Strategies for Finding (and Keeping) a Good-Fit Teaching Position

2021 ◽  
Vol 57 (4) ◽  
pp. 164-169
Author(s):  
Andrew P. Huddleston ◽  
Kathryn A. Ohle ◽  
Amy K. Mullins ◽  
Hannah Lowry ◽  
Denae Shake
Keyword(s):  
2021 ◽  
pp. 014616722199402
Author(s):  
Grace N. Rivera ◽  
Phia S. Salter ◽  
Matt Friedman ◽  
Jaren Crist ◽  
Rebecca J. Schlegel

Meritocracy is a prominent narrative embedded in America’s educational system: work hard and anyone can achieve success. Yet, racial disparities in education suggest this narrative does not tell the full story. Four studies ( N = 1,439) examined how applicants for a teaching position are evaluated when they invoke different narratives regarding who or what is to blame for racial disparities (i.e., individuals vs. systems). We hypothesized these evaluations would differ depending on teacher race (Black/White) and evaluator political orientation. Results revealed conservatives evaluated Black and White applicants advocating for personal responsibility more favorably than applicants advocating for social responsibility. Liberals preferred social responsibility applicants, but only when they were White. They were more ambivalent in their evaluations and hiring decisions if the applicants were Black. Our findings suggest that Black applicants advocating for social change are penalized by both liberal and conservative evaluators.


2021 ◽  
Vol 21 ◽  
pp. 7-13
Author(s):  
Ernst Håkon Jahr

This paper recounts the beginnings of the School Gardening Movement in Norway, which is now (in 2021) a topic of great interest throughout the country. The famous 19th-century school teacher and reformist Andreas M. Feragen (1818–1912), who retired from his teaching position at the age of 93, was the first to argue, in the late 1850s and early 1860s, for including gardening both as a subject and as a practical activity in primary schools. A widely used reader first published in 1863 included four pieces by Feragen about different types of gardens which would be appropriate for a rural school: the first piece was about the garden in general, the following three described a kitchen garden, a fruit garden, and a flower garden. These four pieces were written in the form of a story about a teacher and his students strolling around the gardens discussing what they saw and how to grow vegetables, fruit trees and fruit bushes, and flowers. Feragen followed up these pieces with an article in the teachers’ journal Den norske Folkeskole [The Norwegian Primary School] in which he argued that basic gardening knowledge ought to be included in the teacher training curriculum. School gardening in Norway started with Feragen’s own gardens surrounding his school in Holt in Agder, clearly the very gardens he described in his pieces in the reader.


Panta Rei ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 205-237
Author(s):  
Néstor Banderas Navarro

En esta investigación se examinan los usos y finalidades de la historia en un instituto en relación a la formación ciudadana. El saber histórico tiene gran potencial crítico y permite adquirir criterios para actuar democráticamente. Se emplearán entrevistas semiestructuradas a dos docentes y cuestionarios y narrativas a su alumnado de 1.º y 4.º ESO. La investigación constata un posicionamiento docente híbrido, encontrando rasgos de modelos tradicionales en la enseñanza (el escaso tratamiento de temas controversiales), y críticos, como la creencia en el potencial transformador de la materia. En el alumnado se observarán posiciones objetivistas acerca del pasado, que conviven con ejemplos de mayor capacidad de agencia ante cuestiones actuales. La profundización en estrategias didácticas que aborden la educación política desde la historia redundará en la adquisición de habilidades y actitudes para vivir en democracia. This research examines the uses and purposes of history in a high school in relation to citizen training. Historical knowledge has great criticism potential and allows acquiring criteria to act democratically. Semi-structured interviews with two teachers and questionnaires and narratives will be used for students in 1st and 4th ESO. The research shows a hybrid teaching position, finding traits of traditional models in teaching (the scarce treatment of controversial topics), and critics, such as the belief in the transformative potential of the subject. In the students, objectivist positions about the past will be observed, which coexist with examples of greater agency capacity in the face of current issues. The deepening of didactic strategies that address political education from History will result in the acquisition of skills and attitudes to live in democracy.


1994 ◽  
Vol 28 (2) ◽  
pp. 149-167 ◽  
Author(s):  
Douglas Tallack

The Swiss architectural critic and historian of technology, Siegfried Giedion, was born in 1893 and died in 1968. Space, Time and Architecture: The Growth of a New Tradition (1941) and Mechanization Takes Command: A Contribution to Anonymous History (1948) are his two most well-known books and both came out of time spent in the United States between 1938 and 1945. World War Two kept Giedion in America though he, unlike many other German-speaking European intellectuals, came home and in 1946 took up a teaching position at the Federal Institute of Technology in Zurich where he later became professor of art history. While in the United States he delivered the Charles Eliot Norton Lectures (1938–39), saw them in print as Space, Time and Architecture, and also completed most of the research in industrial archives and patent offices for Mechanization Takes Command. These two books are an important but, for the past twenty years, a mostly neglected, analysis of American material culture by a European intellectual, whose interests in Modernism included painting — notably Cubism and Constructivism — as well as architecture and planning. The period which saw the publication of Giedion's key works is, itself, an overlooked phase in the trans-Atlantic relationship between Modernism and modernization.


PLoS ONE ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. e0227633 ◽  
Author(s):  
Ashley Harlow ◽  
Stanley M. Lo ◽  
Kem Saichaie ◽  
Brian K. Sato

2016 ◽  
Vol 25 (1) ◽  
pp. 42-52
Author(s):  
WR Albury ◽  
GM Weisz

Paul Klee was a major contributor to the development of modern European art. An ethnic German (although born in Switzerland) and a German citizen, he was persecuted by the Nazi government on political rather than racial grounds because of his allegedly “degenerate” artistic style. Dismissed from his teaching position, he emigrated to Switzerland in 1933; shortly afterward he became ill with systemic sclerosis and struggled with this condition for the remaining years of his life. Many publications have examined the effect of social rejection and illness on his art, but the present study considers the effect of these adversities on Klee’s attitude toward his fellow humans. After being an extreme misanthrope in his early adult years, he developed an attitude of cosmic indifference toward humanity during the First World War, which he then maintained until the end of 1939. Although his rejection by Germany had been a significant emotional blow, it was the physical suffering caused by his illness that led him, at the end of his life, to show compassion toward the suffering of other individuals. In this he was like tragic figures such as King Lear who learned from their great misfortunes to value humanity.


2000 ◽  
Vol 70 (4) ◽  
pp. 524-238 ◽  
Author(s):  
Johanna Elena Hadden

In this article, Johanna Elena Hadden distinguishes between two very different ideas of teaching — a charter to educate and a mandate to train — through a retelling of her experience as a fifth- and sixth-grade teacher in Utah. On the one hand, Hadden asserts, some critical theorists suggest that teachers should be given a charter to educate in which they are encouraged, and expected, to challenge normative practices and policy. On the other hand, teachers are routinely given a mandate to train that requires them to follow administrative dictates without question or challenge. Hadden contends that by establishing and supporting a mandate to train, many school environments constrain teachers — through overt and hidden forms of control — from thinking and acting independently and, in turn, from training students to think and act independently. She further argues that the pressures created by administrative expectations frustrate teachers who may ultimately be forced to choose between compliance with pedagogical and curricular standards and leaving their teaching position.


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