Talk About a Racial Eclipse

2017 ◽  
Vol 20 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Jada Phelps Moultrie ◽  
Paula A. Magee ◽  
Samantha M. Paredes Scribner
Keyword(s):  
Critical Race Theory ◽  
Student Teaching ◽  
White Male ◽  
Male Student ◽  
Teaching Experience ◽  
First Grade ◽  
Early Career ◽  
Structural Level ◽  
District Administrators ◽  
The Individual

During a student teaching experience, teacher education candidates affiliated with an urban School of Education school–university partnership witnessed a disturbing interaction between an early career White male teacher and a first-grade Black male student at an assigned elementary school. The subsequent interactions among the teacher, principal, district administrators, and university partners illumine the racial implications at varying levels from the individual to the structural level. The ways in which race is centered, yet is evaded by school actors, raises important considerations for leadership. Authors suggest combining critical race theory with organizational narratives to explore the dilemmas at various structural levels, but in particular for the principal and district-level administrators.

Whiteness as a Dissonant State: Exploring One White Male Student Teacher’s Experiences in Urban Contexts

2018 ◽  
Vol 70 (4) ◽  
pp. 306-318
Author(s):  
Stephanie Behm Cross ◽  
Nermin Tosmur-Bayazit ◽  
Alyssa Hadley Dunn
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching And Learning ◽  
White Male ◽  
Male Student ◽  
Whiteness Studies ◽  
Observation Data ◽  
Critical Whiteness Studies ◽  
Critical Whiteness ◽  
K 12

Studies on student teaching continue to suggest that preservice teachers’ feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance related to fractured relationships, misaligned teaching strategies, and disengagement as he taught youth of color. Importantly, the use of Critical Whiteness Studies helped to additionally reveal the way Whiteness affected Brett’s movements toward consonance—mainly through rationalization and problematic notions of perseverance. The authors suggest that Whiteness itself is a dissonant state, and argue that conversations focused on dissonance from misaligned university theory and K-12 schooling practices is dangerously incomplete. Implications for research and practice are included.

Perfil dos Professores de Ensino Fundamental sobre Dificuldade Visual/ Profile of Elementary School Teachers about Visual Impairment.

1970 ◽  
Vol 3 (2) ◽  
pp. 25-33
Author(s):  
Mariana Garcia Lopes Arena ◽  
Priscila Silva De Araújo ◽  
Thaíssa Santos de Carvalho Ottoboni ◽  
Clarissa Santos de Carvalho Ribeiro
Keyword(s):  
Visual Impairment ◽  
Elementary School Teachers ◽  
School Health ◽  
Teaching Experience ◽  
Signs And Symptoms ◽  
First Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Eye Health ◽  
The City

Objetivos: Verificar os conhecimentos e ações desenvolvidas por professores que atuam com alunos do ensino fundamental em relação aos sinais e sintomas indicativos de dificuldades visuais, analisando suas condutas diante do problema. Materiais e métodos: Realizou-se levantamento entre professores da primeira série do ensino fundamental de escolas públicas, estaduais e municipais, do município de Itajubá - MG, no ano letivo de 2013. Foi utilizado questionário autoaplicável como instrumento de coleta de dados. Resultados e discussão: Todos os 21 professores de escolas públicas responderam o questionário. A média de idade foi de 40,9 anos e a média de magistério, de 20,3 anos. Quanto à formação profissional, a maioria não apresenta capacitação na área (90,5%). Em relação aos sinais e sintomas de dificuldade visual, os mais indicados foram dificuldade para ler na lousa (100%), dor de cabeça (95,2%), franzir a testa (90,5%) e aproximação exagerada de objetos e livros (90,5%). Dentre os professores, 80,9% indicaram ter tido algum aluno com dificuldade visual no último ano, enquanto 19,1% não suspeitaram. Entre os professores que indicaram ter algum aluno com dificuldade visual, 88,2% tiveram como conduta orientar os pais, 70,6% orientou procurar um oftalmologista, 58,8% orientaram a direção e somente 23,5%, orientaram o aluno. Conclusão: Apesar dos professores apresentarem algum conhecimento sobre a saúde ocular, estes ainda são insuficientes e suas ações são incompletas.  Palavras-chave: Promoção de saúde; acuidade visual; saúde escolar.    ABSTRACT Objectives: The study aims to determine the knowledge and actions developed by teachers working with elementary students for signs and symptoms which may show visual difficulties, analyzing the behaviors of teachers on the issue. Methods: We conducted a survey among first grade teachers of public state and city schools, in the city of Itajubá - MG, in the year of 2013. Self-administered questionnaire was used as an instrument for data collection. Results and discussion: All the 21 public school teachers answered the questionnaire. The average age of teachers was 40.9, whereas the average was teaching experience was 20.3 years. As for training the majority has no training in the area (90.5%). Regarding the signs and symptoms of visual impairment, the nominees were: more difficulty reading the blackboard (100%), headache (95.2%), frown (90.5%) and too close to objects and books (90.5%). Among the teachers 80.9% of them indicated that they had some students with visual impairment last year, while 19.1% did not suspect. The conduct showed that among teachers who reported having a student with visual impairment, 88.2% oriented parents, 70.6% seek guidance ophthalmologist, 58.8% oriented direction and only 23.5% have guided the student. Conclusion: Although teachers present some knowledge about eye health, it is still insufficient and their actions are incomplete.  Keywords: Promoting health, visual accuracy, school health.

