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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Teacher Education</h1><div class="u-tcGrayDark">2,043,825 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Teacher Education</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Teacher_Education">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teacher_Education/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teacher_Education/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teacher_Education/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Teacher_Education">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37505017" data-work_id="37505017" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37505017/School_And_District_Leaders_Role_In_Diversifying_The_Teacher_Workforce">School And District Leaders' Role In Diversifying The Teacher Workforce</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Diversifying the teaching profession has garnered attention from researchers, policy makers, and educational stakeholders. However, missing within this conversation is the role of school and district leaders in diversifying the teaching... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37505017" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Diversifying the teaching profession has garnered attention from researchers, policy makers, and educational stakeholders. However, missing within this conversation is the role of school and district leaders in diversifying the teaching profession. We argue that without considering school and district leaders, diversity initiatives will not have a long-term systemic impact. Thus, this article fills in a gap in the literature on this topic. First, we provide a brief overview of the current racial and ethnic demographics of the teaching workforce and student population and discuss the barriers to recruiting and retaining a diverse teacher workforce. Second, we highlight the factors that have been found to influence the recruitment and retention of racial diversity of teachers at the pre-service and in-service levels. Lastly, we provide recommendations for school-based and district leaders on how they should plan for diversifying their teacher workforce.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37505017" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d87b48d7a8d6ba6635c66bb1019edef0" rel="nofollow" data-download="{"attachment_id":57476704,"asset_id":37505017,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57476704/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="940247" href="https://umbc.academia.edu/RamonGoings">Ramon Goings</a><script data-card-contents-for-user="940247" type="text/json">{"id":940247,"first_name":"Ramon","last_name":"Goings","domain_name":"umbc","page_name":"RamonGoings","display_name":"Ramon Goings","profile_url":"https://umbc.academia.edu/RamonGoings?f_ri=1601","photo":"https://0.academia-photos.com/940247/5910538/14166162/s65_ramon.goings.jpg"}</script></span></span></li><li class="js-paper-rank-work_37505017 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37505017"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37505017, container: ".js-paper-rank-work_37505017", }); 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$(".js-view-count[data-work-id=37505017]").text(description); $(".js-view-count-work_37505017").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37505017").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37505017"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1077" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Leadership">Educational Leadership</a>, <script data-card-contents-for-ri="1077" type="text/json">{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="311533" rel="nofollow" href="https://www.academia.edu/Documents/in/Hiring">Hiring</a>, <script data-card-contents-for-ri="311533" type="text/json">{"id":311533,"name":"Hiring","url":"https://www.academia.edu/Documents/in/Hiring?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1136730" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Diversity">Teacher Diversity</a><script data-card-contents-for-ri="1136730" type="text/json">{"id":1136730,"name":"Teacher Diversity","url":"https://www.academia.edu/Documents/in/Teacher_Diversity?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37505017]'), work: {"id":37505017,"title":"School And District Leaders' Role In Diversifying The Teacher Workforce","created_at":"2018-09-30T15:57:29.998-07:00","url":"https://www.academia.edu/37505017/School_And_District_Leaders_Role_In_Diversifying_The_Teacher_Workforce?f_ri=1601","dom_id":"work_37505017","summary":"Diversifying the teaching profession has garnered attention from researchers, policy makers, and educational stakeholders. However, missing within this conversation is the role of school and district leaders in diversifying the teaching profession. We argue that without considering school and district leaders, diversity initiatives will not have a long-term systemic impact. Thus, this article fills in a gap in the literature on this topic. First, we provide a brief overview of the current racial and ethnic demographics of the teaching workforce and student population and discuss the barriers to recruiting and retaining a diverse teacher workforce. Second, we highlight the factors that have been found to influence the recruitment and retention of racial diversity of teachers at the pre-service and in-service levels. Lastly, we provide recommendations for school-based and district leaders on how they should plan for diversifying their teacher workforce.","downloadable_attachments":[{"id":57476704,"asset_id":37505017,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":940247,"first_name":"Ramon","last_name":"Goings","domain_name":"umbc","page_name":"RamonGoings","display_name":"Ramon Goings","profile_url":"https://umbc.academia.edu/RamonGoings?f_ri=1601","photo":"https://0.academia-photos.com/940247/5910538/14166162/s65_ramon.goings.jpg"}],"research_interests":[{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":311533,"name":"Hiring","url":"https://www.academia.edu/Documents/in/Hiring?f_ri=1601","nofollow":true},{"id":1136730,"name":"Teacher Diversity","url":"https://www.academia.edu/Documents/in/Teacher_Diversity?f_ri=1601","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12263461" data-work_id="12263461" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12263461/Curricular_documents_and_the_positioning_of_teachers_and_students_in_catholic_schools_The_cult_of_personality">Curricular documents and the positioning of teachers and students in catholic schools: The cult of personality</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The article used curricular documents affiliated with 3 different subgenres of Catholic schooling. The author suggests a critical reading of these curricular materials for the purpose of better understanding the kinds of educational... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12263461" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The article used curricular documents affiliated with 3 different subgenres of Catholic schooling. The author suggests a critical reading of these curricular materials for the purpose of better understanding the kinds of educational messages sent to students through a) the hagiography of saints affiliated with the schools as well as in the b) documents produced by religious orders for lay and avowed teachers meant to propagate a unique schooled experience. In the process, the author draws upon curriculum theory as a way to critique the largely unquestioned kinds of theology-as-pedagogy that become intrinsically influential for teachers and students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12263461" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="48e8702e6291182da268e0636a123457" rel="nofollow" data-download="{"attachment_id":38775767,"asset_id":12263461,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38775767/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="930887" href="https://uga.academia.edu/KevinBurke">Kevin Burke</a><script data-card-contents-for-user="930887" type="text/json">{"id":930887,"first_name":"Kevin","last_name":"Burke","domain_name":"uga","page_name":"KevinBurke","display_name":"Kevin Burke","profile_url":"https://uga.academia.edu/KevinBurke?f_ri=1601","photo":"https://0.academia-photos.com/930887/559038/8345734/s65_kevin.burke.jpg"}</script></span></span></li><li class="js-paper-rank-work_12263461 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12263461"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12263461, container: ".js-paper-rank-work_12263461", }); 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$(".js-view-count[data-work-id=12263461]").text(description); $(".js-view-count-work_12263461").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12263461").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12263461"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">21</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="188" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a>, <script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="217" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology_of_Religion">Sociology of Religion</a>, <script data-card-contents-for-ri="217" type="text/json">{"id":217,"name":"Sociology of Religion","url":"https://www.academia.edu/Documents/in/Sociology_of_Religion?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a><script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12263461]'), work: {"id":12263461,"title":"Curricular documents and the positioning of teachers and students in catholic schools: The cult of personality","created_at":"2015-05-06T07:14:35.499-07:00","url":"https://www.academia.edu/12263461/Curricular_documents_and_the_positioning_of_teachers_and_students_in_catholic_schools_The_cult_of_personality?f_ri=1601","dom_id":"work_12263461","summary":"The article used curricular documents affiliated with 3 different subgenres of Catholic schooling. The author suggests a critical reading of these curricular materials for the purpose of better understanding the kinds of educational messages sent to students through a) the hagiography of saints affiliated with the schools as well as in the b) documents produced by religious orders for lay and avowed teachers meant to propagate a unique schooled experience. In the process, the author draws upon curriculum theory as a way to critique the largely unquestioned kinds of theology-as-pedagogy that become intrinsically influential for teachers and students.","downloadable_attachments":[{"id":38775767,"asset_id":12263461,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":930887,"first_name":"Kevin","last_name":"Burke","domain_name":"uga","page_name":"KevinBurke","display_name":"Kevin Burke","profile_url":"https://uga.academia.edu/KevinBurke?f_ri=1601","photo":"https://0.academia-photos.com/930887/559038/8345734/s65_kevin.burke.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=1601","nofollow":true},{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=1601","nofollow":true},{"id":217,"name":"Sociology of Religion","url":"https://www.academia.edu/Documents/in/Sociology_of_Religion?f_ri=1601","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601"},{"id":1752,"name":"Curriculum Design","url":"https://www.academia.edu/Documents/in/Curriculum_Design?f_ri=1601"},{"id":2475,"name":"Catholic Studies","url":"https://www.academia.edu/Documents/in/Catholic_Studies?f_ri=1601"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=1601"},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=1601"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=1601"},{"id":10059,"name":"Curriculum Theory","url":"https://www.academia.edu/Documents/in/Curriculum_Theory?f_ri=1601"},{"id":18911,"name":"Curriculum Development","url":"https://www.academia.edu/Documents/in/Curriculum_Development?f_ri=1601"},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=1601"},{"id":36011,"name":"Curriculum \u0026 Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction-1?f_ri=1601"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=1601"},{"id":117984,"name":"Curriculum Theory and Development","url":"https://www.academia.edu/Documents/in/Curriculum_Theory_and_Development?f_ri=1601"},{"id":169014,"name":"Catholic Religious Education","url":"https://www.academia.edu/Documents/in/Catholic_Religious_Education?f_ri=1601"},{"id":200040,"name":"Religion and Education","url":"https://www.academia.edu/Documents/in/Religion_and_Education?f_ri=1601"},{"id":570782,"name":"Catholic Education","url":"https://www.academia.edu/Documents/in/Catholic_Education?f_ri=1601"},{"id":736087,"name":"Education and Theology","url":"https://www.academia.edu/Documents/in/Education_and_Theology?f_ri=1601"},{"id":841162,"name":"Catholicism and Education","url":"https://www.academia.edu/Documents/in/Catholicism_and_Education?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20271312" data-work_id="20271312" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20271312/Designing_Afro_Latino_Curriculum_for_Self_Determination">Designing Afro-Latino Curriculum for Self-Determination</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">I propose a rich theoretical understanding on Afro-Latino student development based on critical race theory, culturally responsive pedagogy and practice. Addressing racial disparities is about engaging students thereby making their lives... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20271312" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">I propose a rich theoretical understanding on Afro-Latino student development based on critical race theory, culturally responsive pedagogy and practice. Addressing racial disparities is about engaging students thereby making their lives better. I believe that creating Afro-Latino pedagogy will create a community of practice in which inquiry is a cornerstone of continuous student self-redefinition through improvement in culturally responsive systems.<br />We need educators to get involved with Afro-Latino students, our history and the way we occupy space in the Americas in order to address this gap in education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20271312" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c4770a307acbf8675f4eb1c90408759d" rel="nofollow" data-download="{"attachment_id":41140156,"asset_id":20271312,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41140156/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23749463" href="https://kansas.academia.edu/williamgarcia">William Garcia-Medina</a><script data-card-contents-for-user="23749463" type="text/json">{"id":23749463,"first_name":"William","last_name":"Garcia-Medina","domain_name":"kansas","page_name":"williamgarcia","display_name":"William Garcia-Medina","profile_url":"https://kansas.academia.edu/williamgarcia?f_ri=1601","photo":"https://0.academia-photos.com/23749463/7218095/168718615/s65_william.garcia-medina.jpg"}</script></span></span></li><li class="js-paper-rank-work_20271312 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20271312"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20271312, container: ".js-paper-rank-work_20271312", }); });</script></li><li class="js-percentile-work_20271312 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20271312; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_20271312"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_20271312 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="20271312"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20271312; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20271312]").text(description); $(".js-view-count-work_20271312").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20271312").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20271312"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">32</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="296" rel="nofollow" href="https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies">Black Studies Or African American Studies</a>, <script data-card-contents-for-ri="296" type="text/json">{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="379" rel="nofollow" href="https://www.academia.edu/Documents/in/African_Studies">African Studies</a>, <script data-card-contents-for-ri="379" type="text/json">{"id":379,"name":"African Studies","url":"https://www.academia.edu/Documents/in/African_Studies?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="388" rel="nofollow" href="https://www.academia.edu/Documents/in/Latin_American_Studies">Latin American Studies</a>, <script data-card-contents-for-ri="388" type="text/json">{"id":388,"name":"Latin American Studies","url":"https://www.academia.edu/Documents/in/Latin_American_Studies?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a><script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20271312]'), work: {"id":20271312,"title":"Designing Afro-Latino Curriculum for Self-Determination","created_at":"2016-01-14T12:35:05.273-08:00","url":"https://www.academia.edu/20271312/Designing_Afro_Latino_Curriculum_for_Self_Determination?f_ri=1601","dom_id":"work_20271312","summary":"I propose a rich theoretical understanding on Afro-Latino student development based on critical race theory, culturally responsive pedagogy and practice. Addressing racial disparities is about engaging students thereby making their lives better. I believe that creating Afro-Latino pedagogy will create a community of practice in which inquiry is a cornerstone of continuous student self-redefinition through improvement in culturally responsive systems.\nWe need educators to get involved with Afro-Latino students, our history and the way we occupy space in the Americas in order to address this gap in education.\n","downloadable_attachments":[{"id":41140156,"asset_id":20271312,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23749463,"first_name":"William","last_name":"Garcia-Medina","domain_name":"kansas","page_name":"williamgarcia","display_name":"William Garcia-Medina","profile_url":"https://kansas.academia.edu/williamgarcia?f_ri=1601","photo":"https://0.academia-photos.com/23749463/7218095/168718615/s65_william.garcia-medina.jpg"}],"research_interests":[{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies?f_ri=1601","nofollow":true},{"id":379,"name":"African Studies","url":"https://www.academia.edu/Documents/in/African_Studies?f_ri=1601","nofollow":true},{"id":388,"name":"Latin American Studies","url":"https://www.academia.edu/Documents/in/Latin_American_Studies?f_ri=1601","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true},{"id":1250,"name":"Latin American and Caribbean History","url":"https://www.academia.edu/Documents/in/Latin_American_and_Caribbean_History?f_ri=1601"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601"},{"id":1752,"name":"Curriculum Design","url":"https://www.academia.edu/Documents/in/Curriculum_Design?f_ri=1601"},{"id":2931,"name":"Afro Latin America","url":"https://www.academia.edu/Documents/in/Afro_Latin_America?f_ri=1601"},{"id":2938,"name":"Black/African Diaspora","url":"https://www.academia.edu/Documents/in/Black_African_Diaspora?f_ri=1601"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=1601"},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=1601"},{"id":3870,"name":"African Diaspora Studies","url":"https://www.academia.edu/Documents/in/African_Diaspora_Studies?f_ri=1601"},{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=1601"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=1601"},{"id":10059,"name":"Curriculum Theory","url":"https://www.academia.edu/Documents/in/Curriculum_Theory?f_ri=1601"},{"id":10469,"name":"Whiteness Studies","url":"https://www.academia.edu/Documents/in/Whiteness_Studies?f_ri=1601"},{"id":14912,"name":"African American Studies","url":"https://www.academia.edu/Documents/in/African_American_Studies?f_ri=1601"},{"id":15346,"name":"Puerto Rico","url":"https://www.academia.edu/Documents/in/Puerto_Rico?f_ri=1601"},{"id":18911,"name":"Curriculum Development","url":"https://www.academia.edu/Documents/in/Curriculum_Development?f_ri=1601"},{"id":27515,"name":"Afro-Latin American History","url":"https://www.academia.edu/Documents/in/Afro-Latin_American_History?f_ri=1601"},{"id":29719,"name":"Critical Mixed Race Studies","url":"https://www.academia.edu/Documents/in/Critical_Mixed_Race_Studies?f_ri=1601"},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=1601"},{"id":39436,"name":"Puerto Rican Studies","url":"https://www.academia.edu/Documents/in/Puerto_Rican_Studies?f_ri=1601"},{"id":44714,"name":"Black Education","url":"https://www.academia.edu/Documents/in/Black_Education?f_ri=1601"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=1601"},{"id":54616,"name":"Universidad de Puerto Rico","url":"https://www.academia.edu/Documents/in/Universidad_de_Puerto_Rico?f_ri=1601"},{"id":54848,"name":"Latinos","url":"https://www.academia.edu/Documents/in/Latinos?f_ri=1601"},{"id":86374,"name":"U.S. Afro-Latino Cultural Studies","url":"https://www.academia.edu/Documents/in/U.S._Afro-Latino_Cultural_Studies?f_ri=1601"},{"id":86376,"name":"Afro-Latino Studies","url":"https://www.academia.edu/Documents/in/Afro-Latino_Studies?f_ri=1601"},{"id":98175,"name":"Minstrelsy Studies","url":"https://www.academia.edu/Documents/in/Minstrelsy_Studies?f_ri=1601"},{"id":256744,"name":"Afro-Latin America","url":"https://www.academia.edu/Documents/in/Afro-Latin_America?f_ri=1601"},{"id":1238073,"name":"Afrodescendencia En América Latina","url":"https://www.academia.edu/Documents/in/Afrodescendencia_En_America_Latina?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5541945 coauthored" data-work_id="5541945" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5541945/Barrios_et_al_2013_Implications_of_Emotional_Learning_Method_ELM_in_Adult_University_Education_Research_Trends_in_Safety_and_Confidence_in_Architecture">Barrios et al 2013. Implications of Emotional Learning Method (ELM) in Adult University Education. Research Trends in Safety and Confidence in Architecture.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Since the publication of Emotional Learning Method (ELM) in 2011, which was marked vertebral lines working in university teaching using emotional techniques, some data have been obtained and some interesting results that support the high... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5541945" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Since the publication of Emotional Learning Method (ELM) in 2011, which was marked vertebral lines working in university teaching using emotional techniques, some data have been obtained and some interesting results that support the high<br />potential of this method, personal knowledge and academic results oriented. In this paper we have researched on emotional answer to ELM by an adult learner profile (between 25 and 55 years) in classes of Architectural workshop. Although this is part of a much larger study, it has been proven that stands a figure previously not targeted in the method, and corresponding to an expert teaching<br />emotional skills to guide students with specific blocks in developing lessons, and harmonizes their development, we will call this figure Emotion Manager Teacher (EMT). The analysis of the results points to a promising increased security and confidence in the students, and their academic results, after application of ELM.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5541945" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c0f857f3d84c45d584e39667408d3d8a" rel="nofollow" data-download="{"attachment_id":39864266,"asset_id":5541945,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39864266/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7855276" href="https://independent.academia.edu/DrLoretoBarrios">Dr. Loreto Barrios</a><script data-card-contents-for-user="7855276" type="text/json">{"id":7855276,"first_name":"Dr. Loreto","last_name":"Barrios","domain_name":"independent","page_name":"DrLoretoBarrios","display_name":"Dr. Loreto Barrios","profile_url":"https://independent.academia.edu/DrLoretoBarrios?f_ri=1601","photo":"https://0.academia-photos.com/7855276/10645368/135398929/s65_dr._loreto.barrios.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-5541945">+1</span><div class="hidden js-additional-users-5541945"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://masterdia.academia.edu/CarlosGonz%C3%A1lezBravo">Dr. Carlos González Bravo</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-5541945'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-5541945').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_5541945 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5541945"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5541945, container: ".js-paper-rank-work_5541945", }); });</script></li><li class="js-percentile-work_5541945 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5541945; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_5541945"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_5541945 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="5541945"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5541945; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5541945]").text(description); $(".js-view-count-work_5541945").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5541945").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5541945"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7615" rel="nofollow" href="https://www.academia.edu/Documents/in/Narcissism_Psychology_">Narcissism (Psychology)</a>, <script data-card-contents-for-ri="7615" type="text/json">{"id":7615,"name":"Narcissism (Psychology)","url":"https://www.academia.edu/Documents/in/Narcissism_Psychology_?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="79705" rel="nofollow" href="https://www.academia.edu/Documents/in/Brain_emotional_learning_based_intelligent_controller">Brain emotional learning based intelligent controller</a><script data-card-contents-for-ri="79705" type="text/json">{"id":79705,"name":"Brain emotional learning based intelligent controller","url":"https://www.academia.edu/Documents/in/Brain_emotional_learning_based_intelligent_controller?