scholarly journals Challenging the politics of education: Intertwining dialogic pedagogy with a research-based practicum for first-year pre-service teachers

2020 ◽  
Vol 8 ◽  
Author(s):  
Perla Barbosa ◽  
Wenjie Wang
Keyword(s):  
Teacher Educators ◽  
Research Question ◽  
The United States ◽  
Relationship Building ◽  
Problem Posing ◽  
First Year ◽  
Good Teaching ◽  
Group Presentation ◽  
Esl Education ◽  
And Coping

The public education system in the United States has long been under assault from neoliberal educational reforms. Those reforms have been characterized by anti-democratic and homogenizing assessment methods and systems that reinforce the banking model of education. In this model, students learn to passively and uncritically consume the knowledge transmitted to them in school. In order to counteract the banking model, this research urged first-year, pre-service teachers (PSTs) in an Introduction with Internship in Bilingual/ESL Education college coursework to engage in a dialogic problem-posing pedagogy grounded in a Freirian perspective. PSTs conducted a mini research-based practicum (RBP) that was six weeks long and required a total of 24-hour field observations across local public elementary schools. The RBP framework consisted of a research question, a mini literature review, practicum observations, findings, a group-written report, and a group presentation. In this study, we analyzed the RBP process and data sources that responded to our guiding question: What counts as good teaching according to PSTs? The major findings included: (a) good teaching means relationship building, (b) good teaching starts with understanding the multiple roles of the teacher, and (c) good teaching is inclusive. We discussed the transformative moves that PSTs went through while engaging in a dialogic problem-posing pedagogy. Teacher-educators (TEs) can benefit from this study, as the viability of the transformative effects of a dialogic problem-posing pedagogy, along with its challenges and coping methods, were discussed.

scholarly journals Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities

2017 ◽  
Vol 7 (4) ◽  
pp. 963-989
Author(s):  
Kerrie A. Montgomery
Keyword(s):  
United States ◽  
International Education ◽  
Undergraduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
First Year ◽  
Orientation Programs ◽  
Residential Life ◽  
And Coping ◽  
Students In Transition

The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a).  In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg’s Transition Model (Schlossberg, Waters, & Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified – academic, social/personal, and linguistic – and participants’ preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences.

“Speak Turkish!” or not? Language choices, identities and relationship building within New York’s Turkish community

2016 ◽  
Vol 2016 (237) ◽  
Author(s):  
Bahar Otcu-Grillman
Keyword(s):  
New York ◽  
Research Question ◽  
The United States ◽  
Relationship Building ◽  
Linguistic Identity ◽  
Language Choices ◽  
Saturday School ◽  
And Function ◽  
Turkish Language ◽  
Turkish Community

AbstractThis article draws on an ethnographic case study on a Turkish community-based school in New York, and discusses relationship building within this community. The larger study investigated the following research question: What is the role and function of a Turkish Saturday school in developing and maintaining Turkish language and constructing a Turkish cultural identity in the United States? It employed a conceptual framework combining language shift and maintenance, linguistic identity and ideology. Ethnographic data were analyzed following Gee’s (

Compassionate, Spiritual, and Creative Listening in Teaching and Learning

2010 ◽  
Vol 112 (11) ◽  
pp. 2763-2776
Author(s):  
Jim Garrison
Keyword(s):  
United States ◽  
Teaching And Learning ◽  
Research Question ◽  
Freedom Of Speech ◽  
The United States ◽  
Good Teaching ◽  
Sympathetic Response ◽  
Basic Ideas ◽  
Background Context ◽  
Objective Research

Background/Context Listening is largely overlooked in cultures constituted on the basis of the freedom of speech, such as we find in the United States and elsewhere. Purpose/Objective/Research Question/Focus of Study The article explores compassionate listening as a creative spiritual activity. Such listening recognizes the suffering of others in ways that open up possibilities for healing and transformative communication. It is particularly important for a caring profession like teaching and critical for good teaching and learning relationships. Research Design Relying on philosophical reflection, the article mixes some of the basic ideas of Eastern thought revolving around the image of the Bodhisattvas as they who constantly ameliorate suffering. The article concentrates on the Bodhisattva “Perceiver of the World's Sounds.” Conclusions/Recommendation We can only relieve suffering if we attend carefully to the needs, desires, interests, and purposes of others and respond in terms of their best possibility in the situation. Such self-eclipsing allows caregivers to avoid the horrors of conditional love. Such listening lies beyond theory and ideology in the immediate, directly involving sympathetic response, but not pity. It is not the kind of sympathy that assumes that the pain in others has the same characteristics or source as our own.

scholarly journals Self-Study: Tensions and Growth in Graduate Teaching Assistant Development