scholarly journals Reopening Selves: Phenomenological Considerations on Psychiatric Spaces and the Therapeutic Stance

2021 ◽  
pp. 1-12
Author(s):  
Samuel Thoma ◽  
Isabelle Schwänzl ◽  
Laura Galbusera
Keyword(s):  
Social Factors ◽  
Phenomenological Research ◽  
Social World ◽  
Societal Implications ◽  
Structural Level ◽  
Open Door ◽  
Coercive Treatment ◽  
Psychiatric Institutions ◽  
The Individual

Classical and contemporary phenomenological approaches in psychiatry describe schizophrenia as a disorder of common sense and self-affection. Although taking into account intersubjectivity, this conceptualization still puts forward an individualistic view of the disorder, that is, the intersubjective deficit resides within the person. To overcome such individualism, in this article, we first propose that schizophrenic experience might be understood as arising from a dialectic relation between the self’s loss of openness to the world and the world’s loss of openness to the self. To show the relevance of social factors at the onset of schizophrenic experience, we propose a phenomenological analysis of trigger situations. In the second and main part of this article, we then focus on the implications of these phenomenological insights for the clinical practice: we argue that if schizophrenia is understood as a loss of openness between self and social world, psychiatric institutions should be transformed into spaces that enable a reopening of selves. We first describe <i>enclosing</i> phenomena such as coercive treatment to then, in contrast, present particular forms of <i>open psychiatric spaces</i> such as open door approaches and open dialogue. Besides the institutional-structural level, we also highlight aspects of openness at the intersubjective level of the individual agents, thus particularly emphasizing the role of an open therapeutic stance. We thus speak of (re)opening <i>selves</i> as we believe that the reopening of the patients’ self cannot but be related to and fostered by a reopening of the professionals’ self and stance. We thus argue that openness in the therapeutic stance is key to initiating the further process of recovery, which we describe as a reattunement of selves both at the bodily and narrative level. Last but not least, we sketch out possibilities for future phenomenological research on the question of psychiatric space and draw some broader societal implications.

“We Got to Do Better”: Interactions Between School Counselors and Black Male Student-Athletes

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Paul C. Harris ◽  
Miray D. Seward ◽  
Renae D. Mayes ◽  
Liana Elopre ◽  
Ellie Wengert
Keyword(s):  
Critical Race Theory ◽  
School Counselors ◽  
Black Male ◽  
School Counselor ◽  
Student Athletes ◽  
Male Student ◽  
Semistructured Interview ◽  
Snowball Sampling ◽  
Black Male Student ◽  
Prior Experiences

This qualitative study explores the perspectives and experiences of Black male student-athletes with particular focus on their interactions with school counselors. It draws on nine participants selected through purposive and snowball sampling techniques. The Black male participants were current or former student-athletes at the high school and Division I levels. We developed and analyzed the semistructured interview questions through the lens of critical race theory. Using deductive data analysis techniques, we identified key factors that appear to shape interactions between Black male student-athletes and school counselors, including the perception of the school counselor role, a village of support, and prior experiences with school counselors. The results of this study have implications for school counselor practice, policy, and research.

A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves

2017 ◽  
Vol 27 (2) ◽  
pp. 52-66 ◽  
Author(s):  
William Dabback
Keyword(s):  
Student Teaching ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Possible Selves ◽  
Music Educators ◽  
Early Career ◽  
Personal Experiences ◽  
Multiple Case ◽  
Possible Selves Theory

The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical contexts, which in turn shaped their self-images and conceptions of teaching and learning. Identities were constructed through personal experiences and formal study with significant others, including influential teachers, cooperating teachers, and colleagues. In these respects, classrooms served as the laboratories in which teachers learned how to build crucial relationships with their students, tested and reshaped emerging identities, and based actions and evaluation on their possible selves.