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5541945]'), work: {"id":5541945,"title":"Barrios et al 2013. Implications of Emotional Learning Method (ELM) in Adult University Education. Research Trends in Safety and Confidence in Architecture.","created_at":"2013-12-27T19:03:49.541-08:00","url":"https://www.academia.edu/5541945/Barrios_et_al_2013_Implications_of_Emotional_Learning_Method_ELM_in_Adult_University_Education_Research_Trends_in_Safety_and_Confidence_in_Architecture?f_ri=1601","dom_id":"work_5541945","summary":"Since the publication of Emotional Learning Method (ELM) in 2011, which was marked vertebral lines working in university teaching using emotional techniques, some data have been obtained and some interesting results that support the high\npotential of this method, personal knowledge and academic results oriented. In this paper we have researched on emotional answer to ELM by an adult learner profile (between 25 and 55 years) in classes of Architectural workshop. Although this is part of a much larger study, it has been proven that stands a figure previously not targeted in the method, and corresponding to an expert teaching\nemotional skills to guide students with specific blocks in developing lessons, and harmonizes their development, we will call this figure Emotion Manager Teacher (EMT). The analysis of the results points to a promising increased security and confidence in the students, and their academic results, after application of ELM.","downloadable_attachments":[{"id":39864266,"asset_id":5541945,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7855276,"first_name":"Dr. Loreto","last_name":"Barrios","domain_name":"independent","page_name":"DrLoretoBarrios","display_name":"Dr. Loreto Barrios","profile_url":"https://independent.academia.edu/DrLoretoBarrios?f_ri=1601","photo":"https://0.academia-photos.com/7855276/10645368/135398929/s65_dr._loreto.barrios.png"},{"id":26723846,"first_name":"Dr. Carlos","last_name":"González Bravo","domain_name":"masterdia","page_name":"CarlosGonzálezBravo","display_name":"Dr. Carlos González Bravo","profile_url":"https://masterdia.academia.edu/CarlosGonz%C3%A1lezBravo?f_ri=1601","photo":"https://0.academia-photos.com/26723846/13582240/27875128/s65_dr._carlos.gonz_lez_bravo.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1601","nofollow":true},{"id":7615,"name":"Narcissism (Psychology)","url":"https://www.academia.edu/Documents/in/Narcissism_Psychology_?f_ri=1601","nofollow":true},{"id":79705,"name":"Brain emotional learning based intelligent controller","url":"https://www.academia.edu/Documents/in/Brain_emotional_learning_based_intelligent_controller?f_ri=1601","nofollow":true},{"id":101101,"name":"Narcissism","url":"https://www.academia.edu/Documents/in/Narcissism?f_ri=1601"},{"id":135267,"name":"Socio-Emotional Development of Students as Learning Objectives of College Education","url":"https://www.academia.edu/Documents/in/Socio-Emotional_Development_of_Students_as_Learning_Objectives_of_College_Education?f_ri=1601"},{"id":174040,"name":"Narcissists and their relationships","url":"https://www.academia.edu/Documents/in/Narcissists_and_their_relationships?f_ri=1601"},{"id":228094,"name":"Malignant Narcissism","url":"https://www.academia.edu/Documents/in/Malignant_Narcissism?f_ri=1601"},{"id":885845,"name":"Covert Narcissism","url":"https://www.academia.edu/Documents/in/Covert_Narcissism?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21273092" data-work_id="21273092" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21273092/Challenges_Enacting_Caring_Teacher_Education">Challenges Enacting Caring Teacher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To prepare teachers who will be able to draw on caring to build a strong foundation for their professional practices, teacher education programs must be created specifically focused toward this goal. This article discusses the use of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21273092" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To prepare teachers who will be able to draw on caring to build a strong foundation for their professional practices, teacher education programs must be created specifically focused toward this goal. This article discusses the use of dialogue journals in a course designed to enrich preservice elementary teachers' understandings of caring. Quite unexpectedly, the dialogue journals demonstrated some of the preservice teachers developing negative, judgmental, and adversarial attitudes toward the parents of the children in their placement classrooms. A close examination of the dialogue journal activity revealed that the weak link was not the activity itself but the specific details of the teaching-learning interactions occurring within the activity. The findings suggest that the core of caring teacher education lies in the nature of the interactions between the teacher educator and her students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21273092" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6714e07e0e89c9ff0cf781aed299545e" rel="nofollow" data-download="{"attachment_id":41793098,"asset_id":21273092,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41793098/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6697486" href="https://scu.academia.edu/LisaGoldstein">Lisa Goldstein</a><script data-card-contents-for-user="6697486" type="text/json">{"id":6697486,"first_name":"Lisa","last_name":"Goldstein","domain_name":"scu","page_name":"LisaGoldstein","display_name":"Lisa Goldstein","profile_url":"https://scu.academia.edu/LisaGoldstein?f_ri=1601","photo":"https://0.academia-photos.com/6697486/3314460/3900400/s65_lisa.goldstein.jpg"}</script></span></span></li><li class="js-paper-rank-work_21273092 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21273092"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21273092, container: ".js-paper-rank-work_21273092", }); });</script></li><li class="js-percentile-work_21273092 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 21273092; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_21273092"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_21273092 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="21273092"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 21273092; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=21273092]").text(description); $(".js-view-count-work_21273092").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21273092").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21273092"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="149995" rel="nofollow" href="https://www.academia.edu/Documents/in/Preservice_Teachers">Preservice Teachers</a><script data-card-contents-for-ri="149995" type="text/json">{"id":149995,"name":"Preservice Teachers","url":"https://www.academia.edu/Documents/in/Preservice_Teachers?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21273092]'), work: {"id":21273092,"title":"Challenges Enacting Caring Teacher Education","created_at":"2016-01-30T18:38:04.696-08:00","url":"https://www.academia.edu/21273092/Challenges_Enacting_Caring_Teacher_Education?f_ri=1601","dom_id":"work_21273092","summary":"To prepare teachers who will be able to draw on caring to build a strong foundation for their professional practices, teacher education programs must be created specifically focused toward this goal. This article discusses the use of dialogue journals in a course designed to enrich preservice elementary teachers' understandings of caring. Quite unexpectedly, the dialogue journals demonstrated some of the preservice teachers developing negative, judgmental, and adversarial attitudes toward the parents of the children in their placement classrooms. A close examination of the dialogue journal activity revealed that the weak link was not the activity itself but the specific details of the teaching-learning interactions occurring within the activity. The findings suggest that the core of caring teacher education lies in the nature of the interactions between the teacher educator and her students.","downloadable_attachments":[{"id":41793098,"asset_id":21273092,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6697486,"first_name":"Lisa","last_name":"Goldstein","domain_name":"scu","page_name":"LisaGoldstein","display_name":"Lisa Goldstein","profile_url":"https://scu.academia.edu/LisaGoldstein?f_ri=1601","photo":"https://0.academia-photos.com/6697486/3314460/3900400/s65_lisa.goldstein.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":149995,"name":"Preservice Teachers","url":"https://www.academia.edu/Documents/in/Preservice_Teachers?f_ri=1601","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11218597" data-work_id="11218597" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11218597/Teacher_Education_and_Experiential_Learning_A_Visual_Ethnography">Teacher Education and Experiential Learning: A Visual Ethnography</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11218597" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps. The bush camps were situated in an outdoor education programme contributing to a four-year undergraduate teacher education Bachelor of Physical Education in Aotearoa New Zealand. The research method involved photo-elicitation of selected photographs representing students’ experiences and our practices. We each wrote about the photographs using introspection and recall to create a layered narrative analysis reflecting on the educative focus of the images. We responded to one another’ s narratives, challenging and/or supporting the reflexivity, to interpret our joint perspectives about the learning context, pedagogic rationale and outcomes. The research highlights our teacher educator perspectives about experiential learning. Some of this learning was directly attributed to our intentional pedagogy and some to the unpredictable, incidental, situated experience made possible by engagement in the outdoor environment.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11218597" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="80faf995bb30a051d17a6c00cb19a0c0" rel="nofollow" data-download="{"attachment_id":36834966,"asset_id":11218597,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36834966/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3195876" href="https://auckland.academia.edu/MaureenLegge">Maureen Legge</a><script data-card-contents-for-user="3195876" type="text/json">{"id":3195876,"first_name":"Maureen","last_name":"Legge","domain_name":"auckland","page_name":"MaureenLegge","display_name":"Maureen Legge","profile_url":"https://auckland.academia.edu/MaureenLegge?f_ri=1601","photo":"https://0.academia-photos.com/3195876/1051326/1312966/s65_maureen.legge.jpg"}</script></span></span></li><li class="js-paper-rank-work_11218597 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11218597"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11218597, container: ".js-paper-rank-work_11218597", }); 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$(".js-view-count[data-work-id=11218597]").text(description); $(".js-view-count-work_11218597").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11218597").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11218597"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11772" rel="nofollow" href="https://www.academia.edu/Documents/in/Experiential_Education">Experiential Education</a>, <script data-card-contents-for-ri="11772" type="text/json">{"id":11772,"name":"Experiential Education","url":"https://www.academia.edu/Documents/in/Experiential_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12066" rel="nofollow" href="https://www.academia.edu/Documents/in/Outdoor_Education">Outdoor Education</a>, <script data-card-contents-for-ri="12066" type="text/json">{"id":12066,"name":"Outdoor Education","url":"https://www.academia.edu/Documents/in/Outdoor_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25806" rel="nofollow" href="https://www.academia.edu/Documents/in/Physical_Education">Physical Education</a><script data-card-contents-for-ri="25806" type="text/json">{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11218597]'), work: {"id":11218597,"title":"Teacher Education and Experiential Learning: A Visual Ethnography","created_at":"2015-03-02T21:10:27.748-08:00","url":"https://www.academia.edu/11218597/Teacher_Education_and_Experiential_Learning_A_Visual_Ethnography?f_ri=1601","dom_id":"work_11218597","summary":"This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps. The bush camps were situated in an outdoor education programme contributing to a four-year undergraduate teacher education Bachelor of Physical Education in Aotearoa New Zealand. The research method involved photo-elicitation of selected photographs representing students’ experiences and our practices. We each wrote about the photographs using introspection and recall to create a layered narrative analysis reflecting on the educative focus of the images. We responded to one another’ s narratives, challenging and/or supporting the reflexivity, to interpret our joint perspectives about the learning context, pedagogic rationale and outcomes. The research highlights our teacher educator perspectives about experiential learning. Some of this learning was directly attributed to our intentional pedagogy and some to the unpredictable, incidental, situated experience made possible by engagement in the outdoor environment.","downloadable_attachments":[{"id":36834966,"asset_id":11218597,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3195876,"first_name":"Maureen","last_name":"Legge","domain_name":"auckland","page_name":"MaureenLegge","display_name":"Maureen Legge","profile_url":"https://auckland.academia.edu/MaureenLegge?f_ri=1601","photo":"https://0.academia-photos.com/3195876/1051326/1312966/s65_maureen.legge.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":11772,"name":"Experiential Education","url":"https://www.academia.edu/Documents/in/Experiential_Education?f_ri=1601","nofollow":true},{"id":12066,"name":"Outdoor Education","url":"https://www.academia.edu/Documents/in/Outdoor_Education?f_ri=1601","nofollow":true},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=1601","nofollow":true},{"id":91486,"name":"Outdoor Learning","url":"https://www.academia.edu/Documents/in/Outdoor_Learning?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8488201" data-work_id="8488201" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8488201/Book_Review_Revolutionizing_Education_Youth_Participatory_Action_Research_in_Motion">Book Review - Revolutionizing Education: Youth Participatory Action Research in Motion</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Book Review by: Pashew M. Nuri How unrelated or silly is but I got to tell that reading this book made me think this way: the depiction goes side by side with Orwell's Animal Farm where all the animals resisting the human superiority and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8488201" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Book Review by: Pashew M. Nuri How unrelated or silly is but I got to tell that reading this book made me think this way: the depiction goes side by side with Orwell's Animal Farm where all the animals resisting the human superiority and control for them to be free and fearless of running their own lives themselves. It is disrespect to do this comparison animals versus humans though, but that the picture I was seeing in the journey of reading the stories in the book or in any other similar stories. Where the humans (in that case the students and teachers) are in combat of an unjust and unequal social or environmental issue that is affecting our very depth of life, that has become a block on my way and an hinderer of my progress.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8488201" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="296a192e12566e3b0c3c90c5278ab6e4" rel="nofollow" data-download="{"attachment_id":34870060,"asset_id":8488201,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34870060/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6547655" href="https://monash.academia.edu/PashewNuri">Pashew Nuri</a><script data-card-contents-for-user="6547655" type="text/json">{"id":6547655,"first_name":"Pashew","last_name":"Nuri","domain_name":"monash","page_name":"PashewNuri","display_name":"Pashew Nuri","profile_url":"https://monash.academia.edu/PashewNuri?f_ri=1601","photo":"https://0.academia-photos.com/6547655/4804240/9248290/s65_pashew.nuri.jpg"}</script></span></span></li><li class="js-paper-rank-work_8488201 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8488201"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8488201, container: ".js-paper-rank-work_8488201", }); 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$(".js-view-count[data-work-id=8488201]").text(description); $(".js-view-count-work_8488201").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8488201").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8488201"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3392" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a>, <script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a><script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8488201]'), work: {"id":8488201,"title":"Book Review - Revolutionizing Education: Youth Participatory Action Research in Motion","created_at":"2014-09-25T00:42:48.476-07:00","url":"https://www.academia.edu/8488201/Book_Review_Revolutionizing_Education_Youth_Participatory_Action_Research_in_Motion?f_ri=1601","dom_id":"work_8488201","summary":"Book Review by: Pashew M. Nuri How unrelated or silly is but I got to tell that reading this book made me think this way: the depiction goes side by side with Orwell's Animal Farm where all the animals resisting the human superiority and control for them to be free and fearless of running their own lives themselves. It is disrespect to do this comparison animals versus humans though, but that the picture I was seeing in the journey of reading the stories in the book or in any other similar stories. Where the humans (in that case the students and teachers) are in combat of an unjust and unequal social or environmental issue that is affecting our very depth of life, that has become a block on my way and an hinderer of my progress.","downloadable_attachments":[{"id":34870060,"asset_id":8488201,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6547655,"first_name":"Pashew","last_name":"Nuri","domain_name":"monash","page_name":"PashewNuri","display_name":"Pashew Nuri","profile_url":"https://monash.academia.edu/PashewNuri?f_ri=1601","photo":"https://0.academia-photos.com/6547655/4804240/9248290/s65_pashew.nuri.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=1601","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=1601","nofollow":true},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28018896" data-work_id="28018896" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28018896/Rescaling_the_local_Multi_academy_trusts_private_monopoly_and_statecraft_in_England">Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To cite: Wilkins, A. 2017. Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185 For the past six years successive UK governments in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28018896" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To cite:<br />Wilkins, A. 2017. Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185<br /><br />For the past six years successive UK governments in England have introduced reforms intended to usher in less aggregated, top-down, bureaucratically overloaded models of service delivery as well as secure conditions for greater school autonomy.  Yet the ‘hollowing out’ of local government has not resulted in less bureaucracy on the ground or less regulation from above, nor has it diminished hierarchy as an organising principle of education governance.  In some cases, monopolies and monopolistic practices dominated by powerful bureaucracies and professional groups persist, albeit realised through the involvement of new actors and organisations from business and philanthropy.  In this paper I adopt a governmentality perspective to explore the political significance of large multi-academy trusts (MATs) – private sponsors contracted by central government to run publicly funded schools – to the generation of new scalar hierarchies and accountability infrastructures that assist in bringing the gaze of government to bear upon the actions of schools that are otherwise less visible under local government management.  On this account, it is argued, MATs are integral to statecraft and the invention and assemblage of particular apparatuses for intervening upon specific organisations, spaces and peoples.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28018896" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b259f6d385a2a3d975277adc54c7c49e" rel="nofollow" data-download="{"attachment_id":103573744,"asset_id":28018896,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/103573744/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="303988" href="https://goldsmiths.academia.edu/AndrewWilkins">Andrew W Wilkins</a><script data-card-contents-for-user="303988" type="text/json">{"id":303988,"first_name":"Andrew","last_name":"Wilkins","domain_name":"goldsmiths","page_name":"AndrewWilkins","display_name":"Andrew W Wilkins","profile_url":"https://goldsmiths.academia.edu/AndrewWilkins?f_ri=1601","photo":"https://0.academia-photos.com/303988/61270/35413933/s65_andrew.wilkins.jpg"}</script></span></span></li><li class="js-paper-rank-work_28018896 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28018896"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28018896, container: ".js-paper-rank-work_28018896", }); 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Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185\n\nFor the past six years successive UK governments in England have introduced reforms intended to usher in less aggregated, top-down, bureaucratically overloaded models of service delivery as well as secure conditions for greater school autonomy. Yet the ‘hollowing out’ of local government has not resulted in less bureaucracy on the ground or less regulation from above, nor has it diminished hierarchy as an organising principle of education governance. In some cases, monopolies and monopolistic practices dominated by powerful bureaucracies and professional groups persist, albeit realised through the involvement of new actors and organisations from business and philanthropy. In this paper I adopt a governmentality perspective to explore the political significance of large multi-academy trusts (MATs) – private sponsors contracted by central government to run publicly funded schools – to the generation of new scalar hierarchies and accountability infrastructures that assist in bringing the gaze of government to bear upon the actions of schools that are otherwise less visible under local government management. 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Administration and Policy","url":"https://www.academia.edu/Documents/in/Public_Administration_and_Policy?f_ri=1601"},{"id":385234,"name":"Political Economy and History","url":"https://www.academia.edu/Documents/in/Political_Economy_and_History?f_ri=1601"},{"id":821684,"name":"Monopoly","url":"https://www.academia.edu/Documents/in/Monopoly?f_ri=1601"},{"id":1723635,"name":"Public Policy","url":"https://www.academia.edu/Documents/in/Public_Policy?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4755103" data-work_id="4755103" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4755103/RELATIONS_BETWEEN_CLASSROOM_TEACHERS_ATTITUDES_TOWARD_CHANGE_PERCEPTIONS_OF_CONSTRUCTIVIST_CURRICULUM_CHANGE">RELATIONS BETWEEN CLASSROOM TEACHERS' ATTITUDES TOWARD CHANGE, PERCEPTIONS OF CONSTRUCTIVIST CURRICULUM CHANGE </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">_____________________ iii PLAGIARISM I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4755103" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">_____________________ iii PLAGIARISM I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name : Koray KASAPOĞLU Signature : iv ABSTRACT RELATIONS BETWEEN CLASSROOM TEACHERS' ATTITUDES TOWARD</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4755103" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d526f41a0f1beafc9af03b7c8b8043d0" rel="nofollow" data-download="{"attachment_id":32065489,"asset_id":4755103,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32065489/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6096216" href="https://independent.academia.edu/BrightMore">Bright More</a><script data-card-contents-for-user="6096216" type="text/json">{"id":6096216,"first_name":"Bright","last_name":"More","domain_name":"independent","page_name":"BrightMore","display_name":"Bright More","profile_url":"https://independent.academia.edu/BrightMore?f_ri=1601","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_4755103 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4755103"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4755103, container: ".js-paper-rank-work_4755103", }); 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I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name : Koray KASAPOĞLU Signature : iv ABSTRACT RELATIONS BETWEEN CLASSROOM TEACHERS' ATTITUDES TOWARD","downloadable_attachments":[{"id":32065489,"asset_id":4755103,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6096216,"first_name":"Bright","last_name":"More","domain_name":"independent","page_name":"BrightMore","display_name":"Bright More","profile_url":"https://independent.academia.edu/BrightMore?f_ri=1601","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1601","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40633573" data-work_id="40633573" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/40633573/ReadyGEN_2016_Teachers_Guide_Grade_1_Unit_6">ReadyGEN 2016 Teacher's Guide Grade 1 Unit 6</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">ReadyGEN 2016 Teacher's Guide Grade 1 Unit 6</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40633573" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="490f7b923e252a93956c5245b980b702" rel="nofollow" data-download="{"attachment_id":60914109,"asset_id":40633573,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60914109/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="121536897" href="https://politeknik-malang.academia.edu/MelissaBranedes">Melissa Branedes</a><script data-card-contents-for-user="121536897" type="text/json">{"id":121536897,"first_name":"Melissa","last_name":"Branedes","domain_name":"politeknik-malang","page_name":"MelissaBranedes","display_name":"Melissa Branedes","profile_url":"https://politeknik-malang.academia.edu/MelissaBranedes?f_ri=1601","photo":"https://0.academia-photos.com/121536897/30259453/28064768/s65_melissa.branedes.jpg"}</script></span></span></li><li class="js-paper-rank-work_40633573 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40633573"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40633573, container: ".js-paper-rank-work_40633573", }); 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The phonemic awareness and fluency activities provided in language<br />arts curricula are often music related: songs, chants and rhymes. Research is discussed regarding auditory<br />processing related to vocal production; developmentally appropriate singing, prosody (the intentional<br />grouping of words into phrases), and music perception as it relates to reading achievement. The<br />pedagogical strategies necessary for developmentally appropriate modeling in both music and language arts<br />instruction are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13255810" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eb75a7152247e0271624a86b5a6e2d24" rel="nofollow" data-download="{"attachment_id":37996279,"asset_id":13255810,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37996279/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30976483" href="https://fullerton.academia.edu/PatriciaOHerron">Patricia O'Herron</a><script data-card-contents-for-user="30976483" type="text/json">{"id":30976483,"first_name":"Patricia","last_name":"O'Herron","domain_name":"fullerton","page_name":"PatriciaOHerron","display_name":"Patricia O'Herron","profile_url":"https://fullerton.academia.edu/PatriciaOHerron?f_ri=1601","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13255810 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13255810"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13255810, container: ".js-paper-rank-work_13255810", }); 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$(".js-view-count[data-work-id=13255810]").text(description); $(".js-view-count-work_13255810").