Writing for Professional Publication:
An Organizational Paradigm Thomas J. Buttery - Abstract - Article
This article discusses motivation for writing, and a specific technique for conceptualizing how to go about
composing a publishable manuscript. This approach has been entitled Formula Writing.
Beginning To Think Critically About Culturally Responsive Pedagogy In Practice:
An Elementary Education Book Study In Student Teaching Charles J. Eick, Theresa M. McCormick: - Abstract - Article
In this study student teachers in an elementary education program took part in a book study, From Rage
to Hope, on culturally responsive teaching. Interns critically reflected on their practice and began making changes based on practical strategies from the book. Four themes of learning and change emerged in intern written reflections: Project positive teaching behaviors; respect, value, and embrace individual differences; teach to individual student differences and; get to know students’ lives. Results suggest that critical reflection and practical application work together in practice to begin to change thinking and skill in teaching diverse students.
This article focuses on using dispositions as a gate in the admission process. It describes the rationale, pragmatic considerations, and preliminary findings for using dispositions in the admission process for prospective teachers. Three questions are explored. Should dispositions be used as an admission criterion? Is it reasonable to expect major dispositional change in the time-span associated with program
completion? Is the use of dispositions for admission decisions defensible? Findings indicate that the use of dispositions screening improves the quality of the student, and a small number of students are resistant to deselecting themselves from pursuing teaching credentials.
A Focus on Upper Elementary Teacher
Preparation: Developmentally Appropriate
Practice and Standards Shaping
Our Programs Christine Finnan: - Abstract - Article
This article is a call to action for elementary teacher educators. Our early childhood and middle grades colleagues made a clear case for the importance of focusing on specific developmental characteristics and family and community influences on development during the critical years they represent. A similar case has not been made for the upper elementary grades although students, teachers, teacher candidates, and teacher educators would benefit from a focus targeted to these years. This is especially critical given the changes in students’ sense of accomplishment, belonging and engagement during these years and the changes that occur in their learning environments.
Strategies for Successful
Early Field Experiences in a
Teacher Education Program Greeta G. Freeman: - Abstract - Article
Pre-service teachers, through early field experiences, are able to be physically involved in real classroom settings providing better preparation for future and independent work with children. This article includes suggestions and strategies for planning or reforming early field experience programs. Information related to school-university partnerships and preparing students to work with diverse populations and students in general are included in the text.
Examining Teachers’ Perceived Barriers
Associated with Inclusion Wendy W. Fuchs: - Abstract - Article
This qualitative study examined general education teachers’ beliefs and attitudes about current mainstreaming practices. Data were collected using focus groups and individual interviews. The following research questions were the basis for the interviews and observations: 1) What are teachers’ beliefs and attitudes toward mainstreaming? The researcher made contact three times with each of the five participants. Each teacher participated in one focus group discussion, one individual interview, and one classroom observation. As the interviewer and observer, the researcher used constant comparison analysis to ensure that the themes in this naturalistic study emerged from the data itself. Major themes that emerged are as follows: 1) The teachers generally agreed that responsibilities and expectations of regular education teachers were unreasonable. The teachers had little formal education or training with regard to mainstreaming practices. 2) The teachers felt there was a lack of support from school administrators in the areas of inservice education and training, class size, collaboration and planning time, and shared duties with the special education staff.
Implementation of Technology in an Elementary Mathematics Lesson: The Experiences of Pre-Service Teachers at One University Julie Herron: - Abstract - Article
Diversity Topics
This study examined pre-service teachers’ responses to implementing technology into elementary mathematics lessons. Instructional Architect (IA) was the web-base technology used by the pre-service teachers. Four themes emerged from the data: (a) insights into technology, (b) struggles with technology, (c) access to the mathematics and (d) learning communities. Pre-service teachers reported both positive and negative experiences with technology in the classroom. This study provides a better understanding of how pre-service teachers think about using technology in a mathematics lesson which can help to inform teacher education programs on how to support technology integration in elementary mathematics.
Preparing Preservice Teachers for Diversity: The Power of Multicultural Narratives Rui Kang, Charles W. Hyatt: - Abstract - Article
This study explores the outcomes of a potentially powerful multicultural pedagogy---the use of multicultural narratives in teacher education. Participants were 22 preservice teachers enrolled in a required, semester-long, foundation course at a liberal arts public university in middle Georgia. Data sources include responses to ten classroom- or school-based multicultural narratives and reflection papers. The results indicate that narrative analysis helped preservice teachers facilitate transfer between theory and practice and develop a deeper understanding of and connection with multicultural and diversity issues. The authors argue that multicultural narratives should be a more widely used practice in teacher education.
Providing Early Childhood Teachers With
Opportunities To Understand Diversity
And The Achievement Gap Darrell Meece, Kimberly O’Kelley Wingate: - Abstract - Article
High quality teaching – providing children with support, feedback, and positive communication – is associated with closing the achievement gap between minority and majority children. It is important for students in teacher preparation programs to understand changes in curricular approaches to diversity - from the color-blind approach, to multiculturalism, to anti-bias curriculum – to help them better understand factors related to the current achievement gap. Strategies are suggested for acknowledging differences between children from different cultural groups without developing a “pedagogy of poverty,” that may result in lowered expectations of children from minority and low-income families.
Pre-Service Bilingual Teachers
and Their Invisible Scars:
Implications for Preparation Programs Matilde A. Sarmiento-Arribalzaga, Luz A. Murillo: - Abstract - Article
In this paper, we describe how language “autobiographies” are used in a teacher preparation program (TEP) as a healing pedagogy to understand the impact longstanding traditions of symbolic violence in education have had on Latino students who are in the process of becoming teachers. Writing about themselves and their education experience allows them to directly confront these legacies and begin the healing process. We conclude with a discussion of what this form pedagogy might mean for other TEPs serving Latinos who run the risk of preparing teachers who will perpetuate deficit thinking about minorities and continue harmful practices in their own teaching.
The SRATE Journal is a publication of the Southeastern Regional Association of Teacher Educators. The mission of the Journal is dissemination of scholarship and research related to the profession of teaching with emphasis on teacher preparation. Points of view are those of the author and are not necessarily reflective of the association or journal editors. Authors are responsible for the accuracy of information and legal use of all materials within their manuscripts.
