological divide between the two areas, with the child development research being used to inform educational practice and policy (Center for the Developing Child, 2007), nevertheless there still remains a gap in the ability of educators to effectively implement evidence-based practices. Given the increased focus on providing young children with access to high-quality education, and the need for teachers to implement evidence-based practices the present paper attempts to bridge the gap by providing a brief overview of the science of early childhood development, its importance for development of early learning standards, and an overview of the Early Learning Toolkit which was developed to provide early learning educators guidance and resources to support the implementation of early learning standards within their own states as well as well across the nation. The goal of this article is to bridge theory and practice in early childhood education. 相似文献