A Collaborative Self-Study with Critical Friends: Culturally Proactive Pedagogies in Literacy Methods Courses

2020 ◽  
Vol 16 (3) ◽  
pp. 286-305
Author(s):  
Carin Appleget ◽  
Courtney Shimek ◽  
Joy Myers ◽  
Breanya C. Hogue
Keyword(s):  
Methods Courses ◽  
Critical Friends ◽  
Self Study ◽  
Literacy Methods

Okinawa as dystopia: panoptic monitoring systems in schools

2019 ◽  
Vol 21 (4) ◽  
pp. 251-264
Author(s):  
Kotoe Kishimoto ◽  
Eisuke Saito
Keyword(s):  
Special Reference ◽  
Monitoring System ◽  
Clinical Psychologist ◽  
Content Type ◽  
Critical Friends ◽  
System A ◽  
Close Analysis ◽  
Self Study ◽  
Teachers And Parents ◽  
The City

Purpose The purpose of this paper is to investigate a dystopian situation with special reference to how a panoptic monitoring system emerges in schools. To satisfy this aim, there will be a close analysis of the city of Nago in Okinawa Prefecture, where there is a huge debate over the new US Marine base construction and how it greatly influences people’s lives. Design/methodology/approach This study will employ a self-study by the first author, who is a clinical psychologist under the board of education in the city. This self-study aims to examine the lived experiences of the author based on interactions with critical friends. Findings The government’s selection of the site for the new base created a schism in the community, and the introduction of compensations led to the establishment of a communal panoptic monitoring system. This communal panoptic monitoring largely influences the relationships between pupils, teachers and parents. Further, another panoptic monitoring system has developed inside the Nago schools due to the intensification of the assessment policies given by the ministry in Tokyo. Originality/value This investigation purports to analyse a dystopian situation with special reference to how a panoptic monitoring system, a key element of a dystopia, emerges in schools.

The Role of Children’s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review

2019 ◽  
Vol 51 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Tracey T. Flores ◽  
Saba Khan Vlach ◽  
Catherine Lammert
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Instructional Practices ◽  
Children’S Literature ◽  
Literacy Education ◽  
Methods Courses ◽  
Literacy Methods ◽  
K 12 ◽  
Literacy Educators

This review of literacy education scholarship examines the ways that children’s literature is used as a resource within literacy methods courses in the preparation of preservice teachers (PTs) as transformative intellectuals. The research indicates that the use of children’s literature in literacy methods courses has served two distinct purposes: (a) to engage PTs in learning literacy instructional practices and (b) to engage PTs in building sociocultural knowledge and learning transformative (e.g., culturally relevant) pedagogies. This review is framed by Giroux’s call for educators to disrupt technocratic approaches to instruction. The findings emphasize the importance of using children’s literature with PTs to broaden PTs’ understandings of their future student’s lives, so they might engage in transformative pedagogies as future K-12 literacy educators.

scholarly journals DESENHO AVALIATIVO POR RUBRICAS EM DISCIPLINA MULTICURSO: ANÁLISE DE UMA IMPLEMENTAÇÃO PILOTO

2020 ◽  
Vol 7 ◽  
pp. 1-24
Author(s):  
Leandro Blass ◽  
Valesca Brasil Irala
Keyword(s):  
Critical Friends ◽  
Self Study ◽  
Critical Friend

Neste trabalho, analisamos o design e a implementação de rubricas de avaliação (Brookhart, 2013; Howell,2014) na disciplina de graduação de Cálculo Numérico. A metodologia é qualitativa, a partir da perspectiva do self-study, pautada pela estratégia do critical friend (Cornejo, 2016; Sandretto, 2016; Schuck & Russell, 2016; Butler et al., 2011). Como resultado, apresentamos as quatro rubricas desenvolvidas e implementadas e suas implicações de natureza situada; depois, discutimos em que proporção se mostraram válidas para atender as demandas do professor, bem como vislumbramos novas reflexões em relação ao processo avaliativo, a fim de qualificá-lo. Como conclusão, validamos a reflexão fundamentada e a ação baseada em reflexão para conduzir (re)configurações no plano micro (a sala de aula), podendo repercutir, a médio e longo prazo, em alterações nos planos meso e macro.  Também, buscamos contribuir para o desenvolvimento de pesquisas que utilizem a estratégia do critical friends na  formação continuada no Ensino Superior.

Developing Teacher Leaders Through Self-Study

2018 ◽  
pp. 635-658
Author(s):  
Courtney K. Baker ◽  
Laura E. Bitto ◽  
Theresa Wills ◽  
Terrie McLaughlin Galanti ◽  
Cassandra Cook Eatmon
Keyword(s):  
Teacher Leaders ◽  
Teacher Educator ◽  
Field Experiences ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Critical Friends ◽  
Mathematics Specialists ◽  
Certification Programs ◽  
Self Study ◽  
Qualified Teacher

Effective mathematics specialists require opportunities to apply knowledge from their advanced preparation programs to their practice. Just as pre-service teachers engage in field experiences to practice instructional strategies, in-service educators should engage in field experiences to apply leadership knowledge and skills while under the supervision of an experienced and highly-qualified teacher educator. This chapter describes the culminating self-study field experiences in a masters-level advanced certification program which prepares in-service teachers to be K-8 mathematics specialists. Through collaboration with critical friends, the mathematics specialist candidates connected research to practice in the design and implementation of a self-study project. Their work chronicled an important transformation from teachers to teacher leaders. The candidates also described their interest and their new capacity to conduct research beyond their certification programs for the purposes of impacting teacher and student learning within their organizations.

Inverting Instruction in Literacy Methods Courses

2015 ◽  
Vol 59 (6) ◽  
pp. 695-708 ◽  
Author(s):  
Lisa M. Zawilinski ◽  
Kimberly A. Richard ◽  
Laurie A. Henry
Keyword(s):  
Methods Courses ◽  
Literacy Methods

Quality Assurance in Online Content Literacy Methods Courses

2012 ◽  
Vol 51 (3) ◽  
pp. 233-253 ◽  
Author(s):  
Josephine P. Marsh ◽  
Jayne C. Lammers ◽  
Donna E. Alvermann
Keyword(s):  
Quality Assurance ◽  
Content Literacy ◽  
Online Content ◽  
Methods Courses ◽  
Literacy Methods
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