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Yukari Takimoto Amos 《International journal of qualitative studies in education》2016,29(8):1002-1015
AbstractThis qualitative study investigated the negative impacts minority teacher candidates receive from white teacher candidates in a required multicultural education class. The findings reveal that four teacher candidates of color had difficulty positioning themselves among the overwhelming silencing power of whiteness in the class. The white students were tactful at evading power and race and flattening the existing hierarchical power relations through the discourses of colorblindness and by preying on the minority instructor. Their understanding of diversity was also shallow. On the other hand, the teacher candidates of color were afraid that they might be labeled as the ones who spoke up against the white students and fearful of the possibility of retaliation and ostracism from the white peers. It seems that the teacher education program’s structure allowed the white candidates to impose strong negative peer pressure on the teacher candidates of color. 相似文献
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Nampombe Saurombe 《Archival Science》2018,18(2):119-141
South African higher education curricula are largely Eurocentric, to such an extent that indigenous knowledge is marginalised (Horsthemke in Transform High Educ 2(1)–9, 2017). Consequently, the decolonisation of university curricula has become a necessity. The nationwide ‘FeesMustFall’ student protests in 2015 and 2016 have underlined the need to address this matter urgently. Free quality education and the decolonisation of university curricula were among some of the students’ demands (Le Grange in SAJHE 30(2):1–12, 2016). Fundamentally, decolonising curricula involve a serious investigation of history and the strategising of future actions (Ngulube in Historia 47(2):563–582, 2002). Little is known about the potential role of archives in the process of decolonising higher education curricula in South Africa. Perhaps this can be attributed to a lack of awareness about archives and their significance in South Africa (Sulej in ESARBICA J 33:13–35, 2014). This paper explores the role of archives in the decolonisation of higher education curricula in South Africa. It appears that sub-Saharan scholars rarely consult archives (Onyancha et al. in ESARBICA J 32:67–77, 2013). Therefore, public programming is investigated as a means to get more members of the academic community to use archives as centres of critical inquiry. The relevant literature was consulted and discussed. Unique outreach or public programming initiatives will help the academic community to better understand the significance of archives in the decolonisation process. 相似文献
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L. Collins H. J. Carson P. Amos D. Collins 《Journal of Adventure Education & Outdoor Learning》2018,18(2):132-147
This paper utilised a two-part mixed-methodology to examine the value placed on judgement and decision-making by a sample of qualified mountain leaders in the UK. Qualified leaders (N = 331) completed a web-based survey and a smaller sample (N = 8) were then interviewed. Survey data showed that mountain leaders place greater value on their judgements and decision-making when compared to the technical skills of mountain navigation and rope work; however, the process for developing these judgement skills was unclear. Interview data identified that judgement skills appear transferrable from other domains experienced by the leaders (e.g. emergency services, military) but are then recontextualised and modified for effective use within mountain leadership. The leaders facilitated this via a nested reflective process that combines in-action, on-action and on-action/in-context aspects that rely on metacognition. This combination of reflection and metacognition allows for rapid development of judgement making skills in-context. Implications for mountain leadership training are discussed. 相似文献
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The researchers conducting this study investigated the relationship between early childhood teachers' educational levels and their beliefs about appropriate and inappropriate practices by examining the differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms. For this purpose, the researchers analyzed self-reported teachers' beliefs using analysis of variance and examined 26 individual items. Findings of this study suggest that lead teachers endorsed developmentally appropriate practices more strongly than did teacher assistants. Teacher assistants were more likely than lead teachers to agree with developmentally inappropriate practices. Despite the significant differences between the two groups of teachers, it is important to note that there was a general tendency for both lead teachers and teacher assistants to endorse developmentally appropriate practices. Thus, although there appears to be a link between teachers' educational levels and teacher beliefs, teachers' educational levels alone may not be sufficient for understanding their beliefs and practices in the classroom. Implications for practice and future research in teacher education are also discussed. 相似文献
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Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills 
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下载免费PDF全文 Mariska Okkinga Roel van Steensel Amos J. S. van Gelderen Peter J. C. Sleegers 《Journal of Research in Reading》2018,41(1):20-41
Low‐achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low‐achieving adolescents' reading comprehension in whole‐classroom settings (as opposed to small‐group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high‐quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole‐classroom settings should receive more research attention.
Highlights
What is already known about this topic- Reciprocal teaching is a method of instructing and guiding learners in reading comprehension.
- It consists of a set of three related instructional principles: (a) teaching comprehension‐fostering reading strategies; (b) expert modelling, scaffolding and fading; and (c) students practising and discussing reading strategies with other students, guided and coached by the teacher.
- High quality of implementation of reciprocal teaching by teachers in classrooms is difficult.
- After 1 year of implementing reciprocal teaching, no main effects of the treatment were established.
- Intervention effects were moderated by quality of instruction: strategy instruction led to higher scores on reading comprehension in the treatment condition but not in the control condition.
- Implementation of the instructional principles was by no means optimal: teachers were unable to provide detailed guidance to students working in small groups and modelling of strategies requires more experience and theoretical insight in the use and nature of reading strategies.
- Extensive training and coaching are needed for teachers to become experts in reciprocal teaching.
- Teachers need hands‐on tools to be able to guide students in their collaborative group work and to fade the teachers' role in order to allow more individual self‐regulation by students in their use of strategies.
- Implementation quality has to be taken into account when doing effectiveness research and when adopting new, theory‐based didactic approaches.
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J. Amos Hatch 《International journal of qualitative studies in education》2013,26(4):403-407
Ten years have slipped by since Richard Wisniewski and I passed along the executive editorship of QSE. A great deal has changed in that relatively short period. Political power in the United States has shifted dramatically to the right, and conservative politicians and their cronies in academe have legislated a definition of science that effectively marginalizes qualitative studies in education. At the same time, many scholars who count themselves as qualitative methodologists have become so engrossed in a postmodern obsession with deconstruction and critique that they have essentially left the field to the neo‐conservatives without a real fight. If qualitative researchers want to take on the scientifically based research crowd, they should be mounting both offensive and defensive maneuvers. A strong offense would feature the production of high‐quality qualitative studies that make a compelling case for the importance and efficacy of research done in other than the positivist paradigm. The best defense would include incisive resistance to what passes for good work under the banner of scientifically based research. 相似文献