scholarly journals Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States

2021 ◽  
pp. 100-116
Author(s):  
Anthony Fernandes ◽  
Leslie H. Kahn
Keyword(s):  
United States ◽  
Preservice Teachers ◽  
English Learners ◽  
Mathematics Classroom ◽  
Qualitative Interviews ◽  
Belief System ◽  
The United States ◽  
Teaching Mathematics ◽  
Symbolic Form ◽  
Starting Point

This study examines the beliefs of fourteen preservice teachers in the Southeast United States about mathematics and language in the context of teaching mathematics to English learners. Qualitative interviews were conducted using survey items as a starting point for the questioning. Speer’s (2008) construct of collections of beliefs was used to understand the preservice teachers’ belief system and the interaction of beliefs. Three primary beliefs emerged: mathematics is universal, mathematical language, and language barrier. Their belief about mathematics being universal was grounded in their view that mathematics was mostly about symbols and equations. The preservice teachers believed that there was some language in mathematics, though these features were not as pervasive as the symbolic form. Most of them also believed that the English learners were recent immigrants to the country and that English was a barrier for the students in the mathematics classroom. The beliefs interacted in three ways as they responded to the items: dominance, tension, and convergence.   

scholarly journals The language orientations of future mathematics teachers in the United States

2020 ◽  
Vol 9 (1) ◽  
pp. 7
Author(s):  
Anthony Fernandes
Keyword(s):  
United States ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Mathematics Teachers ◽  
English Learners ◽  
Native Language ◽  
The United States ◽  
Teaching Mathematics ◽  
Mathematics Class ◽  
Language Orientations

Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz’s (1984) framework of language orientations was used to understand their responses related to the use of the native language in the mathematics class. Four typologies that ranged from language-as-problem to language-as-resource were inferred. Implications for teacher preparation are discussed.  

Corruption as a Political Issue in Modern Societies: France, Great Britain and the United States in the Long 19th Century

Public Voices ◽  
2016 ◽  
Vol 10 (2) ◽  
pp. 68 ◽  
Author(s):  
Jens Ivo Engels
Keyword(s):  
United States ◽  
Great Britain ◽  
19Th Century ◽  
French Revolution ◽  
Political Corruption ◽  
The United States ◽  
Modern World ◽  
Political Issue ◽  
Starting Point ◽  
Bureaucratic State

The so-called “long 19th century”, from the French Revolution to the First World War, ranks as the crucial phase in the genesis of the modern world. In the Western countries this period was characterized by the differentiation of the public and the private spheres, the birth of the modern bureaucratic state and the delegitimation of early modern practices such as clientelism and patronage. All these fundamental changes are, among other things, usually considered important preconditions for the modern perception of corruption.This paper will concentrate on this crucial phase by means of a comparative analysis of debates in France, Great Britain and the United States, with the aim to elucidate the motives for major anti-corruption movements. The questions are: who fights against corruption and what are the reasons for doing so? I will argue that these concerns were often very different and sometimes accidental. Furthermore, an analysis of political corruption may reveal differences between the political cultures in the countries in question. Thus, the history of corruption serves as a sensor which enables a specific perspective on politics. By taking this question as a starting point the focus is narrowed to political corruption and the debates about corruption, while petty bribery on the part of minor civilservants, as well as the actual practice in the case of extensive political corruption, is left aside.

scholarly journals Preparedness and response to an emerging health threat—Lessons learned from Candida auris outbreaks in the United States

2021 ◽  
pp. 1-6
Author(s):  
Diane Meyer ◽  
Elena K. Martin ◽  
Syra Madad ◽  
Priya Dhagat ◽  
Jennifer B. Nuzzo
Keyword(s):  
United States ◽  
New York ◽  
Qualitative Interviews ◽  
The United States ◽  
Lessons Learned ◽  
Infection Prevention And Control ◽  
Healthcare Organizations ◽  
Candida Auris ◽  
Term Care ◽  
Healthcare Facilities

Abstract Objective: Candida auris infections continue to occur across the United States and abroad, and healthcare facilities that care for vulnerable populations must improve their readiness to respond to this emerging organism. We aimed to identify and better understand challenges faced and lessons learned by those healthcare facilities who have experienced C. auris cases and outbreaks to better prepare those who have yet to experience or respond to this pathogen. Design: Semi-structured qualitative interviews. Setting: Health departments, long-term care facilities, acute-care hospitals, and healthcare organizations in New York, Illinois, and California. Participants: Infectious disease physicians and nurses, clinical and environmental services, hospital leadership, hospital epidemiology, infection preventionists, emergency management, and laboratory scientists who had experiences either preparing for or responding to C. auris cases or outbreaks. Methods: In total, 25 interviews were conducted with 84 participants. Interviews were coded using NVivo qualitative coding software by 2 separate researchers. Emergent themes were then iteratively discussed among the research team. Results: Key themes included surveillance and laboratory capacity, inter- and intrafacility communication, infection prevention and control, environmental cleaning and disinfection, clinical management of cases, and media concerns and stigma. Conclusions: Many of the operational challenges noted in this research are not unique to C. auris, and the ways in which we address future outbreaks should be informed by previous experiences and lessons learned, including the recent outbreaks of C. auris in the United States.

