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Blevins, Brooke; Moore, Brandon; Dexter Torti, Cameron – Teacher Educator, 2017
This study was designed to use critical reflective journaling practices to explore the experiences of preservice teachers working in a juvenile justice education program called the Reach Academy. Using a qualitative case study design, the researchers explored how 48 preservice teachers utilized critical reflective journaling to examine their own…
Descriptors: Journal Writing, Reflection, Preservice Teachers, Juvenile Justice
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Taylor, Donald M. – Journal of Music Teacher Education, 2017
The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years (M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week,…
Descriptors: Parents, Children, Disabilities, Case Studies
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Blevins, Brooke; LeCompte, Karon; Wells, Sunny – Theory and Research in Social Education, 2016
It is imperative that schools and communities give students opportunities to participate in active citizenship and prepare them with the important skills and dispositions needed to become informed citizens. Action civics is a promising practice that puts students at the heart of civics learning by providing them with the opportunity to learn about…
Descriptors: Civics, Citizenship Education, Student Participation, Student Research
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Diaz, Zulmaris; Whitacre, Michael; Esquierdo, J. Joy; Ruiz-Escalante, Jose A. – International Journal of Instruction, 2013
Questioning techniques have historically been considered the measurement by which teachers challenge and gauge student learning. Much has been said about questioning strategies used by teachers; yet little is known about the strategies used by pre-service teachers, especially those that are working with English language learners. This study…
Descriptors: English (Second Language), English Language Learners, Questioning Techniques, Focus Groups
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Wasserman, Nicholas H.; Ham, Edward – Mathematics Teacher Education and Development, 2013
The aim of this collaborative study was to understand what factors beginning secondary mathematics teachers attribute their success to in the classroom, regardless of their preparation program. Further description of how and when beginning teachers reported acquiring important teaching attributes provides a perspective on how they make the…
Descriptors: Secondary School Mathematics, Secondary School Teachers, Teacher Attitudes, Beginning Teachers