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13255810").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13255810"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="683" rel="nofollow" href="https://www.academia.edu/Documents/in/Music_Education">Music Education</a>, <script data-card-contents-for-ri="683" type="text/json">{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1432" rel="nofollow" href="https://www.academia.edu/Documents/in/Natural_Language_Processing">Natural Language Processing</a>, <script data-card-contents-for-ri="1432" type="text/json">{"id":1432,"name":"Natural Language Processing","url":"https://www.academia.edu/Documents/in/Natural_Language_Processing?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13255810]'), work: {"id":13255810,"title":"THE INTERSECTION BETWEEN VOCAL MUSIC AND LANGUAGE ARTS INSTRUCTION: A REVIEW OF THE LITERATURE","created_at":"2015-06-24T17:41:10.783-07:00","url":"https://www.academia.edu/13255810/THE_INTERSECTION_BETWEEN_VOCAL_MUSIC_AND_LANGUAGE_ARTS_INSTRUCTION_A_REVIEW_OF_THE_LITERATURE?f_ri=1601","dom_id":"work_13255810","summary":"This paper discusses the interaction of vocal music skill development with phonemic awareness (the ability\nto hear and manipulate phonemes, the smallest units of language) and fluency training in kindergarten and\ngrade one language arts instruction. The phonemic awareness and fluency activities provided in language\narts curricula are often music related: songs, chants and rhymes. Research is discussed regarding auditory\nprocessing related to vocal production; developmentally appropriate singing, prosody (the intentional\ngrouping of words into phrases), and music perception as it relates to reading achievement. The\npedagogical strategies necessary for developmentally appropriate modeling in both music and language arts\ninstruction are discussed.","downloadable_attachments":[{"id":37996279,"asset_id":13255810,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":30976483,"first_name":"Patricia","last_name":"O'Herron","domain_name":"fullerton","page_name":"PatriciaOHerron","display_name":"Patricia O'Herron","profile_url":"https://fullerton.academia.edu/PatriciaOHerron?f_ri=1601","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=1601","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1601","nofollow":true},{"id":1432,"name":"Natural Language Processing","url":"https://www.academia.edu/Documents/in/Natural_Language_Processing?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":17769,"name":"Professional Development","url":"https://www.academia.edu/Documents/in/Professional_Development?f_ri=1601"},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=1601"},{"id":41144,"name":"Prosody","url":"https://www.academia.edu/Documents/in/Prosody?f_ri=1601"},{"id":147243,"name":"teaching Strategies","url":"https://www.academia.edu/Documents/in/teaching_Strategies?f_ri=1601"},{"id":170131,"name":"Vocal Music","url":"https://www.academia.edu/Documents/in/Vocal_Music?f_ri=1601"},{"id":173410,"name":"Phonemic Awareness","url":"https://www.academia.edu/Documents/in/Phonemic_Awareness?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26275918" data-work_id="26275918" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26275918/La_la%C3%AFcit%C3%A9_des_rep%C3%A8res_pour_en_parler_et_l_enseigner">La laïcité: des repères pour en parler et l’enseigner</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Qu’est-ce que la laïcité ? Comment, dans un contexte scolaire, faire observer la laïcité, comme cadre neutre respectueux de tous ? Comment, dans le cadre de cours, aborder la laïcité comme principe structurant de notre société, mais aussi... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26275918" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Qu’est-ce que la laïcité ? Comment, dans un contexte scolaire, faire<br />observer la laïcité, comme cadre neutre respectueux de tous ?<br />Comment, dans le cadre de cours, aborder la laïcité comme<br />principe structurant de notre société, mais aussi comme sujet<br />qui provoque débats, parce qu’il est le résultat d’évolutions historiques ?<br />Ce volume, fruit d’un travail collectif de personnes engagées sur différents<br />terrains du champ éducatif, cherche à présenter des pistes de réflexion sous<br />une forme dynamique, autour d’une architecture synthétique.<br />• Une dynamique structurée selon trois types de repères pour penser et<br />agir avec des élèves.<br />• Une dynamique liant des textes courts, des développements plus<br />conséquents à lire en ligne, des compléments en vidéo, des adresses utiles<br />vers les textes institutionnels. Des pictogrammes signalent ces ressources<br />et ces liens.<br />• Une dynamique à créer en proposant aux étudiants, aux stagiaires et<br />aux formateurs de se saisir de ces textes.<br />• Une dynamique à amplifier en alimentant la page Laïcité (<a href="http://www.univnantes/" rel="nofollow">www.univnantes/</a><br />espe/laicite) avec de nouvelles ressources.<br />Ce numéro de la collection « Repères » pour la laïcité est le produit du<br />partenariat entre l’ESPE de l’académie de Nantes (Université de Nantes) et<br />l’Institut du Pluralisme religieux et de l’Athéisme, réseau pluridisciplinaire<br />(créé par la région Pays de la Loire).<br />Anne Vézier, Maître de conférences en histoire et didactique de l’histoire,<br />Référente Laïcité ESPE Académie de Nantes, Université de Nantes<br />John Tolan, Professeur d’histoire médiévale, Université de Nantes<br />Dominique Avon, Professeur d’histoire contemporaine, Université du Maine</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26275918" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="953dcf44c680af6ebd8d6419c1cf96a2" rel="nofollow" data-download="{"attachment_id":46589449,"asset_id":26275918,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46589449/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1142923" href="https://univ-nantes.academia.edu/JohnTolan">John Tolan</a><script data-card-contents-for-user="1142923" type="text/json">{"id":1142923,"first_name":"John","last_name":"Tolan","domain_name":"univ-nantes","page_name":"JohnTolan","display_name":"John Tolan","profile_url":"https://univ-nantes.academia.edu/JohnTolan?f_ri=1601","photo":"https://0.academia-photos.com/1142923/402190/491250/s65_john.tolan.jpg"}</script></span></span></li><li class="js-paper-rank-work_26275918 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26275918"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26275918, container: ".js-paper-rank-work_26275918", }); });</script></li><li class="js-percentile-work_26275918 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26275918; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26275918"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26275918 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26275918"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26275918; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26275918]").text(description); $(".js-view-count-work_26275918").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26275918").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26275918"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="106" rel="nofollow" href="https://www.academia.edu/Documents/in/Religion">Religion</a>, <script data-card-contents-for-ri="106" type="text/json">{"id":106,"name":"Religion","url":"https://www.academia.edu/Documents/in/Religion?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2397" rel="nofollow" href="https://www.academia.edu/Documents/in/Religious_Education">Religious Education</a><script data-card-contents-for-ri="2397" type="text/json">{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26275918]'), work: {"id":26275918,"title":"La laïcité: des repères pour en parler et l’enseigner","created_at":"2016-06-18T02:19:22.751-07:00","url":"https://www.academia.edu/26275918/La_la%C3%AFcit%C3%A9_des_rep%C3%A8res_pour_en_parler_et_l_enseigner?f_ri=1601","dom_id":"work_26275918","summary":"Qu’est-ce que la laïcité ? Comment, dans un contexte scolaire, faire\nobserver la laïcité, comme cadre neutre respectueux de tous ?\nComment, dans le cadre de cours, aborder la laïcité comme\nprincipe structurant de notre société, mais aussi comme sujet\nqui provoque débats, parce qu’il est le résultat d’évolutions historiques ?\nCe volume, fruit d’un travail collectif de personnes engagées sur différents\nterrains du champ éducatif, cherche à présenter des pistes de réflexion sous\nune forme dynamique, autour d’une architecture synthétique.\n• Une dynamique structurée selon trois types de repères pour penser et\nagir avec des élèves.\n• Une dynamique liant des textes courts, des développements plus\nconséquents à lire en ligne, des compléments en vidéo, des adresses utiles\nvers les textes institutionnels. Des pictogrammes signalent ces ressources\net ces liens.\n• Une dynamique à créer en proposant aux étudiants, aux stagiaires et\naux formateurs de se saisir de ces textes.\n• Une dynamique à amplifier en alimentant la page Laïcité (www.univnantes/\nespe/laicite) avec de nouvelles ressources.\nCe numéro de la collection « Repères » pour la laïcité est le produit du\npartenariat entre l’ESPE de l’académie de Nantes (Université de Nantes) et\nl’Institut du Pluralisme religieux et de l’Athéisme, réseau pluridisciplinaire\n(créé par la région Pays de la Loire).\nAnne Vézier, Maître de conférences en histoire et didactique de l’histoire,\nRéférente Laïcité ESPE Académie de Nantes, Université de Nantes\nJohn Tolan, Professeur d’histoire médiévale, Université de Nantes\nDominique Avon, Professeur d’histoire contemporaine, Université du Maine","downloadable_attachments":[{"id":46589449,"asset_id":26275918,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1142923,"first_name":"John","last_name":"Tolan","domain_name":"univ-nantes","page_name":"JohnTolan","display_name":"John Tolan","profile_url":"https://univ-nantes.academia.edu/JohnTolan?f_ri=1601","photo":"https://0.academia-photos.com/1142923/402190/491250/s65_john.tolan.jpg"}],"research_interests":[{"id":106,"name":"Religion","url":"https://www.academia.edu/Documents/in/Religion?f_ri=1601","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=1601","nofollow":true},{"id":11932,"name":"Secularization","url":"https://www.academia.edu/Documents/in/Secularization?f_ri=1601"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=1601"},{"id":19283,"name":"Secularisms and Secularities","url":"https://www.academia.edu/Documents/in/Secularisms_and_Secularities?f_ri=1601"},{"id":22198,"name":"Secondary Education","url":"https://www.academia.edu/Documents/in/Secondary_Education?f_ri=1601"},{"id":95623,"name":"Laicite","url":"https://www.academia.edu/Documents/in/Laicite?f_ri=1601"},{"id":200040,"name":"Religion and Education","url":"https://www.academia.edu/Documents/in/Religion_and_Education?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15919186 coauthored" data-work_id="15919186" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15919186/Helping_Students_Repack_for_Remotivation_and_Agency">Helping Students Repack for Remotivation and Agency</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This exploratory study invited 285 Japanese university students studying English as a foreign language (EFL) to reflect on what demotivated and remotivated them. Students charted the ups and downs of their English learning histories and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15919186" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This exploratory study invited 285 Japanese university students studying English as a foreign language (EFL) to reflect on what demotivated and remotivated them. Students charted the ups and downs of their English learning histories and then completed a questionnaire in which they explained the causes of their demotivation and the pathways, unintentional or intentional, by which they became remotivated. This data was analyzed in terms of the affective and attitudinal conditions which students brought with them into the classroom. Students<br />with positive antecedent conditions were found to have experienced fewer periods of demotivation in the past and exhibited more dynamic use of a wide range of strategies in their attempts to remotivate themselves. There is evidence to suggest that these learners also had more exposure to such strategies in use. Based on this hypothesis, we compiled and returned the strategies they reported to seed their self-motivational practices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15919186" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5849a958ba5b6daf73d5c18e959672ef" rel="nofollow" data-download="{"attachment_id":38827032,"asset_id":15919186,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38827032/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34686116" href="https://independent.academia.edu/CCarpenter1">Christopher Carpenter</a><script data-card-contents-for-user="34686116" type="text/json">{"id":34686116,"first_name":"Christopher","last_name":"Carpenter","domain_name":"independent","page_name":"CCarpenter1","display_name":"Christopher Carpenter","profile_url":"https://independent.academia.edu/CCarpenter1?f_ri=1601","photo":"https://gravatar.com/avatar/8411dbbc40e95798fd926c745b51e2b8?s=65"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-15919186">+1</span><div class="hidden js-additional-users-15919186"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://life.academia.edu/TimMurphey">Tim Murphey</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-15919186'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-15919186').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_15919186 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15919186"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15919186, container: ".js-paper-rank-work_15919186", }); });</script></li><li class="js-percentile-work_15919186 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15919186; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_15919186"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_15919186 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="15919186"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15919186; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15919186]").text(description); $(".js-view-count-work_15919186").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15919186").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15919186"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="248" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15919186]'), work: {"id":15919186,"title":"Helping Students Repack for Remotivation and Agency","created_at":"2015-09-19T23:44:25.448-07:00","url":"https://www.academia.edu/15919186/Helping_Students_Repack_for_Remotivation_and_Agency?f_ri=1601","dom_id":"work_15919186","summary":"This exploratory study invited 285 Japanese university students studying English as a foreign language (EFL) to reflect on what demotivated and remotivated them. Students charted the ups and downs of their English learning histories and then completed a questionnaire in which they explained the causes of their demotivation and the pathways, unintentional or intentional, by which they became remotivated. This data was analyzed in terms of the affective and attitudinal conditions which students brought with them into the classroom. Students\nwith positive antecedent conditions were found to have experienced fewer periods of demotivation in the past and exhibited more dynamic use of a wide range of strategies in their attempts to remotivate themselves. There is evidence to suggest that these learners also had more exposure to such strategies in use. Based on this hypothesis, we compiled and returned the strategies they reported to seed their self-motivational practices.","downloadable_attachments":[{"id":38827032,"asset_id":15919186,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34686116,"first_name":"Christopher","last_name":"Carpenter","domain_name":"independent","page_name":"CCarpenter1","display_name":"Christopher Carpenter","profile_url":"https://independent.academia.edu/CCarpenter1?f_ri=1601","photo":"https://gravatar.com/avatar/8411dbbc40e95798fd926c745b51e2b8?s=65"},{"id":1696377,"first_name":"Tim","last_name":"Murphey","domain_name":"life","page_name":"TimMurphey","display_name":"Tim Murphey","profile_url":"https://life.academia.edu/TimMurphey?f_ri=1601","photo":"https://0.academia-photos.com/1696377/721782/896310/s65_tim.murphey.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1601","nofollow":true},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1601","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1601","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1601"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=1601"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40307153" data-work_id="40307153" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40307153/Effectiveness_of_Teacher_Education_Program_Developed_For_Teachers_of_Gifted_Students_1">Effectiveness of Teacher Education Program Developed For Teachers of Gifted Students 1</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this study, in order to prevent unwanted behaviors of gifted students at a secondary school, a 30 hours education program based on Glasser's choice theory was developed according to Taba model and implemented to subject teachers.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40307153" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this study, in order to prevent unwanted behaviors of gifted students at a secondary school, a 30 hours education program based on Glasser's choice theory was developed according to Taba model and implemented to subject teachers. During the development of program, in-service training needs of teachers were determined based on interviews with school administrators, counselors, teachers and classroom observations. The training program prepared in line with these needs was implemented by the researcher for ten weeks, to a group consisting of ten teachers. The program includes the ways how students' needs of belonging, power, fun and freedom can be met according to Glasser's choice theory in the school environment, activities in order to develop success identity, internal motivation and responsibility awareness in gifted students. The effectiveness of the education was evaluated by the frequency survey of the behaviors of the students applied to the teachers, teacher interviews and classroom observations. Results showed that education given to the teachers was effective in reducing unwanted behaviors of students and increased the scores of teachers' in the field of quality teacher-student interaction, creating student centered learning environment, creating quality school environment and preventive behavior management.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40307153" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b5647102dfc7a3deb034308b2d1e1dea" rel="nofollow" data-download="{"attachment_id":60548090,"asset_id":40307153,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60548090/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9650466" href="https://esenyurt.academia.edu/JEGYSJournal">JEGYS Journal</a><script data-card-contents-for-user="9650466" type="text/json">{"id":9650466,"first_name":"JEGYS","last_name":"Journal","domain_name":"esenyurt","page_name":"JEGYSJournal","display_name":"JEGYS Journal","profile_url":"https://esenyurt.academia.edu/JEGYSJournal?f_ri=1601","photo":"https://0.academia-photos.com/9650466/3036223/40380781/s65_jegys.journal.jpeg"}</script></span></span></li><li class="js-paper-rank-work_40307153 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40307153"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40307153, container: ".js-paper-rank-work_40307153", }); });</script></li><li class="js-percentile-work_40307153 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40307153; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40307153"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40307153 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40307153"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40307153; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40307153]").text(description); $(".js-view-count-work_40307153").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40307153").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40307153"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19234" rel="nofollow" href="https://www.academia.edu/Documents/in/Gifted_Education">Gifted Education</a>, <script data-card-contents-for-ri="19234" type="text/json">{"id":19234,"name":"Gifted Education","url":"https://www.academia.edu/Documents/in/Gifted_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="654969" rel="nofollow" href="https://www.academia.edu/Documents/in/Counseling_for_Gifted_and_Talented">Counseling for Gifted and Talented</a><script data-card-contents-for-ri="654969" type="text/json">{"id":654969,"name":"Counseling for Gifted and Talented","url":"https://www.academia.edu/Documents/in/Counseling_for_Gifted_and_Talented?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40307153]'), work: {"id":40307153,"title":"Effectiveness of Teacher Education Program Developed For Teachers of Gifted Students 1","created_at":"2019-09-10T06:45:48.310-07:00","url":"https://www.academia.edu/40307153/Effectiveness_of_Teacher_Education_Program_Developed_For_Teachers_of_Gifted_Students_1?f_ri=1601","dom_id":"work_40307153","summary":"In this study, in order to prevent unwanted behaviors of gifted students at a secondary school, a 30 hours education program based on Glasser's choice theory was developed according to Taba model and implemented to subject teachers. During the development of program, in-service training needs of teachers were determined based on interviews with school administrators, counselors, teachers and classroom observations. The training program prepared in line with these needs was implemented by the researcher for ten weeks, to a group consisting of ten teachers. The program includes the ways how students' needs of belonging, power, fun and freedom can be met according to Glasser's choice theory in the school environment, activities in order to develop success identity, internal motivation and responsibility awareness in gifted students. The effectiveness of the education was evaluated by the frequency survey of the behaviors of the students applied to the teachers, teacher interviews and classroom observations. Results showed that education given to the teachers was effective in reducing unwanted behaviors of students and increased the scores of teachers' in the field of quality teacher-student interaction, creating student centered learning environment, creating quality school environment and preventive behavior management.","downloadable_attachments":[{"id":60548090,"asset_id":40307153,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9650466,"first_name":"JEGYS","last_name":"Journal","domain_name":"esenyurt","page_name":"JEGYSJournal","display_name":"JEGYS Journal","profile_url":"https://esenyurt.academia.edu/JEGYSJournal?f_ri=1601","photo":"https://0.academia-photos.com/9650466/3036223/40380781/s65_jegys.journal.jpeg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":19234,"name":"Gifted Education","url":"https://www.academia.edu/Documents/in/Gifted_Education?f_ri=1601","nofollow":true},{"id":654969,"name":"Counseling for Gifted and Talented","url":"https://www.academia.edu/Documents/in/Counseling_for_Gifted_and_Talented?f_ri=1601","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31494004 coauthored" data-work_id="31494004" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31494004/40_Acres_A_Mule_and_50_Dollars_Making_the_Case_for_Reparations_From_TrumpSyllabusK12_">40 Acres, A Mule, & $50 Dollars: Making the Case for Reparations (From #TrumpSyllabusK12)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Conversations about reparations are not about money but about people and about the way that people are seen and valued in our society. These are difficult conversations, and we have found that what is most challenging about the idea of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31494004" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Conversations about reparations are not about money but about people and about the way that people are seen and valued in our society. These are difficult conversations, and we have found that what is most challenging about the idea of reparations today is the notion that America still owes a debt to black people. We have spent the past couple of years wrestling with the question about whether reparations—as Ta-Nehisi Coates so eloquently argued in his article, The Case for Reparations—could ameliorate inequality for black people in America.