scholarly journals Preservice Teachers’ Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration

2019 ◽  
Vol 21 (1) ◽  
pp. 82 ◽  
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Netta Avineri ◽  
Sedat Akayoglu
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Cultural Practices ◽  
The United States ◽  
Discursive Constructions

The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs’ positionings and impacted how PTs connected to individuals only and/or to broader society.  PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.

Survivor or Laborer

Affilia ◽  
2018 ◽  
Vol 33 (4) ◽  
pp. 453-476 ◽  
Author(s):  
Theresa Anasti
Keyword(s):  
United States ◽  
Human Service ◽  
Qualitative Interviews ◽  
Human Service Organizations ◽  
Risky Behaviors ◽  
The United States ◽  
Service Organizations ◽  
Future Research ◽  
Sex Trade ◽  
Sex Worker

Regardless of primary population served, human service organizations are likely to come into contact with individuals who have been currently or formerly involved in the sex trade. In the United States, social workers have had a fraught history with this population, either treating them like delinquents or like victims in need of rescue. Sex worker activists in the United States continue to decry the negative treatment provided by individuals in the helping professions, even as harm reduction, the practice of reducing the harm of risky behaviors, has entered the service provision lexicon as an antidote to abstinence-only services. This article uses qualitative interviews with managers of human service organizations in the city of Chicago to determine how they think about their work with sex workers and how they perceive the proposed solutions to “fixing” the sex trade: abolitionism and decriminalization. Findings show that despite the dominant discourse of abolitionism in the United States, most of managers in this project believe full decriminalization of sex work will best assist their sex worker clients. Future research needs to understand how this finding holds in different settings and how this affects current efforts to advocate for decriminalization.

scholarly journals “Trailer Trash” Stigma and Belonging in Florida Mobile Home Parks

2020 ◽  
Vol 8 (1) ◽  
pp. 66-75 ◽  
Author(s):  
Margarethe Kusenbach
Keyword(s):  
United States ◽  
Sense Of Community ◽  
Low Income ◽  
Qualitative Interviews ◽  
The United States ◽  
Mobile Home ◽  
Central Florida ◽  
Discursive Strategies ◽  
Mobile Homes ◽  
Community Belonging

<p>In the United States, residents of mobile homes and mobile home communities are faced with cultural stigmatization regarding their places of living. While common, the “trailer trash” stigma, an example of both housing and neighborhood/territorial stigma, has been understudied in contemporary research. Through a range of discursive strategies, many subgroups within this larger population manage to successfully distance themselves from the stigma and thereby render it inconsequential (Kusenbach, 2009). But what about those residents—typically white, poor, and occasionally lacking in stability—who do not have the necessary resources to accomplish this? This article examines three typical responses by low-income mobile home residents—here called resisting, downplaying, and perpetuating—leading to different outcomes regarding residents’ sense of community belonging. The article is based on the analysis of over 150 qualitative interviews with mobile home park residents conducted in West Central Florida between 2005 and 2010.</p>

scholarly journals Adjustment Experiences of International Graduate Students to Life in the United States

2021 ◽  
Vol 29 (4) ◽  
pp. 2243-2262
Author(s):  
Nur Aira Abd Rahim
Keyword(s):  
United States ◽  
Graduate Students ◽  
Graduate Program ◽  
Well Being ◽  
The United States ◽  
Qualitative Inquiry ◽  
Adjustment Process ◽  
International Graduate Students ◽  
International Graduate ◽  
Starting Point

