Download or read book Frame Shifting for Teachers written by Brianna L. Kennedy and published by Taylor & Francis. This book was released on 2024-04-23 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn how you can successfully address persistent teaching dilemmas by reframing how you think about and respond to them. The authors show how adopting habits of mind, including curiosity and an asset-based teaching approach, is necessary for tackling teaching challenges more effectively and equitably. Chapters explain how you can then apply frame shifting by considering your dilemma in three domains - relationships, classroom management, and curriculum and instruction. Practical examples, exercises, and discussion questions throughout the book will help you apply the concepts to your own teaching situation. In addition, a bonus online study guide contains reproducible templates, additional examples, suggested answers, and more. Appropriate for teachers to read independently or through book studies and PLCs, the book will leave you with new strategies for changing your beliefs and reactions, and ultimately improving how you approach and reach your students.

Download or read book Moving INTO the Classroom written by Stacia C Miller and published by Springer. This book was released on 2017-09-06 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: This textbook focuses on research in movement integration and the benefits of physical activity to the child’s physical, cognitive, emotional, and social development. It includes research on and suggestions for integrating movement into English-language arts, mathematics, science and social studies for lower and upper elementary students. Though the textbook is specifically aimed at elementary-level teachers, secondary teachers and pre-service teachers can modify the activities to fit their lessons as well.

Download or read book Reframing Learning written by Alyssa Manogue Dray Sayavedra and published by . This book was released on 2018 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation documents and analyzes the successful efforts of four experienced Black teachers in a high poverty urban school to develop and sustain ambitious teaching practices. These four focal teachers were part of a larger department learning community that also included three new teachers and a full-time instructional coach, of various ethnic backgrounds, and a White researcher in a participant observer role (myself). The work of these focal teachers was consistent with, and can in turn inform and enrich, research on culturally and mathematically responsive classroom discourse. The first contribution of the dissertation is to propose and illustrate an integrated model of culturally and mathematically responsive classroom pedagogy. Mathematically responsive pedagogy is conceptualized in terms of the shift from a knowledge transmission (KT) frame, consistent with traditional and typical mathematics instruction in the U.S., toward a productive disciplinary engagement (PDE) frame. This shift is conceptualized and analyzed in terms of three aspects of framing: (1) mathematics content, (2) classroom discourse moves, and (3) teacher and student roles. Culturally and mathematically responsive pedagogy is conceptualized in terms of explicit attention to the negotiation of equitable power relationships that (1) recognize the funds of knowledge of nondominant communities, (2) welcome the discourse practices of nondominant communities, and (3) position nondominant students in positions of mathematical authority. Illustrative cases are provided in which the focal teachers leverage Black cultural practices to support nondominant students’ co-development of racial and mathematical identities, as the teacher and students engage together in new types of classroom activity that center these students’ mathematical ideas. The second contribution of the dissertation is to conceptualize and describe changes in classroom discourse from a continuity perspective (Russ, Sherin & Sherin, 2016). A continuity perspective holds that learning is rarely a “gestalt shift,” and instead looks for ways that prior knowledge and practices are adapted and repurposed to create new knowledge and practice. Two examples are analyzed in detail. The first example concerns Initiation-Response-Evaluation (IRE) sequences (Mehan, 1979), which are typically associated in the literature with a KT frame. My analysis illustrates how IRE sequences can serve important functions in responsive classrooms. Specifically, when combined with more open forms of talk such as student presentations, IRE sequences can help elaborate and refine student ideas while ascribing ownership for mathematical ideas to students. The second example concerns student presentations, which are often associated in the literature with a PDE frame. I analyze the learning trajectory of one teacher who implemented and adapted a new student presentation practice over the course of the school year. Initially, the practice was implemented in a way that was consistent with a KT frame, but over the course of the year it shifted substantially and became increasingly consistent with a PDE frame. My analysis details these shifts and their affordances. Both examples provide evidence that points of continuity between the KT and PDE frames can be identified and leveraged to understand and support teacher learning.