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31494004" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a50cafd8ee208874cddcb33cc8bf7501" rel="nofollow" data-download="{"attachment_id":51843441,"asset_id":31494004,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51843441/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="539095" href="https://loyola.academia.edu/KayeWiseWhitehead">Karsonya (Kaye) Wise Whitehead</a><script data-card-contents-for-user="539095" type="text/json">{"id":539095,"first_name":"Karsonya (Kaye)","last_name":"Wise Whitehead","domain_name":"loyola","page_name":"KayeWiseWhitehead","display_name":"Karsonya (Kaye) Wise Whitehead","profile_url":"https://loyola.academia.edu/KayeWiseWhitehead?f_ri=1601","photo":"https://0.academia-photos.com/539095/193248/13816019/s65_karsonya_kaye_.wise_whitehead.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-31494004">+1</span><div class="hidden js-additional-users-31494004"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://southwestern.academia.edu/AliciaMoore">Alicia Moore</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-31494004'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-31494004').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_31494004 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31494004"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31494004, container: ".js-paper-rank-work_31494004", }); });</script></li><li class="js-percentile-work_31494004 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31494004; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31494004"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31494004 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31494004"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31494004; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31494004]").text(description); $(".js-view-count-work_31494004").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31494004").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31494004"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="128" rel="nofollow" href="https://www.academia.edu/Documents/in/History">History</a>, <script data-card-contents-for-ri="128" type="text/json">{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="296" rel="nofollow" href="https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies">Black Studies Or African American Studies</a>, <script data-card-contents-for-ri="296" type="text/json">{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2196" rel="nofollow" href="https://www.academia.edu/Documents/in/History_of_Education">History of Education</a><script data-card-contents-for-ri="2196" type="text/json">{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31494004]'), work: {"id":31494004,"title":"40 Acres, A Mule, \u0026 $50 Dollars: Making the Case for Reparations (From #TrumpSyllabusK12)","created_at":"2017-02-17T15:33:12.845-08:00","url":"https://www.academia.edu/31494004/40_Acres_A_Mule_and_50_Dollars_Making_the_Case_for_Reparations_From_TrumpSyllabusK12_?f_ri=1601","dom_id":"work_31494004","summary":"Conversations about reparations are not about money but about people and about the way that people are seen and valued in our society. These are difficult conversations, and we have found that what is most challenging about the idea of reparations today is the notion that America still owes a debt to black people. We have spent the past couple of years wrestling with the question about whether reparations—as Ta-Nehisi Coates so eloquently argued in his article, The Case for Reparations—could ameliorate inequality for black people in America. ","downloadable_attachments":[{"id":51843441,"asset_id":31494004,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":539095,"first_name":"Karsonya (Kaye)","last_name":"Wise Whitehead","domain_name":"loyola","page_name":"KayeWiseWhitehead","display_name":"Karsonya (Kaye) Wise Whitehead","profile_url":"https://loyola.academia.edu/KayeWiseWhitehead?f_ri=1601","photo":"https://0.academia-photos.com/539095/193248/13816019/s65_karsonya_kaye_.wise_whitehead.jpg"},{"id":5999294,"first_name":"Alicia","last_name":"Moore","domain_name":"southwestern","page_name":"AliciaMoore","display_name":"Alicia Moore","profile_url":"https://southwestern.academia.edu/AliciaMoore?f_ri=1601","photo":"https://0.academia-photos.com/5999294/5975132/6781085/s65_alicia.moore.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=1601","nofollow":true},{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=1601","nofollow":true},{"id":26997,"name":"Syllabus Design","url":"https://www.academia.edu/Documents/in/Syllabus_Design?f_ri=1601"},{"id":89459,"name":"Reparations","url":"https://www.academia.edu/Documents/in/Reparations?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18874725" data-work_id="18874725" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18874725/Whiteness_and_social_studies_teacher_education_tensions_in_the_pedagogical_task">Whiteness and social studies teacher education: tensions in the pedagogical task</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ABSTRACT Utilizing a critical whiteness studies framework, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The pre-service... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18874725" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ABSTRACT Utilizing a critical whiteness studies framework, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The pre-service teachers resisted identifying White privilege as a form of structural racism, instead preferring individualized understandings of racism. The participants also utilized their personal biographies to accept or reject aspects of race privilege. The authors highlighted three tensions for teacher educators to consider when engaging pre-service teachers in discussions about race privilege, including recognizing the unfamiliar nature of structural thinking, appreciating the limitations of personal experience, and acknowledging the challenges of structural considerations within individual classrooms. The authors’ findings – and the tensions they highlight– depart from previous literature on White teachers and race by paying specific attention to pedagogical issues related to developing a critical racial consciousness in White teachers and by attending to the ways in which Whiteness, as a structural force, limits the ability of White teachers to engage in conversations about race. The authors attempt to trouble the assumption that the pedagogical practices in teacher education adequately create an environment in which White teachers can thoroughly engage in the problematics of race, racism, and Whiteness.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18874725" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="af909c22f7e1d474b468b1dc58c7de4e" rel="nofollow" data-download="{"attachment_id":40958065,"asset_id":18874725,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40958065/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38989167" href="https://uky.academia.edu/RCrowley">Ryan Crowley</a><script data-card-contents-for-user="38989167" type="text/json">{"id":38989167,"first_name":"Ryan","last_name":"Crowley","domain_name":"uky","page_name":"RCrowley","display_name":"Ryan Crowley","profile_url":"https://uky.academia.edu/RCrowley?f_ri=1601","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_18874725 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18874725"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18874725, container: ".js-paper-rank-work_18874725", }); });</script></li><li class="js-percentile-work_18874725 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18874725; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_18874725"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_18874725 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="18874725"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18874725; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18874725]").text(description); $(".js-view-count-work_18874725").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18874725").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18874725"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3488" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Studies_Education">Social Studies Education</a>, <script data-card-contents-for-ri="3488" type="text/json">{"id":3488,"name":"Social Studies Education","url":"https://www.academia.edu/Documents/in/Social_Studies_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16069" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory">Critical Race Theory and Whiteness theory</a>, <script data-card-contents-for-ri="16069" type="text/json">{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30439" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Whiteness_Studies">Critical Whiteness Studies</a><script data-card-contents-for-ri="30439" type="text/json">{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18874725]'), work: {"id":18874725,"title":"Whiteness and social studies teacher education: tensions in the pedagogical task","created_at":"2015-11-23T11:49:47.539-08:00","url":"https://www.academia.edu/18874725/Whiteness_and_social_studies_teacher_education_tensions_in_the_pedagogical_task?f_ri=1601","dom_id":"work_18874725","summary":"ABSTRACT Utilizing a critical whiteness studies framework, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The pre-service teachers resisted identifying White privilege as a form of structural racism, instead preferring individualized understandings of racism. The participants also utilized their personal biographies to accept or reject aspects of race privilege. The authors highlighted three tensions for teacher educators to consider when engaging pre-service teachers in discussions about race privilege, including recognizing the unfamiliar nature of structural thinking, appreciating the limitations of personal experience, and acknowledging the challenges of structural considerations within individual classrooms. The authors’ findings – and the tensions they highlight– depart from previous literature on White teachers and race by paying specific attention to pedagogical issues related to developing a critical racial consciousness in White teachers and by attending to the ways in which Whiteness, as a structural force, limits the ability of White teachers to engage in conversations about race. The authors attempt to trouble the assumption that the pedagogical practices in teacher education adequately create an environment in which White teachers can thoroughly engage in the problematics of race, racism, and Whiteness.","downloadable_attachments":[{"id":40958065,"asset_id":18874725,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38989167,"first_name":"Ryan","last_name":"Crowley","domain_name":"uky","page_name":"RCrowley","display_name":"Ryan Crowley","profile_url":"https://uky.academia.edu/RCrowley?f_ri=1601","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":3488,"name":"Social Studies Education","url":"https://www.academia.edu/Documents/in/Social_Studies_Education?f_ri=1601","nofollow":true},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory?f_ri=1601","nofollow":true},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies?f_ri=1601","nofollow":true},{"id":80226,"name":"Anti racism","url":"https://www.academia.edu/Documents/in/Anti_racism?f_ri=1601"},{"id":790952,"name":"Teaching Education","url":"https://www.academia.edu/Documents/in/Teaching_Education?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_58985609" data-work_id="58985609" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/58985609/Teaching_Careers_Exploring_Links_Between_Well_Being_Burnout_Self_Efficacy_and_Praxis_Shock">Teaching Careers: Exploring Links Between Well-Being, Burnout, Self-Efficacy and Praxis Shock</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Burnout and attrition are issues facing many professions. In a bid to better understand this phenomenon and ways to address it, this paper explores experiences of praxis shock, well-being, burnout, and self-efficacy during teachers'... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_58985609" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Burnout and attrition are issues facing many professions. In a bid to better understand this phenomenon and ways to address it, this paper explores experiences of praxis shock, well-being, burnout, and self-efficacy during teachers' careers. Regression and mediation analyses of 836 responses to a questionnaire reveal that praxis shock may occur at multiple points in a music teachers' career. Findings reveal that praxis shock predicts patterns of reported burnout, well-being and self-efficacy. This impacts on the development of productive professional identities, career satisfaction and success. Evidence is presented regarding praxis shock and its impact across a teaching career.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58985609" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ed9556136e17a3f753f469a572252a0a" rel="nofollow" data-download="{"attachment_id":73131514,"asset_id":58985609,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73131514/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="39366268" href="https://independent.academia.edu/JamesRetell">James Retell</a><script data-card-contents-for-user="39366268" type="text/json">{"id":39366268,"first_name":"James","last_name":"Retell","domain_name":"independent","page_name":"JamesRetell","display_name":"James Retell","profile_url":"https://independent.academia.edu/JamesRetell?f_ri=1601","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_58985609 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="58985609"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 58985609, container: ".js-paper-rank-work_58985609", }); });</script></li><li class="js-percentile-work_58985609 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 58985609; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_58985609"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_58985609 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="58985609"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 58985609; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=58985609]").text(description); $(".js-view-count-work_58985609").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_58985609").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="58985609"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="683" rel="nofollow" href="https://www.academia.edu/Documents/in/Music_Education">Music Education</a>, <script data-card-contents-for-ri="683" type="text/json">{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6590" rel="nofollow" href="https://www.academia.edu/Documents/in/Professional_Identity">Professional Identity</a><script data-card-contents-for-ri="6590" type="text/json">{"id":6590,"name":"Professional Identity","url":"https://www.academia.edu/Documents/in/Professional_Identity?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=58985609]'), work: {"id":58985609,"title":"Teaching Careers: Exploring Links Between Well-Being, Burnout, Self-Efficacy and Praxis Shock","created_at":"2021-10-19T01:59:06.423-07:00","url":"https://www.academia.edu/58985609/Teaching_Careers_Exploring_Links_Between_Well_Being_Burnout_Self_Efficacy_and_Praxis_Shock?f_ri=1601","dom_id":"work_58985609","summary":"Burnout and attrition are issues facing many professions. In a bid to better understand this phenomenon and ways to address it, this paper explores experiences of praxis shock, well-being, burnout, and self-efficacy during teachers' careers. Regression and mediation analyses of 836 responses to a questionnaire reveal that praxis shock may occur at multiple points in a music teachers' career. Findings reveal that praxis shock predicts patterns of reported burnout, well-being and self-efficacy. This impacts on the development of productive professional identities, career satisfaction and success. Evidence is presented regarding praxis shock and its impact across a teaching career.","downloadable_attachments":[{"id":73131514,"asset_id":58985609,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39366268,"first_name":"James","last_name":"Retell","domain_name":"independent","page_name":"JamesRetell","display_name":"James Retell","profile_url":"https://independent.academia.edu/JamesRetell?f_ri=1601","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1601","nofollow":true},{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":6590,"name":"Professional Identity","url":"https://www.academia.edu/Documents/in/Professional_Identity?f_ri=1601","nofollow":true},{"id":28040,"name":"Music Teacher Education","url":"https://www.academia.edu/Documents/in/Music_Teacher_Education?f_ri=1601"},{"id":161104,"name":"Teacher Professional Identity","url":"https://www.academia.edu/Documents/in/Teacher_Professional_Identity?f_ri=1601"},{"id":168901,"name":"Mid-Career Teachers","url":"https://www.academia.edu/Documents/in/Mid-Career_Teachers?f_ri=1601"},{"id":206171,"name":"Early Career Teachers","url":"https://www.academia.edu/Documents/in/Early_Career_Teachers?f_ri=1601"},{"id":297797,"name":"Teacher Burnout","url":"https://www.academia.edu/Documents/in/Teacher_Burnout?f_ri=1601"},{"id":701868,"name":"Teacher Wellbeing","url":"https://www.academia.edu/Documents/in/Teacher_Wellbeing?f_ri=1601"},{"id":723582,"name":"Music Teacher Identity","url":"https://www.academia.edu/Documents/in/Music_Teacher_Identity?f_ri=1601"},{"id":2498386,"name":"Frontiers in Psychology","url":"https://www.academia.edu/Documents/in/Frontiers_in_Psychology?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80558874 coauthored" data-work_id="80558874" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/80558874/Educa%C3%A7%C3%A3o_Ambiental_no_contexto_de_crises_m%C3%BAltiplas_interfaces">Educação Ambiental no contexto de crises: múltiplas interfaces</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Vivemos, no século XXI com crises ambientais interconectadas, que causam efeitos sociais e econômicos extremos, dentre as quais podemos citar a pandemia da Covid-19, a emergência climática e o ataque à biodiversidade. No Brasil, as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80558874" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Vivemos, no século XXI com crises ambientais interconectadas, que causam efeitos sociais e econômicos extremos, dentre as quais podemos citar a pandemia da Covid-19, a emergência climática e o ataque à biodiversidade. No Brasil, as discussões sobre a pauta socioambiental tornam-se urgentes diante do contexto político neoliberal e de negacionismo científico. A Educação Ambiental (EA) tem sido reconhecida como estratégica fulcral na abordagem desses problemas e na formação das pessoas. Considerada como um campo plural, a EA relaciona-se com uma variedade de teorias e conceitos sobre esta prática educativa e ambiental. Nesse sentido, este e-book “Educação Ambiental no contexto de crises: múltiplas interfaces” reúne resultados de pesquisas e ensaios teóricos em torno da EA sobre diferentes perspectivas. Propõe fomentar discussões em torno da disseminação e fortalecimento da EA versando sobre temas relacionados à algumas emergências ambientais atuais, em diálogo com políticas públicas, p...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80558874" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="121753591" href="https://independent.academia.edu/AlineGregorio2">Aline D E Gregorio</a><script data-card-contents-for-user="121753591" type="text/json">{"id":121753591,"first_name":"Aline","last_name":"Gregorio","domain_name":"independent","page_name":"AlineGregorio2","display_name":"Aline D E Gregorio","profile_url":"https://independent.academia.edu/AlineGregorio2?f_ri=1601","photo":"https://0.academia-photos.com/121753591/31866724/71222386/s65_aline.gregorio.jpeg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-80558874">+1</span><div class="hidden js-additional-users-80558874"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://universidadeestadualdelondrina.academia.edu/%C3%81lvaroLorenciniJ%C3%BAnior">Álvaro Lorencini Júnior</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-80558874'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-80558874').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_80558874 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80558874"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80558874, container: ".js-paper-rank-work_80558874", }); });</script></li><li class="js-percentile-work_80558874 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80558874; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_80558874"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_80558874 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="80558874"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80558874; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80558874]").text(description); $(".js-view-count-work_80558874").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80558874").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80558874"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="62084" rel="nofollow" href="https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o_Ambiental">Educação Ambiental</a>, <script data-card-contents-for-ri="62084" type="text/json">{"id":62084,"name":"Educação Ambiental","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o_Ambiental?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="114113" rel="nofollow" href="https://www.academia.edu/Documents/in/Enviromental_Educational">Enviromental Educational</a><script data-card-contents-for-ri="114113" type="text/json">{"id":114113,"name":"Enviromental Educational","url":"https://www.academia.edu/Documents/in/Enviromental_Educational?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80558874]'), work: {"id":80558874,"title":"Educação Ambiental no contexto de crises: múltiplas interfaces","created_at":"2022-06-02T13:22:12.304-07:00","url":"https://www.academia.edu/80558874/Educa%C3%A7%C3%A3o_Ambiental_no_contexto_de_crises_m%C3%BAltiplas_interfaces?f_ri=1601","dom_id":"work_80558874","summary":"Vivemos, no século XXI com crises ambientais interconectadas, que causam efeitos sociais e econômicos extremos, dentre as quais podemos citar a pandemia da Covid-19, a emergência climática e o ataque à biodiversidade. No Brasil, as discussões sobre a pauta socioambiental tornam-se urgentes diante do contexto político neoliberal e de negacionismo científico. A Educação Ambiental (EA) tem sido reconhecida como estratégica fulcral na abordagem desses problemas e na formação das pessoas. Considerada como um campo plural, a EA relaciona-se com uma variedade de teorias e conceitos sobre esta prática educativa e ambiental. Nesse sentido, este e-book “Educação Ambiental no contexto de crises: múltiplas interfaces” reúne resultados de pesquisas e ensaios teóricos em torno da EA sobre diferentes perspectivas. Propõe fomentar discussões em torno da disseminação e fortalecimento da EA versando sobre temas relacionados à algumas emergências ambientais atuais, em diálogo com políticas públicas, p...","downloadable_attachments":[],"ordered_authors":[{"id":121753591,"first_name":"Aline","last_name":"Gregorio","domain_name":"independent","page_name":"AlineGregorio2","display_name":"Aline D E Gregorio","profile_url":"https://independent.academia.edu/AlineGregorio2?f_ri=1601","photo":"https://0.academia-photos.com/121753591/31866724/71222386/s65_aline.gregorio.jpeg"},{"id":5497783,"first_name":"Álvaro","last_name":"Lorencini Júnior","domain_name":"universidadeestadualdelondrina","page_name":"ÁlvaroLorenciniJúnior","display_name":"Álvaro Lorencini Júnior","profile_url":"https://universidadeestadualdelondrina.academia.edu/%C3%81lvaroLorenciniJ%C3%BAnior?f_ri=1601","photo":"https://0.academia-photos.com/5497783/2580064/2997033/s65__lvaro.lorencini_j_nior.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":62084,"name":"Educação Ambiental","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o_Ambiental?f_ri=1601","nofollow":true},{"id":114113,"name":"Enviromental Educational","url":"https://www.academia.edu/Documents/in/Enviromental_Educational?f_ri=1601","nofollow":true},{"id":445132,"name":"Educação Ambiental e Desenvolvimento Sustentável","url":"https://www.academia.edu/Documents/in/Educacao_Ambiental_e_Desenvolvimento_Sustentavel?f_ri=1601"},{"id":623331,"name":"Educação Ambiental Escolar","url":"https://www.academia.edu/Documents/in/Educacao_Ambiental_Escolar?f_ri=1601"},{"id":842437,"name":"Políticas públicas e educação ambiental","url":"https://www.academia.edu/Documents/in/Politicas_publicas_e_educacao_ambiental?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43816823" data-work_id="43816823" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43816823/Embodied_Enactive_Education_Conservative_versus_Radical_Approaches">Embodied, Enactive Education: Conservative versus Radical Approaches</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Fundamental differences in philosophical outlook divide the more conservative and radical branches of the E-family. Yet the emergence of E-approaches to cognition, wherever they sit on the conservative-radical spectrum, represents an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43816823" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Fundamental differences in philosophical outlook divide the more conservative and radical branches of the E-family. Yet the emergence of E-approaches to cognition, wherever they sit on the conservative-radical spectrum, represents an undeniably important development for understanding cognition. Educational research and practice should take serious stock of these approaches for the simple reason that questions of how to educate cannot be kept apart from questions about how we think and learn. This chapter reviews empirical findings in the E-cognition domain that lend credence to Shapiro and Stolz’s (2019) claim that, “the emerging research agenda of embodied cognition has much to offer educational practitioners, researchers, and/or policy-makers” (p. 34). <br />This chapter brackets question about the philosophical barriers that may, for some, block the acceptance of E-approaches and how to deal with them. It focuses instead on possible practical outcomes of such acceptance. Taking an imaginative leap, it asks: Assuming one adopted either a more conservative or more radical E-framework, how would that choice matter to one’s thinking about educational research and practice?