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The Impact of Critically Reflective Teaching: A Continuum of Rhetoric
No full textThis qualitative case study explored teaching approaches designed to develop critically reflective thinking (CRT) for preservice teachers in an urban, secondary teacher preparation program. Despite concerted use of CRT within course lessons, online discussions, and case studies, participants demonstrated varying degrees in their understanding of diversity and how they will respond in their teaching practices. Findings speak to the critical importance for teacher preparation that acknowledges conceptual readiness and receptivity among preservice teachers when challenging beliefs regarding diversity using critically reflective pedagogy. Findings will inform other teacher educators in the development of pedagogy and the tools for supporting critically reflective thinking, problem solving, and decision making in urban schools
A Case Study: Teacher Perceptions of Implementing Reading Interventions
No full textThis qualitative, multi-case study examined the perceptions of teachers in regard to the implementation of reading interventions. The study took place in an urban south Texas school district. The targeted participants were teachers working in a cluster of low-performing schools. Fourteen elementary reading intervention teachers (K–5) participated in the study. The results of the study clearly aligned with the review of literature, in which Bandura (1997) suggested that self-efficacy is the result of factors that one experiences. These factors can include a person’s own behavior, environmental factors, and personal factors, which may include cognitive, affective, and biological events. The study’s findings revealed commonalities and themes, amongst elementary teachers, regarding their perceptions of implementing elementary reading interventions. Through the process of coding, the study revealed four thematic categories, which organized the perceptions of reading intervention teachers. Theme 1 described the participants’ understandings and overall perceptions of RtI, which included the mandates set forth by the state of Texas and School District X. Theme 2 addressed the participants’ perceptions of professional development opportunities that the school district had provided. Theme 3 discussed the support expectations that participants had for others at their campuses (i.e. special education teachers, reading coaches, administrators, and central office staff). Lastly, Theme 4 provided insight into what the participants believed were their roles as intervention teachers at their campuses. Based on the collective findings from this study, it became apparent that the intervention teachers in Cluster X did not possess a high level of self-efficacy in regard to implementing reading interventions. They had not experienced continued success, and thus were doubtful of their abilities to implement reading interventions. This study confirmed the need for the school environment to create a structural support system that maintains the fidelity of the RtI initiative. Study findings confirm the need for principals to demonstrate a culture of shared leadership, common goal setting, and a support framework that increases the confidence of reading intervention teachers. In summary, semi-structured interviews revealed that teachers felt as if their voices were not heard, needed support personnel to feel competent in implementing interventions, vulnerably expressed misconceptions, discussed a need for professional development, and, most importantly, expressed that they had a compromised level of self-efficacy. Collectively, these findings revealed that although RtI was indeed a viable method of assisting students who experienced challenges in reading, changes needed to be made so that teachers, and ultimately students, were successful. The outcome of the study created recommendations for school systems, campuses, and individual reading intervention teachers. In addition, the study provided recommendations for future research
Propers 19 (Pentecost 17) Series C 2016
No full textThis PDF comments on the Propers for the Seventeenth Sunday after Pentecost, Series C, and offers ideas for proclamation and preaching
Trashé Designs: A Social Enterprise
No full textDuring my years in graduate school, my understanding of economic inequality has further expanded. While my experience in the Peace Corps and Nepal allowed me to see it in real life, my time in school has allowed me to ground these experiences in academic literature. By means of an action research project, my goal is to create economic opportunity for the HIV/AIDS community in Chiang Mai, Thailand, through the creation of the social enterprise Trashé Designs. A social enterprise is a way to address a social challenge with a market-based solution. My social enterprise, Trashé Designs, uses recycled materials to create a variety of fashion accessories in order to provide a sustainable income for those who participate. This paper explores the success and barriers other social enterprises have faced, as well as provides a review of HIV/AIDS in Thailand and the stigma placed on individuals who have the disease. Understanding the marginalization of this community will provide the necessary context to understand why Trashé Designs, as well as other social enterprises, are important development tools in addressing problems of economic inequality