2021 ◽  
Vol 3 (2) ◽  
pp. 14-22
Author(s):  
Ching-Hsuan Wu
Keyword(s):  
Professional Growth ◽  
Teacher Educators ◽  
Research Question ◽  
Teaching Assistant ◽  
The United States ◽  
Comfort Zone ◽  
Graduate Teaching Assistant ◽  
Graduate Teaching ◽  
Self Study ◽  
Pedagogical Skills

Graduate Teaching Assistant (GTA) development is an important undertaking for many higher education institutions in the United States. During the GTA preparation process, tensions can arise when the supervisor challenges GTAs by engaging in critical reflection and pushing them to advance their pedagogical skills beyond their comfort zone. Guided by Berry’s (2008) framework of tensions, this self-study aimed to answer the research question: How do tensions that arise during GTA development contribute to the professional growth of teacher educators and GTAs in their teaching? Self-study was the research method, and the data were analyzed using the strategy of inductive analysis and creative synthesis (Patten, 2002). This self-study reports five types of tensions: telling and growth; confidence and uncertainty; safety and challenge; valuing and reconstructing experience; and planning and being responsive. The findings explain how these tensions pushed the supervisor and the GTA to reflect on teacher preparation, manage challenges, and improve teaching. While tensions place teacher educators and novice teachers in uncomfortable positions, this study shows that reflections on and articulation of tensions in collaborative dialogues can help both discover aspects of their teaching that provide opportunities for growth and lead both to transform tensions into teachable moments.

Thriving Through Relationship Building

2021 ◽  
pp. 89-98
Author(s):  
Tréon D. McClendon ◽  
Taurean M. Douglas
Keyword(s):  
Academic Success ◽  
Well Being ◽  
The United States ◽  
Relationship Building ◽  
First Year ◽  
Learning Centers ◽  
Institutional Perspective ◽  
First Year Students ◽  
Global Pandemic ◽  
College Setting

The United States of America is facing a global crisis (COVID-19) that has forced a significant strain on the academic structure and learning environments. From an institutional perspective, this requires more innovation in the approach and well-being of students, especially first-year students. This chapter addresses how living learning centers aided in the support and academic success of students during a global pandemic. The aim of this chapter is to provide an overview of how LLCs can impact the success of students as they transition and acclimate to the college setting as first year students. This chapter will also discuss how LLCs can enhance student success efforts in all capacities at institutions across the country.

Restoring Damaged Relationships Through the Art of Invitation: Application with Addicted Incarcerated Women

2019 ◽  
Vol 46 (3) ◽  
Author(s):  
Katti J. Sneed ◽  
Debbie Teike
Keyword(s):  
Human Services ◽  
Addiction Treatment ◽  
The United States ◽  
Incarcerated Women ◽  
Relationship Building ◽  
Health And Human Services ◽  
Guiding Principle ◽  
Faith Based ◽  
Department Of Health ◽  
Complementary Approach

This article presents a description of Art of Invitation as a complementary approach to traditional addiction treatment through the alignment of Art of Invitation (AOI) with Substance Abuse and Mental Health Services Administration (SAMHSA) Ten Guiding Principles for Recovery.  AOI is a faith based relationship building approach that combines key Judeo/Christian teachings with relationship building tools, skills, and concepts for those seeking to build and restore relationships.  SAMHSA, as the leading agency within the U.S. Department of Health and Human Services, spearheads public health efforts to advance behavioral health within the United States.  Each Guiding Principle is presented along with a description of how AOI is shared with incarcerated women, an often neglected population, participating in an inpatient treatment program housed in a community corrections facility.

The Architecture of Our Discontent

2018 ◽  
Author(s):  
Yochai Benkler ◽  
Robert Faris ◽  
Hal Roberts
Keyword(s):  
Political Communication ◽  
News Media ◽  
The United States ◽  
Online Media ◽  
First Year ◽  
Media Ecosystem ◽  
The Media ◽  
The Right ◽  
Integrated Media ◽  
Presidential Election Campaign

This chapter presents the book’s macrolevel findings about the architecture of political communication and the news media ecosystem in the United States from 2015 to 2018. Two million stories published during the 2016 presidential election campaign are analyzed, along with another 1.9 million stories about Donald Trump’s presidency during his first year. The chapter examines patterns of interlinking between online media sources to understand the relations of authority and credibility among publishers, as well as the media sharing practices of Twitter and Facebook users to elucidate social media attention patterns. The data and mapping reveal not only a profoundly polarized media landscape but stark asymmetry: the right is more insular, skewed towards the extreme, and set apart from the more integrated media ecosystem of the center, center-left, and left.

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

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