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43816823" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3149f3dd9547b4c5f37c1be54513be06" rel="nofollow" data-download="{"attachment_id":64134854,"asset_id":43816823,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64134854/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2048" href="https://uow.academia.edu/DanielDHutto">Daniel D. Hutto</a><script data-card-contents-for-user="2048" type="text/json">{"id":2048,"first_name":"Daniel D.","last_name":"Hutto","domain_name":"uow","page_name":"DanielDHutto","display_name":"Daniel D. 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Yet the emergence of E-approaches to cognition, wherever they sit on the conservative-radical spectrum, represents an undeniably important development for understanding cognition. Educational research and practice should take serious stock of these approaches for the simple reason that questions of how to educate cannot be kept apart from questions about how we think and learn. This chapter reviews empirical findings in the E-cognition domain that lend credence to Shapiro and Stolz’s (2019) claim that, “the emerging research agenda of embodied cognition has much to offer educational practitioners, researchers, and/or policy-makers” (p. 34). \nThis chapter brackets question about the philosophical barriers that may, for some, block the acceptance of E-approaches and how to deal with them. It focuses instead on possible practical outcomes of such acceptance. Taking an imaginative leap, it asks: Assuming one adopted either a more conservative or more radical E-framework, how would that choice matter to one’s thinking about educational research and practice?","downloadable_attachments":[{"id":64134854,"asset_id":43816823,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2048,"first_name":"Daniel D.","last_name":"Hutto","domain_name":"uow","page_name":"DanielDHutto","display_name":"Daniel D. Hutto","profile_url":"https://uow.academia.edu/DanielDHutto?f_ri=1601","photo":"https://0.academia-photos.com/2048/972/17184758/s65_daniel_d..hutto.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1601","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1601","nofollow":true},{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=1601","nofollow":true},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601"},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=1601"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=1601"},{"id":27785,"name":"Enactivism","url":"https://www.academia.edu/Documents/in/Enactivism?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10542320" data-work_id="10542320" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/10542320/Questions_and_Answers_about_Your_Education_Research_Project">Questions (and Answers) about Your Education Research Project</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10542320]").text(description); $(".js-view-count-work_10542320").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10542320").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10542320"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">33</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher 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Lambert","profile_url":"https://independent.academia.edu/MikeLambert9?f_ri=1601","photo":"https://0.academia-photos.com/14793/434405/538254/s65_mike.lambert.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=1601","nofollow":true},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=1601","nofollow":true},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1601","nofollow":true},{"id":4293,"name":"Doctoral Supervision","url":"https://www.academia.edu/Documents/in/Doctoral_Supervision?f_ri=1601"},{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=1601"},{"id":7223,"name":"Reflective practice in 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Teachers","url":"https://www.academia.edu/Documents/in/Mentorship_of_Beginning_Teachers?f_ri=1601"},{"id":994659,"name":"Educational Action Research","url":"https://www.academia.edu/Documents/in/Educational_Action_Research?f_ri=1601"},{"id":1824195,"name":"Education research project","url":"https://www.academia.edu/Documents/in/Education_research_project?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9345236" data-work_id="9345236" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9345236/Piaget_Clay_and_Descartes_Wax_1988_">Piaget' Clay and Descartes' Wax (1988)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Critical reflections on constructivism and its origins, paralleling Piaget's clay experiments and Descartes' ones with wax. Early hints of ecopedagogy</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9345236" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="99b193e7091f34ded49c3bd1bf3284e7" rel="nofollow" data-download="{"attachment_id":35601275,"asset_id":9345236,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35601275/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14742326" href="https://ucalgary.academia.edu/DavidJardine">David W Jardine</a><script data-card-contents-for-user="14742326" type="text/json">{"id":14742326,"first_name":"David","last_name":"Jardine","domain_name":"ucalgary","page_name":"DavidJardine","display_name":"David W Jardine","profile_url":"https://ucalgary.academia.edu/DavidJardine?f_ri=1601","photo":"https://0.academia-photos.com/14742326/4015661/121625052/s65_david.jardine.png"}</script></span></span></li><li class="js-paper-rank-work_9345236 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9345236"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9345236, container: ".js-paper-rank-work_9345236", }); 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Early hints of ecopedagogy","downloadable_attachments":[{"id":35601275,"asset_id":9345236,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14742326,"first_name":"David","last_name":"Jardine","domain_name":"ucalgary","page_name":"DavidJardine","display_name":"David W Jardine","profile_url":"https://ucalgary.academia.edu/DavidJardine?f_ri=1601","photo":"https://0.academia-photos.com/14742326/4015661/121625052/s65_david.jardine.png"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":2559,"name":"Philosophy of Education","url":"https://www.academia.edu/Documents/in/Philosophy_of_Education?f_ri=1601","nofollow":true},{"id":3248,"name":"Constructivism","url":"https://www.academia.edu/Documents/in/Constructivism?f_ri=1601","nofollow":true},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=1601","nofollow":true},{"id":5114,"name":"Hermeneutics","url":"https://www.academia.edu/Documents/in/Hermeneutics?f_ri=1601"},{"id":6805,"name":"Jean Piaget","url":"https://www.academia.edu/Documents/in/Jean_Piaget?f_ri=1601"},{"id":16990,"name":"Ecopedagogy","url":"https://www.academia.edu/Documents/in/Ecopedagogy?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48506197" data-work_id="48506197" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/48506197/Teacher_Education_Curriculum_of_Secondary_School_Teachers">Teacher Education Curriculum of Secondary School Teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Finnish education system has received attention from all over the world because it came out on top in the PISA surveys. Finnish 15-year-olds have been number one in terms of skills in science, mathematics, the reading of literature... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48506197" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Finnish education system has received attention from all over the world because it came out on top in the PISA surveys. Finnish 15-year-olds have been number one in terms of skills in science, mathematics, the reading of literature and problem solving, and only a very few students fall within the lowest PISA categories. Likewise, the differences between schools are small. A major reason for high level learning outcomes can be seen as a result of a purposeful educational policy and a high competence of teachers. The educational policy has purposefully aimed at equity in education and has promoted the common comprehensive school model. In the process, many important decisions have been made. One of those has been the decision that all teacher education was raised to the MA level (5 years programs and teachers are seen as professionals who have a right and obligation ton develop their work in schools. The structure and contents of all teacher education, including secondary school teachers, aim at research and evidence-based orientation. This means that teachers learn to take an analytical and open-minded approach to their work, that they draw conclusions based on their observations, and experiences and that they develop their teaching and learning environments in a systematic way.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48506197" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9a5b5f0d64d368f0fe1cc2f19f4023d6" rel="nofollow" data-download="{"attachment_id":67082732,"asset_id":48506197,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67082732/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11826197" href="https://independent.academia.edu/HanneleNiemi">Hannele Niemi</a><script data-card-contents-for-user="11826197" type="text/json">{"id":11826197,"first_name":"Hannele","last_name":"Niemi","domain_name":"independent","page_name":"HanneleNiemi","display_name":"Hannele Niemi","profile_url":"https://independent.academia.edu/HanneleNiemi?f_ri=1601","photo":"https://0.academia-photos.com/11826197/4258160/4953196/s65_hannele.niemi.jpg"}</script></span></span></li><li class="js-paper-rank-work_48506197 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48506197"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48506197, container: ".js-paper-rank-work_48506197", }); 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$(".js-view-count[data-work-id=48506197]").text(description); $(".js-view-count-work_48506197").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48506197").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48506197"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9822" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a>, <script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="49419" rel="nofollow" href="https://www.academia.edu/Documents/in/Problem_Solving">Problem Solving</a><script data-card-contents-for-ri="49419" type="text/json">{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48506197]'), work: {"id":48506197,"title":"Teacher Education Curriculum of Secondary School Teachers","created_at":"2021-05-04T21:33:13.253-07:00","url":"https://www.academia.edu/48506197/Teacher_Education_Curriculum_of_Secondary_School_Teachers?f_ri=1601","dom_id":"work_48506197","summary":"The Finnish education system has received attention from all over the world because it came out on top in the PISA surveys. Finnish 15-year-olds have been number one in terms of skills in science, mathematics, the reading of literature and problem solving, and only a very few students fall within the lowest PISA categories. Likewise, the differences between schools are small. A major reason for high level learning outcomes can be seen as a result of a purposeful educational policy and a high competence of teachers. The educational policy has purposefully aimed at equity in education and has promoted the common comprehensive school model. In the process, many important decisions have been made. One of those has been the decision that all teacher education was raised to the MA level (5 years programs and teachers are seen as professionals who have a right and obligation ton develop their work in schools. The structure and contents of all teacher education, including secondary school teachers, aim at research and evidence-based orientation. This means that teachers learn to take an analytical and open-minded approach to their work, that they draw conclusions based on their observations, and experiences and that they develop their teaching and learning environments in a systematic way.","downloadable_attachments":[{"id":67082732,"asset_id":48506197,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11826197,"first_name":"Hannele","last_name":"Niemi","domain_name":"independent","page_name":"HanneleNiemi","display_name":"Hannele Niemi","profile_url":"https://independent.academia.edu/HanneleNiemi?f_ri=1601","photo":"https://0.academia-photos.com/11826197/4258160/4953196/s65_hannele.niemi.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=1601","nofollow":true},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=1601","nofollow":true},{"id":110333,"name":"Teacher Learning","url":"https://www.academia.edu/Documents/in/Teacher_Learning?f_ri=1601"},{"id":319000,"name":"Education System","url":"https://www.academia.edu/Documents/in/Education_System?f_ri=1601"},{"id":423532,"name":"Secondary School","url":"https://www.academia.edu/Documents/in/Secondary_School?f_ri=1601"},{"id":797948,"name":"Learning Outcome","url":"https://www.academia.edu/Documents/in/Learning_Outcome?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73922511 coauthored" data-work_id="73922511" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73922511/The_Layered_Toll_of_Racism_in_Teacher_Education_on_Teacher_Educators_of_Color">The Layered Toll of Racism in Teacher Education on Teacher Educators of Color</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">THIS IS AN OPEN ACCESS PAPER, PLEASE USE THE LINK OR DOI TO FREELY ACCESS THE PAPER! To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73922511" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">THIS IS AN OPEN ACCESS PAPER, PLEASE USE THE LINK OR DOI TO FREELY ACCESS THE PAPER! <br />To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73922511" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="26bbbbcc1226efb820c4edfae017bb53" rel="nofollow" data-download="{"attachment_id":82262829,"asset_id":73922511,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82262829/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="68160" href="https://ucriverside.academia.edu/RitaKohli">Rita Kohli</a><script data-card-contents-for-user="68160" type="text/json">{"id":68160,"first_name":"Rita","last_name":"Kohli","domain_name":"ucriverside","page_name":"RitaKohli","display_name":"Rita Kohli","profile_url":"https://ucriverside.academia.edu/RitaKohli?f_ri=1601","photo":"https://0.academia-photos.com/68160/19113/13410481/s65_rita.kohli.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-73922511">+1</span><div class="hidden js-additional-users-73922511"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MarcosPizarro">Marcos Pizarro</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-73922511'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-73922511').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_73922511 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="73922511"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73922511; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73922511]").text(description); $(".js-view-count-work_73922511").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73922511").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73922511"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5247" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Race_Theory">Critical Race Theory</a>, <script data-card-contents-for-ri="5247" type="text/json">{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13283" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice_in_Education">Social Justice in Education</a><script data-card-contents-for-ri="13283" type="text/json">{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73922511]'), work: {"id":73922511,"title":"The Layered Toll of Racism in Teacher Education on Teacher Educators of Color","created_at":"2022-03-16T22:21:15.058-07:00","url":"https://www.academia.edu/73922511/The_Layered_Toll_of_Racism_in_Teacher_Education_on_Teacher_Educators_of_Color?f_ri=1601","dom_id":"work_73922511","summary":"THIS IS AN OPEN ACCESS PAPER, PLEASE USE THE LINK OR DOI TO FREELY ACCESS THE PAPER!\r\nTo systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice.","downloadable_attachments":[{"id":82262829,"asset_id":73922511,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":68160,"first_name":"Rita","last_name":"Kohli","domain_name":"ucriverside","page_name":"RitaKohli","display_name":"Rita Kohli","profile_url":"https://ucriverside.academia.edu/RitaKohli?f_ri=1601","photo":"https://0.academia-photos.com/68160/19113/13410481/s65_rita.kohli.jpg"},{"id":48315907,"first_name":"Marcos","last_name":"Pizarro","domain_name":"independent","page_name":"MarcosPizarro","display_name":"Marcos Pizarro","profile_url":"https://independent.academia.edu/MarcosPizarro?f_ri=1601","photo":"https://0.academia-photos.com/48315907/16171162/16608763/s65_marcos.pizarro.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=1601","nofollow":true},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=1601","nofollow":true},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=1601"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=1601"},{"id":18677,"name":"Race and Schooling","url":"https://www.academia.edu/Documents/in/Race_and_Schooling?f_ri=1601"},{"id":20129,"name":"Social Justice Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Education?f_ri=1601"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=1601"},{"id":312685,"name":"Social Foundations of Education","url":"https://www.academia.edu/Documents/in/Social_Foundations_of_Education?f_ri=1601"},{"id":1031375,"name":"Teacher Educator Dilemmas","url":"https://www.academia.edu/Documents/in/Teacher_Educator_Dilemmas?f_ri=1601"},{"id":1031382,"name":"Diversity \u0026 Equity In Teacher Education","url":"https://www.academia.edu/Documents/in/Diversity_and_Equity_In_Teacher_Education?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40033184" data-work_id="40033184" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40033184/The_Missionary_and_The_Philanthropist">The Missionary and The Philanthropist</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This artistic endeavor wanders from the observation that missionaries and philanthropists share a stream of ontological continuity that leads both to use vulnerabilities to draw victims into genocidal relationships that transmit... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40033184" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This artistic endeavor wanders from the observation that missionaries and philanthropists share a stream of ontological continuity that leads both to use vulnerabilities to draw victims into genocidal relationships that transmit Artificial-Domineering Worldview(s) (A.D. Worldview[s]) and an associated sickness of consciousness that causes people who contract the sickness to become de-spirited prey that loses its sovereignty. This wandering then explores contemporary religious and secular educational philosophies that symbolize the missionary and philanthropist archetypes/stories/characters. This wandering concludes that, while both the missionary and the philanthropist claim to be helping people towards virtue, the genocidal relationships missionaries and philanthropists form with beings who they relate to as prey (as it rather than who) cause the death of our goodly human nature and the potentials for social and environmental justice therein.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40033184" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5560292" href="https://independent.academia.edu/LBarnesmoore">Luke Barnesmoore</a><script data-card-contents-for-user="5560292" type="text/json">{"id":5560292,"first_name":"Luke","last_name":"Barnesmoore","domain_name":"independent","page_name":"LBarnesmoore","display_name":"Luke Barnesmoore","profile_url":"https://independent.academia.edu/LBarnesmoore?f_ri=1601","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_40033184 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40033184"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40033184, container: ".js-paper-rank-work_40033184", }); 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$(".js-view-count[data-work-id=40033184]").text(description); $(".js-view-count-work_40033184").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40033184").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40033184"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="109" rel="nofollow" href="https://www.academia.edu/Documents/in/Christianity">Christianity</a>, <script data-card-contents-for-ri="109" type="text/json">{"id":109,"name":"Christianity","url":"https://www.academia.edu/Documents/in/Christianity?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="262" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Geography">Human Geography</a>, <script data-card-contents-for-ri="262" type="text/json">{"id":262,"name":"Human Geography","url":"https://www.academia.edu/Documents/in/Human_Geography?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="767" rel="nofollow" href="https://www.academia.edu/Documents/in/Anthropology">Anthropology</a><script data-card-contents-for-ri="767" type="text/json">{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40033184]'), work: {"id":40033184,"title":"The Missionary and The Philanthropist","created_at":"2019-08-07T17:35:47.061-07:00","url":"https://www.academia.edu/40033184/The_Missionary_and_The_Philanthropist?f_ri=1601","dom_id":"work_40033184","summary":"This artistic endeavor wanders from the observation that missionaries and philanthropists share a stream of ontological continuity that leads both to use vulnerabilities to draw victims into genocidal relationships that transmit Artificial-Domineering Worldview(s) (A.D. Worldview[s]) and an associated sickness of consciousness that causes people who contract the sickness to become de-spirited prey that loses its sovereignty. This wandering then explores contemporary religious and secular educational philosophies that symbolize the missionary and philanthropist archetypes/stories/characters. This wandering concludes that, while both the missionary and the philanthropist claim to be helping people towards virtue, the genocidal relationships missionaries and philanthropists form with beings who they relate to as prey (as it rather than who) cause the death of our goodly human nature and the potentials for social and environmental justice therein.","downloadable_attachments":[],"ordered_authors":[{"id":5560292,"first_name":"Luke","last_name":"Barnesmoore","domain_name":"independent","page_name":"LBarnesmoore","display_name":"Luke Barnesmoore","profile_url":"https://independent.academia.edu/LBarnesmoore?f_ri=1601","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=1601","nofollow":true},{"id":109,"name":"Christianity","url":"https://www.academia.edu/Documents/in/Christianity?f_ri=1601","nofollow":true},{"id":262,"name":"Human Geography","url":"https://www.academia.edu/Documents/in/Human_Geography?f_ri=1601","nofollow":true},{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=1601","nofollow":true},{"id":797,"name":"International Relations","url":"https://www.academia.edu/Documents/in/International_Relations?f_ri=1601"},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1601"},{"id":805,"name":"Ontology","url":"https://www.academia.edu/Documents/in/Ontology?f_ri=1601"},{"id":813,"name":"Political Philosophy","url":"https://www.academia.edu/Documents/in/Political_Philosophy?f_ri=1601"},{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=1601"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=1601"},{"id":1302,"name":"Theology","url":"https://www.academia.edu/Documents/in/Theology?f_ri=1601"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601"},{"id":2575,"name":"International Law","url":"https://www.academia.edu/Documents/in/International_Law?f_ri=1601"},{"id":3468,"name":"Virtue Ethics","url":"https://www.academia.edu/Documents/in/Virtue_Ethics?f_ri=1601"},{"id":4195,"name":"Cultural Theory","url":"https://www.academia.edu/Documents/in/Cultural_Theory?f_ri=1601"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=1601"},{"id":17612,"name":"Educational Philosophy","url":"https://www.academia.edu/Documents/in/Educational_Philosophy?f_ri=1601"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=1601"},{"id":445280,"name":"Hebrew Bible/Old Testament","url":"https://www.academia.edu/Documents/in/Hebrew_Bible_Old_Testament?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38944691" data-work_id="38944691" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38944691/The_Life_World_and_the_Teaching_of_Religions">The Life-World and the Teaching of Religions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Kåre Fuglseth The Life-World and the Teaching of Religions Some Insights from Husserlian Phenomenology and Non-Ethnocentric Definitions for Religious Education in a Multicultural Situation The Life-World and Religion</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item 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data-has-card-for-ri="106" rel="nofollow" href="https://www.academia.edu/Documents/in/Religion">Religion</a>, <script data-card-contents-for-ri="106" type="text/json">{"id":106,"name":"Religion","url":"https://www.academia.edu/Documents/in/Religion?