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Recognizing Funds of Identity in the Writing Classroom: A Case Study
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Stauffer, Elizabeth Buffy – ProQuest LLC, 2023
Good writing instruction can give students power over their lives. The purpose of this qualitative case study was to explore teacher perception of culturally and linguistically diverse (CLD) students' funds of identity (FoI) and how reflecting on this information influenced the writing classroom. The purpose of this study was to answer these…
Descriptors: Writing Instruction, Self Concept, Teacher Attitudes, Student Diversity
Neither This nor That: The Challenge of Social Justice for Non-Indigenous English Teachers in First Nations Australian Education Contexts
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Tim Delphine; Glenn Auld; Julianne Lynch; Joanne O'Mara – English in Education, 2024
This article examines and critiques gap-based education policies that are based on statistical and reductive conceptualisations of success for First Nations students in Australia. The policy desire to achieve social justice underpinned by parity of outcomes across a range of life indicators (including standardised English literacy) between First…
Descriptors: Foreign Countries, Indigenous Populations, Educational Policy, Achievement Gap
Creating and Recreating Theory, Praxis, and Professional Development
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Chavez, Kathryn J. – ProQuest LLC, 2016
This study investigated two questions: a) What is the relationship between reflection and professional development? and b) What is the role of reflection in teachers' instructional decision-making? Teachers are often conflicted by competing theories (e.g. behaviorist vs. constructivist) and principles (progressives vs. essentialists) at both…
Descriptors: Reflection, Faculty Development, Decision Making, Conflict
Toward a Post-Constructivist Ethics in/of Teaching and Learning
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Roth, Wolff-Michael – Pedagogies: An International Journal, 2013
Constructivist epistemologies focus on ethics as a system of values in the mind--even when previously co-constructed in a social context--against which social agents compare the actions that they mentally plan before performing them. This approach is problematic, as it forces a wedge between thought and action, body and mind, universal and…
Descriptors: Constructivism (Learning), Ethics, Teaching Methods, Interpersonal Communication
Teachers Use of a Differentiated Curriculum for Gifted Students
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Marotta-Garcia, Christina – ProQuest LLC, 2011
Teachers have the responsibility to educate a diverse group of students in heterogeneous classes. One way in which teachers meet this challenge is to differentiate the curriculum to meet the needs, interests, and abilities of each student. One particular group of students in need of a differentiated curriculum to maximize learning potential is the…
Descriptors: Individualized Instruction, Academically Gifted, Heterogeneous Grouping, Elementary School Teachers
Understanding TPACK in Practice: Praxis through Technological Pedagogical Reasoning
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Finger, Glenn; Finger, Paul – International Association for Development of the Information Society, 2013
Reflective, intelligent, professional teachers research their own practice to inform future improvements. However, the demands upon teacher graduates and early career teachers do not enable the space and time to engage effectively in "praxis" (Freire, 1970) which involves "highly developed educational practice that consciously…
Descriptors: Praxis, Technological Literacy, Pedagogical Content Knowledge, Educational Practices