Vega-Castañeda, Lillian
http://hdl.handle.net/10139/732
2024-03-29T05:31:39ZSocial Perspective Taking: Advancing Empathy and Advocating Justice
http://hdl.handle.net/10139/281
Social Perspective Taking: Advancing Empathy and Advocating Justice; Social Perspective Taking: Advancing Empathy and Advocating Justice
Rios, Francisco; Trent, Allen; Rios, Francisco; Trent, Allen
Discusses the results of a study of two cohorts of preservice teachers, placing them in structured situations in which they are asked to respond to film clips focusing upon linguistic exclusion in schools. Model for learning activities; Attitude and orientations of preservice teachers toward multicultural education; Future of social perspective-taking.; Discusses the results of a study of two cohorts of preservice teachers, placing them in structured situations in which they are asked to respond to film clips focusing upon linguistic exclusion in schools. Model for learning activities; Attitude and orientations of preservice teachers toward multicultural education; Future of social perspective-taking.
2004-01-01T00:00:00ZTeachers as Researchers: developing an inquiry ethic
http://hdl.handle.net/10139/248
Teachers as Researchers: developing an inquiry ethic; Teachers as Researchers: developing an inquiry ethic
Ulanoff, Sharon H.; Quiocho Alice M.L.; Ulanoff, Sharon H.; Quiocho Alice M.L.
This article explores the process through which teachers go as they engage in teacher research that attempts to answer ‘burning questions’ about their practice. It reports on the experiences of 45 in-service teachers enrolled in an MA in Education program as they develop an inquiry ethic while engaging in research projects that require them to collect and analyze data, interact with instructors and peers, engage in dialogue surrounding inquiry, and draw conclusions from their data collection and analysis during semester-long course. Based on data collected over a two-year period, the authors attempt to pose a framework for the development of such an ethic, positing the dimensions of the stance that teacher researchers demonstrate as they begin to view themselves as part of the ongoing dialogue between theory and practice. It further describes the nature of each dimension as well as the products of the teacher research projects.; This article explores the process through which teachers go as they engage in teacher research that attempts to answer ‘burning questions’ about their practice. It reports on the experiences of 45 in-service teachers enrolled in an MA in Education program as they develop an inquiry ethic while engaging in research projects that require them to collect and analyze data, interact with instructors and peers, engage in dialogue surrounding inquiry, and draw conclusions from their data collection and analysis during semester-long course. Based on data collected over a two-year period, the authors attempt to pose a framework for the development of such an ethic, positing the dimensions of the stance that teacher researchers demonstrate as they begin to view themselves as part of the ongoing dialogue between theory and practice. It further describes the nature of each dimension as well as the products of the teacher research projects.
2003-10-01T00:00:00Z