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2397" rel="nofollow" href="https://www.academia.edu/Documents/in/Religious_Education">Religious Education</a>, <script data-card-contents-for-ri="2397" type="text/json">{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5178" rel="nofollow" href="https://www.academia.edu/Documents/in/Phenomenology">Phenomenology</a><script data-card-contents-for-ri="5178" type="text/json">{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38944691]'), work: {"id":38944691,"title":"The Life-World and the Teaching of Religions","created_at":"2019-04-26T23:15:00.943-07:00","url":"https://www.academia.edu/38944691/The_Life_World_and_the_Teaching_of_Religions?f_ri=1601","dom_id":"work_38944691","summary":"Kåre Fuglseth The Life-World and the Teaching of Religions Some Insights from Husserlian Phenomenology and Non-Ethnocentric Definitions for Religious Education in a Multicultural Situation The Life-World and Religion ","downloadable_attachments":[{"id":59046503,"asset_id":38944691,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35598,"first_name":"Kåre Sigvald","last_name":"Fuglseth","domain_name":"nord","page_name":"KåreSigvaldFuglseth","display_name":"Kåre Sigvald Fuglseth","profile_url":"https://nord.academia.edu/K%C3%A5reSigvaldFuglseth?f_ri=1601","photo":"https://0.academia-photos.com/35598/11742/11039/s65_k_re_sigvald.fuglseth.jpeg"}],"research_interests":[{"id":106,"name":"Religion","url":"https://www.academia.edu/Documents/in/Religion?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":2397,"name":"Religious 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Education argues for inclusiveness in educational institutions, through changes in curriculum and teaching methods.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21696145" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="79e075070420f409be74da98e8fa719a" rel="nofollow" data-download="{"attachment_id":42394010,"asset_id":21696145,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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ΔΗΜΗΤΡΙΑΔΗ)","profile_url":"https://uniwa.academia.edu/SophiaDimitriadi?f_ri=1601","photo":"https://0.academia-photos.com/1158698/11507221/12834598/s65_sophia.dimitriadi.jpg"}</script></span></span></li><li class="js-paper-rank-work_21696145 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21696145"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21696145, container: ".js-paper-rank-work_21696145", }); });</script></li><li class="js-percentile-work_21696145 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 21696145; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21696145"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1062" rel="nofollow" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2613" rel="nofollow" href="https://www.academia.edu/Documents/in/Diversity">Diversity</a><script data-card-contents-for-ri="2613" type="text/json">{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21696145]'), work: {"id":21696145,"title":"Diversity, Special Needs and Inclusion in Early Years 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js-work-link" rel="nofollow" href="https://www.academia.edu/37037188/Issues_in_Teacher_Education_Special_Issue_Ecocritical_Perspectives_in_Teacher_Education">Issues in Teacher Education - Special Issue: Ecocritical Perspectives in Teacher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">A special issue for Issues in Teacher Education (ITE) that includes diverse ecocritical perspectives in teacher education.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37037188" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a 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data-card-contents-for-user="2210529" type="text/json">{"id":2210529,"first_name":"John","last_name":"Lupinacci","domain_name":"wsu","page_name":"JohnLupinacci","display_name":"John Lupinacci","profile_url":"https://wsu.academia.edu/JohnLupinacci?f_ri=1601","photo":"https://0.academia-photos.com/2210529/707925/2629834/s65_john.lupinacci.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37037188">+3</span><div class="hidden js-additional-users-37037188"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://memphis.academia.edu/alisonhappel">Alison Happel-Parkins</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://gvsu.academia.edu/KevinHolohan">Kevin Holohan</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://umanitoba.academia.edu/JeannieKerr">Jeannie Kerr</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37037188'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37037188').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_37037188 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37037188"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37037188, container: ".js-paper-rank-work_37037188", }); });</script></li><li class="js-percentile-work_37037188 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: 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href="https://www.academia.edu/Documents/in/Environmental_Education">Environmental Education</a>, <script data-card-contents-for-ri="1063" type="text/json">{"id":1063,"name":"Environmental Education","url":"https://www.academia.edu/Documents/in/Environmental_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3073" rel="nofollow" href="https://www.academia.edu/Documents/in/Indigenous_education">Indigenous education</a><script data-card-contents-for-ri="3073" type="text/json">{"id":3073,"name":"Indigenous 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/61379574/Understanding_Sociological_Theory_for_Educational_Practices">Understanding Sociological Theory for Educational Practices</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In contemporary classrooms, it is crucial for teachers to have a thorough understanding of sociological issues in education. Understanding Sociological Theory for Pedagogical Practices addresses sociological theory, highlighting its... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_61379574" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In contemporary classrooms, it is crucial for teachers to have a thorough understanding of sociological issues in education. Understanding Sociological Theory for Pedagogical Practices addresses sociological theory, highlighting its relevance to policy, curriculum and practice for the pre-service teacher education student. The book explores a range of sociological issues related to diversity, disadvantage, discrimination and marginalisation, contributing to the preparation of future teachers for work in a range of educational contexts. It seeks to dispel the traditional ‘one-size-fits-all’ notion of education, encouraging future teachers to think critically and reflexively in terms of creating a welcoming and equitable student environment through knowledge, inclusion and understanding. Understanding Sociological Theory for Pedagogical Practices is an invaluable resource for primary, secondary and early childhood pre-service teacher education students as they prepare to navigate the ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/61379574" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7f6175bbbb0521fca2eb60d226648613" rel="nofollow" data-download="{"attachment_id":74427560,"asset_id":61379574,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74427560/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47127805" href="https://independent.academia.edu/CrissJonesDiaz">Criss Jones Diaz</a><script data-card-contents-for-user="47127805" type="text/json">{"id":47127805,"first_name":"Criss","last_name":"Jones Diaz","domain_name":"independent","page_name":"CrissJonesDiaz","display_name":"Criss Jones Diaz","profile_url":"https://independent.academia.edu/CrissJonesDiaz?f_ri=1601","photo":"https://0.academia-photos.com/47127805/25437459/24172967/s65_criss.jones_diaz.jpg"}</script></span></span></li><li class="js-paper-rank-work_61379574 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="61379574"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 61379574, container: ".js-paper-rank-work_61379574", }); 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Pemilihan strategi pembelajaran dilakukan atas... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10801913" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Berdasarkan pendekatan yang digunakan, secara umum ada dua strategi pembelajaran yaitu stategi yang berpusat pada guru (teacher centre orientied) dan peserta didik (student centre oriented). Pemilihan strategi pembelajaran dilakukan atas pertimbangan karakteristik kompetensi yang menjadi tujuan yang terdiri dari sikap, pengetahuan dan keterampilan, serta karakteristik peserta didik dan sumber daya yang dimiliki. Oleh karena itu tidak ada strategi yang tepat untuk semua kondisi dan karakteristik yang dihadapi.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10801913" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2575c9f5c32c7cbf87f6aa82cbe466bb" rel="nofollow" data-download="{"attachment_id":36640685,"asset_id":10801913,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36640685/download_file?st=MTc0MDk4NzQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="18638819" href="https://independent.academia.edu/hanyrosalin">hany rosalin</a><script data-card-contents-for-user="18638819" type="text/json">{"id":18638819,"first_name":"hany","last_name":"rosalin","domain_name":"independent","page_name":"hanyrosalin","display_name":"hany rosalin","profile_url":"https://independent.academia.edu/hanyrosalin?f_ri=1601","photo":"https://0.academia-photos.com/18638819/5175039/5926212/s65_hany.rosalin.jpg"}</script></span></span></li><li class="js-paper-rank-work_10801913 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10801913"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10801913, container: ".js-paper-rank-work_10801913", }); });</script></li><li class="js-percentile-work_10801913 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10801913; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10801913"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10801913 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10801913"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10801913; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10801913]").text(description); $(".js-view-count-work_10801913").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10801913").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10801913"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10801913]'), work: {"id":10801913,"title":"kajian teori","created_at":"2015-02-14T20:56:45.369-08:00","url":"https://www.academia.edu/10801913/kajian_teori?f_ri=1601","dom_id":"work_10801913","summary":"Berdasarkan pendekatan yang digunakan, secara umum ada dua strategi pembelajaran yaitu stategi yang berpusat pada guru (teacher centre orientied) dan peserta didik (student centre oriented). 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Oleh karena itu tidak ada strategi yang tepat untuk semua kondisi dan karakteristik yang dihadapi.","downloadable_attachments":[{"id":36640685,"asset_id":10801913,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":18638819,"first_name":"hany","last_name":"rosalin","domain_name":"independent","page_name":"hanyrosalin","display_name":"hany rosalin","profile_url":"https://independent.academia.edu/hanyrosalin?f_ri=1601","photo":"https://0.academia-photos.com/18638819/5175039/5926212/s65_hany.rosalin.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4370300" data-work_id="4370300" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4370300/Towards_a_Pedagogy_for_the_Application_of_Empathy_in_Culturally_Diverse_Classrooms">Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Empathy is theorized to improve the teaching effectiveness of teachers in urban and multicultural classroom settings. However, the field has few models useful for training and preparing teachers to cultivate empathy as a professional... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4370300" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Empathy is theorized to improve the teaching effectiveness of teachers in urban and multicultural classroom settings. However, the field has few models useful for training and preparing teachers to cultivate empathy as a professional disposition. This study examines the academic, behavioral, and social/relational interactions of four White female high school teachers with their Black male students. Findings suggest that empathy, as a professional disposition applied by teachers to negotiate interactions with students, requires two phases of implementation. Phase 1 is the acquisition of new knowledge. Phase 2 is the strategic negotiation of that knowledge and interpretation of student feedback to make the necessary pedagogic adjustments in subsequent student–teacher interactions. Implications for teacher education and professional development are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4370300" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b4f1ee011cd504dd14e889f53bb5c79f" rel="nofollow" data-download="{"attachment_id":47921404,"asset_id":4370300,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47921404/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="622260" href="https://vanderbilt.academia.edu/ChezareWarren">Chezare A Warren</a><script data-card-contents-for-user="622260" type="text/json">{"id":622260,"first_name":"Chezare","last_name":"Warren","domain_name":"vanderbilt","page_name":"ChezareWarren","display_name":"Chezare A Warren","profile_url":"https://vanderbilt.academia.edu/ChezareWarren?f_ri=1601","photo":"https://0.academia-photos.com/622260/215645/39684091/s65_chezare.warren.png"}</script></span></span></li><li class="js-paper-rank-work_4370300 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4370300"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4370300, container: ".js-paper-rank-work_4370300", }); 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However, the field has few models useful for training and preparing teachers to cultivate empathy as a professional disposition. This study examines the academic, behavioral, and social/relational interactions of four White female high school teachers with their Black male students. Findings suggest that empathy, as a professional disposition applied by teachers to negotiate interactions with students, requires two phases of implementation. Phase 1 is the acquisition of new knowledge. Phase 2 is the strategic negotiation of that knowledge and interpretation of student feedback to make the necessary pedagogic adjustments in subsequent student–teacher interactions. 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Skills","url":"https://www.academia.edu/Documents/in/Listening_and_Writing_Skills?f_ri=1601"},{"id":1223637,"name":"Early Modern English Literature and Drama","url":"https://www.academia.edu/Documents/in/Early_Modern_English_Literature_and_Drama?f_ri=1601"},{"id":1223638,"name":"History of the Theater","url":"https://www.academia.edu/Documents/in/History_of_the_Theater?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18962764" data-work_id="18962764" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18962764/Pedagogical_approaches_to_multicultural_education_within_teacher_preparation_programs">Pedagogical approaches to multicultural education within teacher preparation programs</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Despite national standards established in 1979, U.S. teacher preparation programs have struggled to incorporate comprehensive, multicultural teacher education into existing curriculum (Sleeter, 2008). The weakness of multicultural... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18962764" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Despite national standards established in 1979, U.S. teacher preparation programs have struggled to incorporate comprehensive, multicultural teacher education into existing curriculum (Sleeter, 2008). The weakness of multicultural training in most teacher preparation programs is theorized as a major contributor to the persistent achievement gap between students of color and White students (Ferguson, 2003). Furthermore, literature indicates White teachers frequently hold lower expectations for racial and ethnic minority students compared to White students and these lowered expectations often manifest as lower academic achievement (McKown & Weinstein, 2007).<br /><br />This study provides empirical data regarding multicultural education within teacher preparation programs. Individual course sections of pre-service teachers completing a field-based teaching experience were randomly assigned to one of two treatment groups or a no-treatment control group. Quantitative measures within a pretest-intervention-posttest research design were used to assess the effectiveness of variation in pedagogical approach of multicultural teacher education. Multiple analysis of covariance allowed for the examination of the extent to which variation of pedagogical approach of multicultural teacher education affected pre-service teachers’ cultural competence. Additionally, this study examined the extent to which differences in field placement sites affected pre-service teachers’ cultural competence. Finally, this study examined the unique interaction effects of variation of pedagogical approach of multicultural teacher education combined with differences in field placement site.<br /><br />Results from the sample (n = 86; female = 57) indicated treatment group participants experienced significant (p = .001) and meaningful (2 = .303) change in attitudes and beliefs regarding multiculturalism and diversity. Results further indicated site diversity had no significant effect (p = .077) on intervention efficacy. Similarly, no significant interaction effects (p = .293) were found for pedagogical approach combined with site diversity. Finally, treatment group participants described their preparation to teach in a multiculturally competent manner as more useful (p = .041) and more systematic (p = .011) compared to control participants. Findings highlight the importance of intentionally designed curriculum and differences between lecture and group approaches to multicultural teacher education. Literature from counseling psychology, teacher education, and curriculum studies is used to interpret findings, draw conclusions, discuss limitations, and suggest future research opportunities.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18962764" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e080a122e58f266d0ad83369173a1f13" rel="nofollow" data-download="{"attachment_id":51097365,"asset_id":18962764,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51097365/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="39008947" href="https://stmarys-ca.academia.edu/MarkBarajas">Mark S Barajas</a><script data-card-contents-for-user="39008947" type="text/json">{"id":39008947,"first_name":"Mark","last_name":"Barajas","domain_name":"stmarys-ca","page_name":"MarkBarajas","display_name":"Mark S Barajas","profile_url":"https://stmarys-ca.academia.edu/MarkBarajas?f_ri=1601","photo":"https://0.academia-photos.com/39008947/15289025/15949609/s65_mark.barajas.jpg"}</script></span></span></li><li class="js-paper-rank-work_18962764 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18962764"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18962764, container: ".js-paper-rank-work_18962764", }); 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$(".js-view-count[data-work-id=18962764]").text(description); $(".js-view-count-work_18962764").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18962764").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18962764"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="898" rel="nofollow" href="https://www.academia.edu/Documents/in/Multiculturalism">Multiculturalism</a>, <script data-card-contents-for-ri="898" type="text/json">{"id":898,"name":"Multiculturalism","url":"https://www.academia.edu/Documents/in/Multiculturalism?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3277" rel="nofollow" href="https://www.academia.edu/Documents/in/Race_and_Racism">Race and Racism</a>, <script data-card-contents-for-ri="3277" type="text/json">{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3392" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a><script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18962764]'), work: {"id":18962764,"title":"Pedagogical approaches to multicultural education within teacher preparation programs","created_at":"2015-11-24T21:14:06.803-08:00","url":"https://www.academia.edu/18962764/Pedagogical_approaches_to_multicultural_education_within_teacher_preparation_programs?f_ri=1601","dom_id":"work_18962764","summary":"Despite national standards established in 1979, U.S. teacher preparation programs have struggled to incorporate comprehensive, multicultural teacher education into existing curriculum (Sleeter, 2008). The weakness of multicultural training in most teacher preparation programs is theorized as a major contributor to the persistent achievement gap between students of color and White students (Ferguson, 2003). Furthermore, literature indicates White teachers frequently hold lower expectations for racial and ethnic minority students compared to White students and these lowered expectations often manifest as lower academic achievement (McKown \u0026 Weinstein, 2007).\n\nThis study provides empirical data regarding multicultural education within teacher preparation programs. Individual course sections of pre-service teachers completing a field-based teaching experience were randomly assigned to one of two treatment groups or a no-treatment control group. Quantitative measures within a pretest-intervention-posttest research design were used to assess the effectiveness of variation in pedagogical approach of multicultural teacher education. Multiple analysis of covariance allowed for the examination of the extent to which variation of pedagogical approach of multicultural teacher education affected pre-service teachers’ cultural competence. Additionally, this study examined the extent to which differences in field placement sites affected pre-service teachers’ cultural competence. Finally, this study examined the unique interaction effects of variation of pedagogical approach of multicultural teacher education combined with differences in field placement site.\n\nResults from the sample (n = 86; female = 57) indicated treatment group participants experienced significant (p = .001) and meaningful (2 = .303) change in attitudes and beliefs regarding multiculturalism and diversity. Results further indicated site diversity had no significant effect (p = .077) on intervention efficacy. Similarly, no significant interaction effects (p = .293) were found for pedagogical approach combined with site diversity. Finally, treatment group participants described their preparation to teach in a multiculturally competent manner as more useful (p = .041) and more systematic (p = .011) compared to control participants. Findings highlight the importance of intentionally designed curriculum and differences between lecture and group approaches to multicultural teacher education. Literature from counseling psychology, teacher education, and curriculum studies is used to interpret findings, draw conclusions, discuss limitations, and suggest future research opportunities.","downloadable_attachments":[{"id":51097365,"asset_id":18962764,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39008947,"first_name":"Mark","last_name":"Barajas","domain_name":"stmarys-ca","page_name":"MarkBarajas","display_name":"Mark S Barajas","profile_url":"https://stmarys-ca.academia.edu/MarkBarajas?f_ri=1601","photo":"https://0.academia-photos.com/39008947/15289025/15949609/s65_mark.barajas.jpg"}],"research_interests":[{"id":898,"name":"Multiculturalism","url":"https://www.academia.edu/Documents/in/Multiculturalism?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism?f_ri=1601","nofollow":true},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=1601","nofollow":true},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=1601"},{"id":9823,"name":"Multicultural Education","url":"https://www.academia.edu/Documents/in/Multicultural_Education?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37446582 coauthored" data-work_id="37446582" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37446582/Journal_of_Online_Learning_Research_Special_Issue_K_12_Online_Learning_for_Diverse_Learners">Journal of Online Learning Research: Special Issue: K-12 Online Learning for Diverse Learners</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">For some savvy scholars and industry insiders, fully online learning— where instruction takes place entirely (or nearly so) over the Internet—and blended instruction—where instruction takes place both online and in a traditional physical... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37446582" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">For some savvy scholars and industry insiders, fully online learning— where instruction takes place entirely (or nearly so) over the Internet—and blended instruction—where instruction takes place both online and in a traditional physical space—were inevitable at all levels of education. But for many K-12 educators and the universities that prepare them, its emergence seemed sudden and rapid (Graham, 2006). Once it was here, online learning promised opportunities to take courses that were otherwise unavailable at traditional schools, including advanced courses and credit recovery. Online learning also offered the potential to reduce scheduling conflicts (Picciano, Seaman, Shea, & Swan, 2012). However, scholars have also sounded warnings about potential policy and practical challenges for students who need extra support for learning, including those with disabilities, in online envi</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37446582" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5019e182cee3113a57ebe2a560344354" rel="nofollow" data-download="{"attachment_id":57413648,"asset_id":37446582,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57413648/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13933181" href="https://unm.academia.edu/MaryRice">Mary F Rice</a><script data-card-contents-for-user="13933181" type="text/json">{"id":13933181,"first_name":"Mary","last_name":"Rice","domain_name":"unm","page_name":"MaryRice","display_name":"Mary F Rice","profile_url":"https://unm.academia.edu/MaryRice?f_ri=1601","photo":"https://0.academia-photos.com/13933181/4194572/158858535/s65_mary.rice.