This commentary is a call to teacher educators to engage in field experiences in which they are able to really see their students become future teachers. Being present to witness students problematizing pedagogy is as important for the learning of future teachers as it is for teacher educators. Presence and proximity of teacher educators to their students creates a space of unique accountability on both sides, a desire by students to demonstrate their learning as future teachers, and the recognition by teacher educators that the learning that is happening can be used to improve their own pedagogy.
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In the context of a program that pairs undergraduate students and college faculty members in semester-long partnerships to explore and revise pedagogical practices, this discussion offers an invitation to reframe both how we conceptualize differences of position, perspective, and identity, and how we think about our relationships with others in higher education.
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This study explored how teachers and students in five 11th-grade classrooms participated in whole-class discussion, using intervention materials designed to promote text-based disciplinary discussion. Analysis of videotaped instruction sought to (a) determine the degree to which the instructional materials fostered disciplinary discussion about texts, and (b) analyze teacher talk moves that characterized effective facilitation of such discussions.
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This study advances self-regulatory climate as a social resource for student self-regulation and achievement.
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This article explores portrayals of social class in international, translated literature for children. The authors outline a framework for analyzing class in children’s literature and suggest that books with global origins may provide complex and realistic images of issues related to class.
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Using a conceptual framework that draws upon two distinct research traditions (experimental research in developmental and cognitive psychology, and research on culturally and linguistically diverse learners from sociocultural perspectives), this study reports on the scientific reasoning complexity, controlled experiment practices, and science content knowledge of 81 4th grade bilingual learners who were taught using a reform-based science curriculum developed specifically to support bilingual students.
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Raising Hands While Black(RHWB): An African American Man's Cautionary Tale explores the concept of what raised hands represent for men of color and how this representation is often scripted in schools and society from a deficit perspective.
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This study examines the degree to which teachers and classroom context contribute to achievement gaps that develop during first grade.
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Using data drawn from the Early Childhood Longitudinal Study-Kindergarten Cohort 1998-99, this study reports on differences between language minority (LM) and non-language minority students in their home backgrounds and their teachers’ characteristics in kindergarten, first-, third-, and fifth- grade, generating a comprehensive national picture of the multiple disadvantages that LM students face in schools.
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People who fall outside conventional conceptions of mental health are typically considered disordered, abnormal, deficient, aberrant, and mentally ill. This discursive environment produces feelings of dysphoria—the belief that one is indeed abnormal and inferior—that serve as their psychological and affective basis for self-definition in relation to the broader world. This essay argues, using Vygotsky’s (1993) work in defectology—the unfortunately named science of attending to people lacking typical human developmental traits—that adaptations by people in the environment, rather than by people of difference themselves, provides a more humane approach to addressing the needs life trajectories of the neurologically atypical. By creating a positive social updraft focused on assets rather than deficits, and inclusion rather than isolation, communities of people can help those who are different participate in social activity through which they may become valued contributors to cultural practice.
via TCRecord