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

2018 ◽  
Vol 13 (1) ◽  
pp. 113-126
Author(s):  
Alicia R. Crowe ◽  
Evan Mooney ◽  
Todd S. Hawley
Keyword(s):  
Social Studies ◽  
Student Teaching ◽  
Common Good ◽  
Teaching Experience ◽  
Social Studies Teachers ◽  
Content Type ◽  
The Common Good ◽  
Social Studies Teacher ◽  
The Common ◽  
Social Studies Teaching

Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

scholarly journals Classroom inside writing activities from perspective of pre-service teacherÖğretmen adaylarının perspektifinden sınıf içi yazma çalışmalarının değerlendirilmesi

2017 ◽  
Vol 14 (2) ◽  
pp. 1534
Author(s):  
Seyit Ateş
Keyword(s):  
Student Teaching ◽  
Teaching Experience ◽  
Classroom Setting ◽  
Focus Group Interviews ◽  
Writing Practices ◽  
Research Findings ◽  
Group Interviews ◽  
Teachers Perspectives ◽  
Pre Service Teacher

Writing, which is defined as a statement of thoughts, emotions, and knowledge in a writing form, is an important skill used by any individual during lifelong. Due to this fact, writing skill have drawn more attention from educators and researchers and a number of empiric and theoretical researches have been conducted on how to acquire and develop this skill. Additionally, how this skill is transferred into classroom setting has an interest. The current research aimed to explore the writing practices in the classroom settings from the pre-service teachers’ perspectives. This research employed qualitative case study method and the data was collected though the structured observations and semi-structured focus group interviews. The fourth-year pre-service teachers studying at elementary school classroom teaching and their experienced teachers in their student teaching experience schools constituted the research sample. The data was analyzed by using descriptive techniques. The overall findings of the research showed that there was a relative lack of the practice used for developing writing skills in the classroom setting. While the grade level changed, the practices for writing di not differentiated. Based on the research findings, the recommendations were given. Extended English abstract is in the end of PDF (TURKISH) file. ÖzetZihindeki duygu, düşünce ve bilgilerin yazılı bir şekilde ifade edilmesi olarak tanımlanan yazma bireyin hayatı boyunca kullanacağı önemli bir beceridir. Bu nedenle yazma her zaman eğitimcilerin ve araştırmacıların ilgi odağı olmuş, bu becerinin kazanımı ve geliştirilmesiyle ilgili kuramsal ve uygulama temelli çok sayıda araştırma yapılmıştır. Bu araştırmaların sınıflara nasıl yansıdığı ise merak konusudur. Bu araştırmada öğretmen adaylarının perspektifinden sınıfta gerçekleştirilen yazma çalışmalarının betimlenmesi amaçlanmıştır. Araştırma nitel yaklaşımla gerçekleştirilmiş olup veriler yapılandırılmış katılımlı olmayan gözlemler ve katılımcılarla yapılan odak grup görüşmeler yoluyla elde edilmiştir. Sınıf öğretmenliği eğitimi son sınıf öğrencileri ve bu öğrencilerin staja gittikleri okullardaki öğretmenler araştırmanın çalışma grubunu oluşturmaktadır. Araştırmada gözlem ve görüşmelerden elde edilen veriler betimsel analizle çözümlenmiştir. Araştırmadan çıkarılan en genel sonuç ilkokul sınıflarında yazmanın geliştirilmesine yönelik uygulamaların yetersiz olduğu yönündedir. Sınıf düzeyinin değişmesine rağmen yazma öncesinde, yazma sırasında ve yazma sonrasında sınıflarda yapılan çalışmalar farklılaşmamaktadır. Araştırmada elde edilen sonuçlar doğrultusunda uygulamaya yönelik öneriler geliştirilmiştir.

scholarly journals Analysis of The Application of Learning Theory of J.B. Bruner in a Counseling Study Counting Operation to Add Whole Numbers

2021 ◽  
Vol 4 (1) ◽  
pp. 109
Author(s):  
Ejen Jenal Mutaqin ◽  
Neni Nadiroti Muslihah ◽  
Nizar Alam Hamdani ◽  
Sri Dewi Febriani Sasty
Keyword(s):  
Elementary School ◽  
Learning Theory ◽  
First Grade ◽  
Learning Ability ◽  
Learning Theories ◽  
Good Effect ◽  
Whole Numbers ◽  
Qualitative Descriptive ◽  
The Individual ◽  
Learning Concept

<p><em>This study was a qualitative descriptive study design which aims to find out the analysis results of the implementation of Jerome S. Bruner's learning theory in learning concept of addition count operations of whole numbers in the first grade of elementary school. Jerome S. Bruner's learning theory is one of the learning theories that emphasizes the learning process using mental, namely the individual who learns to experience what he is learning for himself, so that the process can be recorded in his mind by his own way. The stages of Bruner's learning theory are: (1) the enactive stage, (2) the iconic stage, and (3) the symbolic stage. Data collection techniques in this study used student worksheets, observation, interviews and documentation. Based on the results of the study, it can be concluded that the process of applying Jerome S. Bruner's learning theory can have a good effect and increase students' understanding and learning ability in learning addition count operations of whole numbers in the first grade of 1 Mekarsari Elementary School.</em></p>

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