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37446582">+1</span><div class="hidden js-additional-users-37446582"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://olemiss.academia.edu/MarkDeschaine">Mark E Deschaine</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37446582'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37446582').html(); 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But for many K-12 educators and the universities that prepare them, its emergence seemed sudden and rapid (Graham, 2006). Once it was here, online learning promised opportunities to take courses that were otherwise unavailable at traditional schools, including advanced courses and credit recovery. Online learning also offered the potential to reduce scheduling conflicts (Picciano, Seaman, Shea, \u0026 Swan, 2012). However, scholars have also sounded warnings about potential policy and practical challenges for students who need extra support for learning, including those with disabilities, in online envi","downloadable_attachments":[{"id":57413648,"asset_id":37446582,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13933181,"first_name":"Mary","last_name":"Rice","domain_name":"unm","page_name":"MaryRice","display_name":"Mary F Rice","profile_url":"https://unm.academia.edu/MaryRice?f_ri=1601","photo":"https://0.academia-photos.com/13933181/4194572/158858535/s65_mary.rice.jpg"},{"id":9232472,"first_name":"Mark","last_name":"Deschaine","domain_name":"olemiss","page_name":"MarkDeschaine","display_name":"Mark E Deschaine","profile_url":"https://olemiss.academia.edu/MarkDeschaine?f_ri=1601","photo":"https://0.academia-photos.com/9232472/15563538/16153264/s65_mark.deschaine.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":2260,"name":"Disability Studies","url":"https://www.academia.edu/Documents/in/Disability_Studies?f_ri=1601","nofollow":true},{"id":15105,"name":"Universal Design for Learning","url":"https://www.academia.edu/Documents/in/Universal_Design_for_Learning?f_ri=1601","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=1601","nofollow":true},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=1601"},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning?f_ri=1601"},{"id":43838,"name":"India","url":"https://www.academia.edu/Documents/in/India?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38293843" data-work_id="38293843" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38293843/What_Makes_a_Star_Teacher_7_Dispositions_That_Support_Student_Learning">What Makes a Star Teacher: 7 Dispositions That Support Student Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">ISBN 978-1-4166-2660-2</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38293843" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" 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data-has-card-for-user="357136" href="https://berea.academia.edu/NicholasHartlep">Nicholas D Hartlep</a><script data-card-contents-for-user="357136" type="text/json">{"id":357136,"first_name":"Nicholas","last_name":"Hartlep","domain_name":"berea","page_name":"NicholasHartlep","display_name":"Nicholas D Hartlep","profile_url":"https://berea.academia.edu/NicholasHartlep?f_ri=1601","photo":"https://0.academia-photos.com/357136/204856/32627942/s65_nicholas.hartlep.jpg"}</script></span></span></li><li class="js-paper-rank-work_38293843 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38293843"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38293843, container: ".js-paper-rank-work_38293843", }); });</script></li><li class="js-percentile-work_38293843 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span 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$(".js-view-count[data-work-id=38293843]").text(description); $(".js-view-count-work_38293843").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38293843").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38293843"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3392" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a>, <script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4620" rel="nofollow" href="https://www.academia.edu/Documents/in/Urban_Education">Urban Education</a><script data-card-contents-for-ri="4620" type="text/json">{"id":4620,"name":"Urban Education","url":"https://www.academia.edu/Documents/in/Urban_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38293843]'), work: {"id":38293843,"title":"What Makes a Star Teacher: 7 Dispositions That Support Student Learning","created_at":"2019-02-05T19:38:10.139-08:00","url":"https://www.academia.edu/38293843/What_Makes_a_Star_Teacher_7_Dispositions_That_Support_Student_Learning?f_ri=1601","dom_id":"work_38293843","summary":"ISBN 978-1-4166-2660-2","downloadable_attachments":[{"id":58360590,"asset_id":38293843,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":357136,"first_name":"Nicholas","last_name":"Hartlep","domain_name":"berea","page_name":"NicholasHartlep","display_name":"Nicholas D 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History","url":"https://www.academia.edu/Documents/in/Chicago_History?f_ri=1601"},{"id":154002,"name":"Urban Education, Critical Theory/Pedagogy, Critical Literacies, Youth Culture, Hip Hop Culture, Curriculum \u0026 Development","url":"https://www.academia.edu/Documents/in/Urban_Education_Critical_Theory_Pedagogy_Critical_Literacies_Youth_Culture_Hip_Hop_Culture_Curr?f_ri=1601"},{"id":155351,"name":"Teacher Preparation","url":"https://www.academia.edu/Documents/in/Teacher_Preparation?f_ri=1601"},{"id":399102,"name":"Early Childhood Teacher Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Teacher_Education?f_ri=1601"},{"id":515794,"name":"Implicit Bias","url":"https://www.academia.edu/Documents/in/Implicit_Bias?f_ri=1601"},{"id":767028,"name":"University of Wisconsin-Milwaukee","url":"https://www.academia.edu/Documents/in/University_of_Wisconsin-Milwaukee?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36009169" data-work_id="36009169" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36009169/Contemplative_neuroscience_as_a_gateway_to_mindfulness_Findings_from_an_educationally_framed_teacher_learning_program">Contemplative neuroscience as a gateway to mindfulness: Findings from an educationally-framed teacher learning program.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A growing number of publications have been exploring the possible effects of mindfulness-based interventions on teachers' well-being and their professional lives. Notwithstanding promising results in this domain, this paper identifies... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36009169" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A growing number of publications have been exploring the possible effects of mindfulness-based interventions on teachers' well-being and their professional lives. Notwithstanding promising results in this domain, this paper identifies some difficulties involved in introducing teachers to mindfulness and proposes that there may be a need to develop alternative routes by which to expose more teachers to experiences of mindfulness. We report on a mixed methods study of a 5-week teacher learning program implemented in an Israeli middle school with 30 teachers, 28 of which were females, with an age range of 29-55. The program was designed to invite teachers into initial experiences with mindfulness without formally engaging in mindfulness practice but rather based on studying education-relevant brain theory through a contemplative pedagogical approach. Outcomes were analyzed quantitatively by comparing collaborative concept maps created by the participants before and after undergoing in the program, and qualitatively by analyzing themes extracted from the participants’ discourse. Findings show that the program: (a) mobilized teachers from fixed to growth mindsets in regards to their role as educators as reflected in a significant increase in teachers’ beliefs that basic brain abilities are malleable (as extracted from the concept maps, p=0.004), (b) offered them initial experiences of mindfulness, and (c) possibly opened them to consider more direct approaches to mindfulness practice that are offered in mindfulness-based interventions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36009169" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7d79cf17a4fbd30108825e837f701f8f" rel="nofollow" data-download="{"attachment_id":55895831,"asset_id":36009169,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55895831/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1004675" href="https://beitberl.academia.edu/OrenErgas">Oren Ergas</a><script data-card-contents-for-user="1004675" type="text/json">{"id":1004675,"first_name":"Oren","last_name":"Ergas","domain_name":"beitberl","page_name":"OrenErgas","display_name":"Oren Ergas","profile_url":"https://beitberl.academia.edu/OrenErgas?f_ri=1601","photo":"https://0.academia-photos.com/1004675/2492715/20469289/s65_oren.ergas.jpg"}</script></span></span></li><li class="js-paper-rank-work_36009169 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36009169"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36009169, container: ".js-paper-rank-work_36009169", }); 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$(".js-view-count[data-work-id=36009169]").text(description); $(".js-view-count-work_36009169").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36009169").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36009169"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="161" rel="nofollow" href="https://www.academia.edu/Documents/in/Neuroscience">Neuroscience</a>, <script data-card-contents-for-ri="161" type="text/json">{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="236" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="248" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a><script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36009169]'), work: {"id":36009169,"title":"Contemplative neuroscience as a gateway to mindfulness: Findings from an educationally-framed teacher learning program.","created_at":"2018-02-25T03:52:39.560-08:00","url":"https://www.academia.edu/36009169/Contemplative_neuroscience_as_a_gateway_to_mindfulness_Findings_from_an_educationally_framed_teacher_learning_program?f_ri=1601","dom_id":"work_36009169","summary":"A growing number of publications have been exploring the possible effects of mindfulness-based interventions on teachers' well-being and their professional lives. Notwithstanding promising results in this domain, this paper identifies some difficulties involved in introducing teachers to mindfulness and proposes that there may be a need to develop alternative routes by which to expose more teachers to experiences of mindfulness. We report on a mixed methods study of a 5-week teacher learning program implemented in an Israeli middle school with 30 teachers, 28 of which were females, with an age range of 29-55. The program was designed to invite teachers into initial experiences with mindfulness without formally engaging in mindfulness practice but rather based on studying education-relevant brain theory through a contemplative pedagogical approach. Outcomes were analyzed quantitatively by comparing collaborative concept maps created by the participants before and after undergoing in the program, and qualitatively by analyzing themes extracted from the participants’ discourse. Findings show that the program: (a) mobilized teachers from fixed to growth mindsets in regards to their role as educators as reflected in a significant increase in teachers’ beliefs that basic brain abilities are malleable (as extracted from the concept maps, p=0.004), (b) offered them initial experiences of mindfulness, and (c) possibly opened them to consider more direct approaches to mindfulness practice that are offered in mindfulness-based interventions. ","downloadable_attachments":[{"id":55895831,"asset_id":36009169,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1004675,"first_name":"Oren","last_name":"Ergas","domain_name":"beitberl","page_name":"OrenErgas","display_name":"Oren Ergas","profile_url":"https://beitberl.academia.edu/OrenErgas?f_ri=1601","photo":"https://0.academia-photos.com/1004675/2492715/20469289/s65_oren.ergas.jpg"}],"research_interests":[{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=1601","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1601","nofollow":true},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1601","nofollow":true},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1601","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601"},{"id":3810,"name":"Mindfulness","url":"https://www.academia.edu/Documents/in/Mindfulness?f_ri=1601"},{"id":5044,"name":"Embodiment","url":"https://www.academia.edu/Documents/in/Embodiment?f_ri=1601"},{"id":5424,"name":"Contemplative Pedagogy","url":"https://www.academia.edu/Documents/in/Contemplative_Pedagogy?f_ri=1601"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=1601"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=1601"},{"id":91916,"name":"School","url":"https://www.academia.edu/Documents/in/School?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20437269 coauthored" data-work_id="20437269" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20437269/_Racism_just_isnt_an_issue_anymore_Preservice_teachers_resistances_to_the_intersections_of_sexuality_and_race">"Racism just isn't an issue anymore": Preservice teachers' resistances to the intersections of sexuality and race</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Through year-long focus group interviews with members of a secondary English Education cohort this paper considers both 1) participants' understandings of sexuality and race and 2) how participants' understandings of sexuality and race... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20437269" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Through year-long focus group interviews with members of a secondary English Education cohort this paper considers both 1) participants' understandings of sexuality and race and 2) how participants' understandings of sexuality and race shaped their interactions with one another. Themes established through data analysis suggested that 1) participants maintained positioned racism as an historical issue that contrasted with the contemporaneity of LGBTQ issues; 2) participants resisted intersecting race and sexuality; 3) participants silenced Andy, the only queer student of color, when she argued for the intersectionality of race and sexuality.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20437269" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ddf9e75b6a7586a9af49502fc26d4f04" rel="nofollow" data-download="{"attachment_id":41371466,"asset_id":20437269,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41371466/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8079785" href="https://uncc.academia.edu/MeghanBarnes">Meghan Barnes</a><script data-card-contents-for-user="8079785" type="text/json">{"id":8079785,"first_name":"Meghan","last_name":"Barnes","domain_name":"uncc","page_name":"MeghanBarnes","display_name":"Meghan Barnes","profile_url":"https://uncc.academia.edu/MeghanBarnes?f_ri=1601","photo":"https://0.academia-photos.com/8079785/10838281/12096181/s65_meghan.barnes.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-20437269">+1</span><div class="hidden js-additional-users-20437269"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unc.academia.edu/StephanieAnneShelton">Stephanie Anne Shelton</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-20437269'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-20437269').html(); 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Themes established through data analysis suggested that 1) participants maintained positioned racism as an historical issue that contrasted with the contemporaneity of LGBTQ issues; 2) participants resisted intersecting race and sexuality; 3) participants silenced Andy, the only queer student of color, when she argued for the intersectionality of race and sexuality.","downloadable_attachments":[{"id":41371466,"asset_id":20437269,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8079785,"first_name":"Meghan","last_name":"Barnes","domain_name":"uncc","page_name":"MeghanBarnes","display_name":"Meghan Barnes","profile_url":"https://uncc.academia.edu/MeghanBarnes?f_ri=1601","photo":"https://0.academia-photos.com/8079785/10838281/12096181/s65_meghan.barnes.jpg"},{"id":839581,"first_name":"Stephanie Anne","last_name":"Shelton","domain_name":"unc","page_name":"StephanieAnneShelton","display_name":"Stephanie Anne Shelton","profile_url":"https://unc.academia.edu/StephanieAnneShelton?f_ri=1601","photo":"https://0.academia-photos.com/839581/295538/86167998/s65_stephanie_anne.shelton.jpeg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":4714,"name":"Sexuality","url":"https://www.academia.edu/Documents/in/Sexuality?f_ri=1601","nofollow":true},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=1601","nofollow":true},{"id":34327,"name":"Intersectionality","url":"https://www.academia.edu/Documents/in/Intersectionality?f_ri=1601","nofollow":true},{"id":175754,"name":"LGBTQ Issues in Education","url":"https://www.academia.edu/Documents/in/LGBTQ_Issues_in_Education?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_67673432" data-work_id="67673432" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/67673432/An_Overview_of_Data_Analysis_and_Interpretations_in_Research">An Overview of Data Analysis and Interpretations in Research</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Research is a scientific field which helps to generate new knowledge and solve the existing problem. So, data analysis is the crucial part of research which makes the result of the study more effective. It is a process of collecting,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67673432" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Research is a scientific field which helps to generate new knowledge and solve the existing problem. So, data analysis is the crucial part of research which makes the result of the study more effective. It is a process of collecting, transforming, cleaning, and modeling data with the goal of discovering the required information. In a research it supports the researcher to reach to a conclusion. Therefore, simply stating that data analysis is important for a research will be an understatement rather no research can survive without data analysis. It can be applied in two ways which is qualitatively and quantitative. Both are beneficial because it helps in structuring the findings from different sources of data collection like survey research, again very helpful in breaking a macro problem into micro parts, and acts like a filter when it comes to acquiring meaningful insights out of huge data-set. Furthermore, every researcher has sort out huge pile of data that he/she has collected, b...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67673432" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d7ba9135f6c5213551ee2f0ff065f351" rel="nofollow" data-download="{"attachment_id":78408563,"asset_id":67673432,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78408563/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="78983363" href="https://bahirdar.academia.edu/DawitDibekulu">Dawit Dibekulu</a><script data-card-contents-for-user="78983363" type="text/json">{"id":78983363,"first_name":"Dawit","last_name":"Dibekulu","domain_name":"bahirdar","page_name":"DawitDibekulu","display_name":"Dawit Dibekulu","profile_url":"https://bahirdar.academia.edu/DawitDibekulu?f_ri=1601","photo":"https://0.academia-photos.com/78983363/52015329/81584000/s65_dawit.dibekulu.jpg"}</script></span></span></li><li class="js-paper-rank-work_67673432 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67673432"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67673432, container: ".js-paper-rank-work_67673432", }); });</script></li><li class="js-percentile-work_67673432 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67673432; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_67673432"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_67673432 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="67673432"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67673432; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67673432]").text(description); $(".js-view-count-work_67673432").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_67673432").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="67673432"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=67673432]'), work: {"id":67673432,"title":"An Overview of Data Analysis and Interpretations in Research","created_at":"2022-01-09T04:15:08.156-08:00","url":"https://www.academia.edu/67673432/An_Overview_of_Data_Analysis_and_Interpretations_in_Research?f_ri=1601","dom_id":"work_67673432","summary":"Research is a scientific field which helps to generate new knowledge and solve the existing problem. So, data analysis is the crucial part of research which makes the result of the study more effective. It is a process of collecting, transforming, cleaning, and modeling data with the goal of discovering the required information. In a research it supports the researcher to reach to a conclusion. Therefore, simply stating that data analysis is important for a research will be an understatement rather no research can survive without data analysis. It can be applied in two ways which is qualitatively and quantitative. Both are beneficial because it helps in structuring the findings from different sources of data collection like survey research, again very helpful in breaking a macro problem into micro parts, and acts like a filter when it comes to acquiring meaningful insights out of huge data-set. Furthermore, every researcher has sort out huge pile of data that he/she has collected, b...","downloadable_attachments":[{"id":78408563,"asset_id":67673432,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":78983363,"first_name":"Dawit","last_name":"Dibekulu","domain_name":"bahirdar","page_name":"DawitDibekulu","display_name":"Dawit Dibekulu","profile_url":"https://bahirdar.academia.edu/DawitDibekulu?f_ri=1601","photo":"https://0.academia-photos.com/78983363/52015329/81584000/s65_dawit.dibekulu.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11283470" data-work_id="11283470" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11283470/Writing_and_teaching_writing">Writing and teaching writing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Aims: This chapter will explore some of the ways that writing is viewed and the implications this has for teaching. It outlines the kinds of knowledge and skills involved in writing and develops some general principles for L2 writing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11283470" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Aims: This chapter will explore some of the ways that writing is viewed and the implications this has for teaching. It outlines the kinds of knowledge and skills involved in writing and develops some general principles for L2 writing teaching through a critical analysis of the main classroom orientations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11283470" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="817e4b13ed8c98bd71bc1556082a008d" rel="nofollow" data-download="{"attachment_id":36863922,"asset_id":11283470,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36863922/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27252443" href="https://stkipkusumanegara.academia.edu/lailarrubiya">lail arrubiya</a><script data-card-contents-for-user="27252443" type="text/json">{"id":27252443,"first_name":"lail","last_name":"arrubiya","domain_name":"stkipkusumanegara","page_name":"lailarrubiya","display_name":"lail arrubiya","profile_url":"https://stkipkusumanegara.academia.edu/lailarrubiya?f_ri=1601","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_11283470 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11283470"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11283470, container: ".js-paper-rank-work_11283470", }); 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It outlines the kinds of knowledge and skills involved in writing and develops some general principles for L2 writing teaching through a critical analysis of the main classroom orientations.","downloadable_attachments":[{"id":36863922,"asset_id":11283470,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27252443,"first_name":"lail","last_name":"arrubiya","domain_name":"stkipkusumanegara","page_name":"lailarrubiya","display_name":"lail arrubiya","profile_url":"https://stkipkusumanegara.academia.edu/lailarrubiya?f_ri=1601","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=1601","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1601","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30092536" data-work_id="30092536" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30092536/Fighting_for_Our_Lives_Preparing_Teachers_to_Teach_African_American_Students">Fighting for Our Lives: Preparing Teachers to Teach African American Students</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30092536" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3e646e38c4fac444ccb1a38803104d02" rel="nofollow" data-download="{"attachment_id":50549290,"asset_id":30092536,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50549290/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4838606" href="https://wisc.academia.edu/GloriaLadsonBillings">Gloria Ladson-Billings</a><script data-card-contents-for-user="4838606" type="text/json">{"id":4838606,"first_name":"Gloria","last_name":"Ladson-Billings","domain_name":"wisc","page_name":"GloriaLadsonBillings","display_name":"Gloria Ladson-Billings","profile_url":"https://wisc.academia.edu/GloriaLadsonBillings?f_ri=1601","photo":"https://0.academia-photos.com/4838606/2069944/35635067/s65_gloria.ladson-billings.jpg"}</script></span></span></li><li class="js-paper-rank-work_30092536 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30092536"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30092536, container: ".js-paper-rank-work_30092536", }); 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The teachers’ experiences and their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8082017" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In a naturalistic study exploring the impact of outcome-based accountability on teaching and assessment practices in 3 school districts, teachers identify increased stress as a prime effect. The teachers’ experiences and their perspectives on stress are analyzed as being the result of transactions between themselves and the workplace environment. This chapter identifies and outlines some of the changes made to the workplace and to the nature of teachers’ work brought about as a result of a high stakes accountability environment.