The adjustment process, also interchangeably referred as a transition or adaptation process, is a stage that every international student went through as part of their study abroad experiences. For international graduate students, their pursuit represents an important milestone in their self-development and personal growth. However, adjusting to a new educational and social environment can be challenging. During this important starting point of their academic journey, what are the key aspects that shaped the adjustment experiences of these international graduate students? This study explored the narratives of international graduate students of their adjustment process to academic life in the United States using the integrated acculturation framework using a naturalistic qualitative inquiry process. Participants’ selection includes criterion sampling and maximum variation strategy to elect international students who were at least completing his or second semester in a current graduate program. In total, 9 participants were selected based upon different countries of origins and program majors and having both male and female and doctorate and master level participants in this study. The findings show that these international graduate students experienced varied adjustment experiences, impacted by motivation, personality, coping strategies, and social support received. All the participants also reported having a varying set of growth as a result of the adjustment process. The recommendations include providing more support geared towards academic well-being and creating a supportive culture among faculty and other students on the diversity and difference these international graduate students bring on campus.

scholarly journals Escalation through Entanglement: How the Vulnerability of Command-and-Control Systems Raises the Risks of an Inadvertent Nuclear War

2018 ◽  
Vol 43 (1) ◽  
pp. 56-99 ◽  
Author(s):  
James M. Acton
Keyword(s):  
United States ◽  
Early Warning ◽  
The United States ◽  
Dual Use ◽  
Nuclear War ◽  
Organizational Reform ◽  
Starting Point ◽  
Cyber Espionage ◽  
Damage Limitation ◽  
And Control

Nonnuclear weapons are increasingly able to threaten dual-use command, control, communication, and intelligence assets that are spaced based or distant from probable theaters of conflict. This form of “entanglement” between nuclear and nonnuclear capabilities creates the potential for Chinese or Russian nonnuclear strikes against the United States or U.S. strikes against either China or Russia to spark inadvertent nuclear escalation. Escalation pressures could be generated through crisis instability or through one of two newly identified mechanisms: “misinterpreted warning” or the “damage-limitation window.” The vulnerability of dual-use U.S. early-warning assets provides a concrete demonstration of the risks. These risks would be serious for two reasons. First, in a conventional conflict against the United States, China or Russia would have strong incentives to launch kinetic strikes on U.S. early-warning assets. Second, even limited strikes could undermine the United States' ability to monitor nuclear attacks by the adversary. Moreover, cyber interference with dual-use early-warning assets would create the additional danger of the target's misinterpreting cyber espionage as a destructive attack. Today, the only feasible starting point for efforts to reduce the escalation risks created by entanglement would be unilateral measures—in particular, organizational reform to ensure that those risks received adequate consideration in war planning, acquisition decisions, and crisis decisionmaking. Over the longer term, unilateral measures might pave the way for more challenging cooperative measures, such as agreed restrictions on threatening behavior.

Chapter 5: Establishing Teacher Allies through Critical Multicultural Coursework

2021 ◽  
Vol 123 (13) ◽  
pp. 1-30
Author(s):  
Lan Kolano ◽  
Leslie Gutierrez ◽  
Anna Sanczyk
Keyword(s):  
United States ◽  
Preservice Teachers ◽  
Undocumented Immigrants ◽  
The United States ◽  
Border Crossing ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Immigration Laws ◽  
Alternative Routes ◽  
Policies And Practices

Background Contemporary dominant discourses surrounding (un)documented migration in the United States are commonly divided into two polarized frames: those immigrants who are hard workers seeking a better life, and others who are border-crossing criminals. For teachers in the Southeast, developing an understanding of immigrants becomes critically important as new demographic trends and anti-immigration rhetoric have resulted in the implementation of restrictive laws, policies, and practices. In this article, we move beyond pedagogical strategies that address students’ linguistic needs and explore what teachers know and say about immigration, along with what they know about undocumented and DACAmented students. Purpose The purpose of this study was to explore the ways in which exposure to counternarratives of undocumented or DACAmented youth and families altered the frames in which teachers viewed immigration and undocumented and DACAmented immigrants. Research Design The researchers used qualitative methods to collect a series of narratives in the form of I-essays from 71 preservice teachers over four semesters. The narratives were then used as a tool of communication in exploring two research questions: (1) What were teachers’ perceptions of undocumented immigrants, given the racialized context in the Southeast? (2) How did counternarratives presented in multiple formats challenge the dominant essentialized view of undocumented immigrants? Narrative data from participants were analyzed using an inductive analysis approach. Findings The findings support how the use of critical conversations around immigration and exposure to the lives of youth and families through the use of film and narratives can support the development of teachers as undocumented allies. Conclusions We argue that preservice (ESL) teachers need to be knowledgeable about immigration laws, statuses, policies, and practices in order to be prepared to serve their students’ needs and to aid them in mapping out alternative routes/resources. For our participants, their views were challenged to reflect a deeper understanding of immigration, particularly around what it means to be an undocumented immigrant in an area of the United States that has experienced new immigrant growth. This study has significant implications for teacher preparation programs and further research.

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