The role of race in preservice teachers' perceptions of and attitudes towards corporal punishment & child maltreatment

2016 ◽  
Vol 59 ◽  
pp. 318-326 ◽  
Author(s):  
John Kesner ◽  
Kyong-Ah Kwon ◽  
Chaehyun Lim
2008 ◽  
Vol 27 (3) ◽  
pp. 327-346 ◽  
Author(s):  
Grace Goc Karp ◽  
Marianne L. Woods

Examining how preservice teachers (PTs) perceive and implement assessment may provide clues as to how we can refocus the way future teachers use assessment. A conceptual framework addressing PT beliefs and how they change was applied in this study to examine PTs’ (N = 17) beliefs and understanding of the role of assessment and evaluation on student learning and instruction while implementing a high school physical education program. PTs experienced and discussed the role of needs assessment, assessment-focused instruction, and authentic and alternative assessments in relation to student learning and instruction using a teaching for understanding framework (Wiggins, 1998). Data gathered included surveys and interviews documenting PTs’ previously held beliefs and conceptions; current perceptions of the assessment concepts used during the course and in their units; analysis of assessments used in unit plans; and PTs’ perceptions of assessment and student learning during and after the unit taught. PTs planned and implemented alternative/authentic as well as traditional assessments in three out of four units. PTs’ beliefs about student learning and assessment were varied. Despite ultimate lack of teacher authority, PTs felt that doing these assessments affected their beliefs about assessment. Some PTs accommodated new information about authentic assessment and expanded their understanding, whereas other PTs either resisted or assimilated this new knowledge into existing belief structures. The results indicate that shaping critical and authentic assessment experiences in teacher preparation deserves increased attention and deliberate planning throughout PETE programs if shifts in beliefs are to be made.


Author(s):  
Krim K. Lacey ◽  
Hira R. Shahid ◽  
Rohan D. Jeremiah

Background: Research suggests that intimate partner violence (IPV) is associated with childhood maltreatment and violence exposure within the neighborhood context. This study examined the role of child maltreatment and violence exposure on intimate partner violence, with the moderating effects of mental disorders (IPV) among US Black women. Methods: Data from the National Survey of American Life (NSAL), the largest and most complete sample on the mental health of US Blacks, and the first representative sample of Caribbean Blacks residing in the United States was used to address the study objectives. Descriptive statistics, chi-square test of independence, t-test, and logistic regression procedures were used to analyze the data. Results: Bivariate results indicate an association between child abuse and intimate partner victimization among US Black women. Witnessing violence as a child as well as neighborhood violence exposure was also related to IPV but shown to differ between African American and Caribbean Black women. Multivariate findings confirmed the influence of mental disorders and social conditions on US Black women’s risk for IPV. Moderating effects of child maltreatment and mental disorders in association with adult IPV were not found. Conclusions: The study addressed the short and long-term impact of child maltreatment and the contribution to the cycle of intimate violence among US Black women including African American and Caribbean Blacks. The study suggests the need for prevention and intervention efforts to improve structural conditions for at-risk populations and communities predisposed to violence and other negative outcomes. Possibilities for future research are also discussed.


Author(s):  
Clare Tyrer

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.


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