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8082017" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="78a206c781b4bb9439287ff94a100cf5" rel="nofollow" data-download="{"attachment_id":34533890,"asset_id":8082017,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34533890/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="185818" href="https://ubc.academia.edu/SandraMathison">Sandra Mathison</a><script data-card-contents-for-user="185818" type="text/json">{"id":185818,"first_name":"Sandra","last_name":"Mathison","domain_name":"ubc","page_name":"SandraMathison","display_name":"Sandra Mathison","profile_url":"https://ubc.academia.edu/SandraMathison?f_ri=1601","photo":"https://0.academia-photos.com/185818/3515553/4128137/s65_sandra.mathison.jpg"}</script></span></span></li><li class="js-paper-rank-work_8082017 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8082017"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8082017, container: ".js-paper-rank-work_8082017", }); 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$(".js-view-count[data-work-id=8082017]").text(description); $(".js-view-count-work_8082017").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8082017").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8082017"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1750" rel="nofollow" href="https://www.academia.edu/Documents/in/Assessment">Assessment</a>, <script data-card-contents-for-ri="1750" type="text/json">{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9729" rel="nofollow" href="https://www.academia.edu/Documents/in/Stress">Stress</a>, <script data-card-contents-for-ri="9729" type="text/json">{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17773" rel="nofollow" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a><script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8082017]'), work: {"id":8082017,"title":"Teacher Stress and High Stakes Testing","created_at":"2014-08-25T11:44:20.079-07:00","url":"https://www.academia.edu/8082017/Teacher_Stress_and_High_Stakes_Testing?f_ri=1601","dom_id":"work_8082017","summary":"In a naturalistic study exploring the impact of outcome-based accountability on teaching and assessment practices in 3 school districts, teachers identify increased stress as a prime effect. The teachers’ experiences and their perspectives on stress are analyzed as being the result of transactions between themselves and the workplace environment. This chapter identifies and outlines some of the changes made to the workplace and to the nature of teachers’ work brought about as a result of a high stakes accountability environment.","downloadable_attachments":[{"id":34533890,"asset_id":8082017,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":185818,"first_name":"Sandra","last_name":"Mathison","domain_name":"ubc","page_name":"SandraMathison","display_name":"Sandra Mathison","profile_url":"https://ubc.academia.edu/SandraMathison?f_ri=1601","photo":"https://0.academia-photos.com/185818/3515553/4128137/s65_sandra.mathison.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=1601","nofollow":true},{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress?f_ri=1601","nofollow":true},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=1601","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62956921 coauthored" data-work_id="62956921" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62956921/School_Internship_Programme_An_Analytical_Review">School Internship Programme: An Analytical Review</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Development of Achievement Test on Statistical Application and Interpretation for Assessing Learning of Educational Researchers through Module s. K. tyagi Community Participation in School: Prospects and Challenges Kashif matiN aNd arshad... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_62956921" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Development of Achievement Test on Statistical Application and Interpretation for Assessing Learning of Educational Researchers through Module s. K. tyagi Community Participation in School: Prospects and Challenges Kashif matiN aNd arshad iKram ahmad Food Safety: Law and Education aNurag Bhardwaj Comments on the Draft New Education Policy with Particular Reference to Teacher Education and National Research Foundation m. C. rEddEPPa rEddy Hem Raj and Mamta Garg explain the existing quality of elementary education in Himachal Pradesh and point out that the input indicators of quality associated with pupils, teachers and school infrastructure were of suitable level to a large extent in most of the schools whereas learners' outcome was not adequate. The study done by Sambit Kumar Padhi highlights the diverse plans executed by the state of Chhattisgarh such as curriculum review, computer literacy mission, introduction of English language, appointment of teachers, training of in-service teachers, infrastructure amenities, allocation of complimentary school books and uniforms, Mid day meal scheme, insurance and scholarships for students so as to advance the elementary education. The study titled 'Development of Achievement Test on Statistical Application and Interpretation for Assessing Learning of Educational Researchers through Module' by S. K. Tyagi, focuses on testing the teaching of statistical application and analysis to researchers in education through a module and the challenges involved in its implementation. The paper titled 'Community Participation in School: Prospects and Challenges' by Kashif Matin and Arshad Ikram Ahmad, highlights the challenges of community participation in school through the experience of accomplishment of SSA, RMSA and RTE Act. Anurag Bhardwaj's paper titled 'Food Safety: Law and Education' focuses on food safety laws in India and a range of schemes taken by governments, at countrywide, state and local levels to appropriate food safety and nutrition to education. M. C. Reddeppa Reddy's paper titled 'Comments on the Draft New Education Policy with Particular Reference to Teacher Education and National Research Foundation' provides an insightful analysis of the fourteenth (National Education Funding) and fifteenth (Teacher Education) chapters of the draft policy. This issue of JIE provides articles and research papers on a variety of themes and issues under School Education and Teacher Education. We hope that our readers will be able to relate their personal experiences with the issues and concerns discussed by the authors of these articles and research papers. We also look forward to suggestions and comments on the articles published. We invite our readers to contribute to the journal by sharing their knowledge in the form of articles, research papers, case studies and book reviews.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62956921" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="05072ae5dcb253dccad85c623e944b27" rel="nofollow" data-download="{"attachment_id":75550767,"asset_id":62956921,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75550767/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="68296651" href="https://elte-hu.academia.edu/PrasunSharma">Prasun Sharma</a><script data-card-contents-for-user="68296651" type="text/json">{"id":68296651,"first_name":"Prasun","last_name":"Sharma","domain_name":"elte-hu","page_name":"PrasunSharma","display_name":"Prasun Sharma","profile_url":"https://elte-hu.academia.edu/PrasunSharma?f_ri=1601","photo":"https://0.academia-photos.com/68296651/20079459/19842448/s65_prasun.sharma.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-62956921">+1</span><div class="hidden js-additional-users-62956921"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KannothVijayanK">Kannoth Vijayan K</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-62956921'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-62956921').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_62956921 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="62956921"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 62956921, container: ".js-paper-rank-work_62956921", }); });</script></li><li class="js-percentile-work_62956921 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62956921; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_62956921"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_62956921 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="62956921"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62956921; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62956921]").text(description); $(".js-view-count-work_62956921").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_62956921").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="62956921"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" rel="nofollow" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="40502" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher">Teacher</a><script data-card-contents-for-ri="40502" type="text/json">{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=62956921]'), work: {"id":62956921,"title":"School Internship Programme: An Analytical Review","created_at":"2021-12-02T03:01:32.238-08:00","url":"https://www.academia.edu/62956921/School_Internship_Programme_An_Analytical_Review?f_ri=1601","dom_id":"work_62956921","summary":"Development of Achievement Test on Statistical Application and Interpretation for Assessing Learning of Educational Researchers through Module s. K. tyagi Community Participation in School: Prospects and Challenges Kashif matiN aNd arshad iKram ahmad Food Safety: Law and Education aNurag Bhardwaj Comments on the Draft New Education Policy with Particular Reference to Teacher Education and National Research Foundation m. C. rEddEPPa rEddy Hem Raj and Mamta Garg explain the existing quality of elementary education in Himachal Pradesh and point out that the input indicators of quality associated with pupils, teachers and school infrastructure were of suitable level to a large extent in most of the schools whereas learners' outcome was not adequate. The study done by Sambit Kumar Padhi highlights the diverse plans executed by the state of Chhattisgarh such as curriculum review, computer literacy mission, introduction of English language, appointment of teachers, training of in-service teachers, infrastructure amenities, allocation of complimentary school books and uniforms, Mid day meal scheme, insurance and scholarships for students so as to advance the elementary education. The study titled 'Development of Achievement Test on Statistical Application and Interpretation for Assessing Learning of Educational Researchers through Module' by S. K. Tyagi, focuses on testing the teaching of statistical application and analysis to researchers in education through a module and the challenges involved in its implementation. The paper titled 'Community Participation in School: Prospects and Challenges' by Kashif Matin and Arshad Ikram Ahmad, highlights the challenges of community participation in school through the experience of accomplishment of SSA, RMSA and RTE Act. Anurag Bhardwaj's paper titled 'Food Safety: Law and Education' focuses on food safety laws in India and a range of schemes taken by governments, at countrywide, state and local levels to appropriate food safety and nutrition to education. M. C. Reddeppa Reddy's paper titled 'Comments on the Draft New Education Policy with Particular Reference to Teacher Education and National Research Foundation' provides an insightful analysis of the fourteenth (National Education Funding) and fifteenth (Teacher Education) chapters of the draft policy. This issue of JIE provides articles and research papers on a variety of themes and issues under School Education and Teacher Education. We hope that our readers will be able to relate their personal experiences with the issues and concerns discussed by the authors of these articles and research papers. We also look forward to suggestions and comments on the articles published. We invite our readers to contribute to the journal by sharing their knowledge in the form of articles, research papers, case studies and book reviews.","downloadable_attachments":[{"id":75550767,"asset_id":62956921,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":68296651,"first_name":"Prasun","last_name":"Sharma","domain_name":"elte-hu","page_name":"PrasunSharma","display_name":"Prasun Sharma","profile_url":"https://elte-hu.academia.edu/PrasunSharma?f_ri=1601","photo":"https://0.academia-photos.com/68296651/20079459/19842448/s65_prasun.sharma.jpg"},{"id":11235770,"first_name":"Kannoth Vijayan","last_name":"K","domain_name":"independent","page_name":"KannothVijayanK","display_name":"Kannoth Vijayan K","profile_url":"https://independent.academia.edu/KannothVijayanK?f_ri=1601","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=1601","nofollow":true},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=1601","nofollow":true},{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education?f_ri=1601"},{"id":399144,"name":"Application and Internship of School-based Counseling and Supervision","url":"https://www.academia.edu/Documents/in/Application_and_Internship_of_School-based_Counseling_and_Supervision?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49877636" data-work_id="49877636" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49877636/Advancing_the_Science_of_Teaching_Reading_Equitably">Advancing the Science of Teaching Reading Equitably</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49877636" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49877636" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="432b84ea1d680c75094dcee650bfb805" rel="nofollow" data-download="{"attachment_id":68071807,"asset_id":49877636,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68071807/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33862159" href="https://byu.academia.edu/BJensen">Bryant Jensen</a><script data-card-contents-for-user="33862159" type="text/json">{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=1601","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}</script></span></span></li><li class="js-paper-rank-work_49877636 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49877636"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49877636, container: ".js-paper-rank-work_49877636", }); });</script></li><li class="js-percentile-work_49877636 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49877636; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49877636"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49877636 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49877636"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49877636; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49877636]").text(description); $(".js-view-count-work_49877636").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49877636").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49877636"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a><script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49877636]'), work: {"id":49877636,"title":"Advancing the Science of Teaching Reading Equitably","created_at":"2021-07-13T14:24:56.172-07:00","url":"https://www.academia.edu/49877636/Advancing_the_Science_of_Teaching_Reading_Equitably?f_ri=1601","dom_id":"work_49877636","summary":"Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.","downloadable_attachments":[{"id":68071807,"asset_id":49877636,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=1601","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=1601","nofollow":true},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1601","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=1601","nofollow":true},{"id":110333,"name":"Teacher Learning","url":"https://www.academia.edu/Documents/in/Teacher_Learning?f_ri=1601"},{"id":115681,"name":"Teaching Reading and Writing Skills","url":"https://www.academia.edu/Documents/in/Teaching_Reading_and_Writing_Skills?f_ri=1601"},{"id":192536,"name":"Reading Instruction","url":"https://www.academia.edu/Documents/in/Reading_Instruction?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41503023" data-work_id="41503023" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41503023/Equity_in_teaching_academic_language_An_interdisciplinary_approach">Equity in teaching academic language: An interdisciplinary approach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Some argue that supporting minoritized students’ “academic language” (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41503023" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Some argue that supporting minoritized students’ “academic language” (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social class, immigrant, and related sociocultural and linguistic student differences. In this article, we frame the topic of this special issue—interdisciplinary approaches to equity in teaching AL—and show how authors across positions and analytic methods examine the goals of teaching AL and recommend ways for educators to foster meaningful language awareness for students. Although substantive, unresolved disagreements between positions remain; we identify points of agreement as well, which we present to educators as interdisciplinary principles of equity in teaching. Namely, educators should 1) understand how language is more than just vocabulary; 2) recognize academic features in students’ everyday talk; 3) develop awareness of language and its contexts of use with students, and 4) foster critical language awareness.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41503023" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1bf1bdc8bd4e54c9161a6abb63fd10ed" rel="nofollow" data-download="{"attachment_id":61673110,"asset_id":41503023,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61673110/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33862159" href="https://byu.academia.edu/BJensen">Bryant Jensen</a><script data-card-contents-for-user="33862159" type="text/json">{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=1601","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}</script></span></span></li><li class="js-paper-rank-work_41503023 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41503023"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41503023, container: ".js-paper-rank-work_41503023", }); 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$(".js-view-count[data-work-id=41503023]").text(description); $(".js-view-count-work_41503023").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41503023").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41503023"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4830" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociocultural_Theory">Sociocultural Theory</a>, <script data-card-contents-for-ri="4830" type="text/json">{"id":4830,"name":"Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="182440" rel="nofollow" href="https://www.academia.edu/Documents/in/Equity_in_Education">Equity in Education</a><script data-card-contents-for-ri="182440" type="text/json">{"id":182440,"name":"Equity in Education","url":"https://www.academia.edu/Documents/in/Equity_in_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41503023]'), work: {"id":41503023,"title":"Equity in teaching academic language: An interdisciplinary approach","created_at":"2020-01-03T12:05:11.707-08:00","url":"https://www.academia.edu/41503023/Equity_in_teaching_academic_language_An_interdisciplinary_approach?f_ri=1601","dom_id":"work_41503023","summary":"Some argue that supporting minoritized students’ “academic language” (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social class, immigrant, and related sociocultural and linguistic student differences. In this article, we frame the topic of this special issue—interdisciplinary approaches to equity in teaching AL—and show how authors across positions and analytic methods examine the goals of teaching AL and recommend ways for educators to foster meaningful language awareness for students. Although substantive, unresolved disagreements between positions remain; we identify points of agreement as well, which we present to educators as interdisciplinary principles of equity in teaching. Namely, educators should 1) understand how language is more than just vocabulary; 2) recognize academic features in students’ everyday talk; 3) develop awareness of language and its contexts of use with students, and 4) foster critical language awareness.","downloadable_attachments":[{"id":61673110,"asset_id":41503023,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=1601","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1601","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true},{"id":4830,"name":"Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory?f_ri=1601","nofollow":true},{"id":182440,"name":"Equity in Education","url":"https://www.academia.edu/Documents/in/Equity_in_Education?f_ri=1601","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29512270" data-work_id="29512270" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29512270/THE_EFFECT_OF_THE_SUCCESS_IN_TEACHING_GEOMETRY_OF_BASIC_LEVEL_EDUCATION_MATHEMATICS">THE EFFECT OF THE SUCCESS IN TEACHING GEOMETRY OF BASIC LEVEL EDUCATION MATHEMATICS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29512270" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29512270" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fef9adc164f5aefb5d55a2e04a703e8e" rel="nofollow" data-download="{"attachment_id":50038012,"asset_id":29512270,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50038012/download_file?st=MTc0MDk4NzQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=1601","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_29512270 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29512270"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29512270, container: ".js-paper-rank-work_29512270", }); 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$(".js-view-count[data-work-id=29512270]").text(description); $(".js-view-count-work_29512270").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29512270").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29512270"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=1601","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1601","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29512270]'), work: {"id":29512270,"title":"THE EFFECT OF THE SUCCESS IN TEACHING GEOMETRY OF BASIC LEVEL EDUCATION MATHEMATICS","created_at":"2016-10-28T19:02:56.716-07:00","url":"https://www.academia.edu/29512270/THE_EFFECT_OF_THE_SUCCESS_IN_TEACHING_GEOMETRY_OF_BASIC_LEVEL_EDUCATION_MATHEMATICS?f_ri=1601","dom_id":"work_29512270","summary":"The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.","downloadable_attachments":[{"id":50038012,"asset_id":29512270,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=1601","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and 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Geometry","url":"https://www.academia.edu/Documents/in/Teaching_Geometry?f_ri=1601"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=1601"},{"id":20418,"name":"Mathematics Education Pedagogy","url":"https://www.academia.edu/Documents/in/Mathematics_Education_Pedagogy?f_ri=1601"},{"id":20915,"name":"Secondary Mathematics","url":"https://www.academia.edu/Documents/in/Secondary_Mathematics?f_ri=1601"},{"id":27801,"name":"Mathematics Teacher Education","url":"https://www.academia.edu/Documents/in/Mathematics_Teacher_Education?f_ri=1601"},{"id":36183,"name":"Geometry (Education)","url":"https://www.academia.edu/Documents/in/Geometry_Education_?f_ri=1601"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=1601"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=1601"},{"id":89676,"name":"Science and Mathematics Education","url":"https://www.academia.edu/Documents/in/Science_and_Mathematics_Education?f_ri=1601"},{"id":102669,"name":"Mathematics for Primary and Secondary School","url":"https://www.academia.edu/Documents/in/Mathematics_for_Primary_and_Secondary_School?f_ri=1601"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=1601"},{"id":199002,"name":"Mathematics-Education","url":"https://www.academia.edu/Documents/in/Mathematics-Education?f_ri=1601"},{"id":356017,"name":"Secondary and Primary Mathematics Education","url":"https://www.academia.edu/Documents/in/Secondary_and_Primary_Mathematics_Education?f_ri=1601"},{"id":1348645,"name":"Teaching \u0026 Learning Geometry","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_Geometry?f_ri=1601"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69355243" data-work_id="69355243" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69355243/Anti_Oppressive_Pedagogy_In_Early_Childhood_Teacher_Education_A_Conversation">Anti-Oppressive Pedagogy In Early Childhood Teacher Education: A Conversation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As advocates of critical pedagogy (CP) and anti-oppressive education, in as much as these paradigms serve as critical lenses for learning to question (Freire and Faundez, 1989) and for critically reading the world (Freire and Macedo,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69355243" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As advocates of critical pedagogy (CP) and anti-oppressive education, in as much as these paradigms serve as critical lenses for learning to question (Freire and Faundez, 1989) and for critically reading the world (Freire and Macedo, 1987) and our experiences in it, we understand ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69355243" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="93892117ceae6e69d66b1e20e86729ec" rel="nofollow" data-download="{"attachment_id":79484164,"asset_id":69355243,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" 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