Download or read book Negotiating a Professional Self written by Sharon Gayle Fargason and published by . This book was released on 2017 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: California is in the midst of a teacher shortage crisis in part due to poor retention of new teachers and because of novice teacher attrition. In response to this crisis, some teacher education programs have emphasized equitable teaching practices in urban schools so that teachers can experience more success in the classroom. These programs produce teachers with a strong teacher identity towards reflection and student centered practices. This is important since teacher identity manifests in classroom practice and commitment to the field. However, studies show that teachers with strong identities are often confronted with different beliefs and practices during their early teaching years. New teachers often find that the contexts and cultures present in their new schools leave them feeling that they do not have the agency needed to operationalize the identity they have formed. Thus, new teachers often shift their identities in order to align them with the ideas present in their new schools. Using frame analysis, this qualitative study explores how novice teachers interpret their role as new teachers and how this affects identity development. In this study, an analysis of digital video projects completed when the participants were near completion of their teacher education program was done in order to determine the nature of identity before the participants began their first year of teaching. Interviews were conducted to uncover teachers' interpretations of how and why their identity developed over the course of their first year. Analysis of the data revealed that the participants took on different archetypal patterns that were a combination of their personality, pre-service identity, disposition toward learning, and their notion of how to handle the insecurities of being a first year teacher. These factors led them to frame support structures at their school differently, and this framing led each teacher archetype to act in different ways within their school. This study's contributions to research and theory, as well as implications for policy, practice, and future research are also discussed.

Download or read book Play Frames and Social Identities written by Vally Lytra and published by John Benjamins Publishing. This book was released on 2007-11-15 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a sociolinguistic study of children’s talk and how they interact with one another and their teachers in multilingual, multicultural and multiethnic schools. It is based on tape recordings and ethnographic observations of majority Greek and minority Turkish-speaking children at an Athens primary school. It offers the reader a unique look into the ways in which children draw upon their rich interactional histories and share, transform and recontextualize linguistic and other semiotic resources in circulation to construct play frames and explore, adopt, resist available as well as novel social roles and identities. Drawing on ethnographically informed approaches to discourse, the book shows the ways in which verbal phenomena such as teasing, joking, language play, music making and chanting can provide a productive locus for the study of the negotiation of social identities and roles at school. This book will be of interest to scholars, researchers and students of sociolinguistics, discourse analysis, cultural studies, and multicultural education. It will also be of interest to anthropologists and sociologists.

Download or read book Second Language Teacher Education written by Diane J. Tedick and published by Routledge. This book was released on 2013-06-17 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: The education of second language teachers takes place across diverse contexts, levels, settings, and geographic regions. By bringing together research, theory, and best practices from a variety of contexts (ESL/EFL, foreign language, bilingual and immersion education), this book contributes to building meaningful professional dialogue among second-language teacher educators. Featuring an international roster of authors, the volume is comprised of 18 chapters organized in four thematic sections: the knowledge base of second language teacher education; second language teacher education contexts; collaborations in second language teacher education; and second language teacher education in practice. Second Language Teacher Education: International Perspectives is an essential professional resource for practicing and prospective second language teacher educators around the world.

Download or read book Teacher Learning of Ambitious and Equitable Mathematics Instruction written by Ilana Horn and published by Routledge. This book was released on 2022-03-17 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching. Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers’ learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning. This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice.

Download or read book Everyday Advocacy Teachers Who Change the Literacy Narrative written by Cathy Fleischer and published by W. W. Norton & Company. This book was released on 2020-11-17 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: What counts as professionalism for teachers today? Once, teachers who knew their content area and knew how to teach it were respected as professionals. Now there is an additional type of competency required: in addition to content and pedagogical knowledge, educators need advocacy skills. In this groundbreaking collection, literacy educators describe how they are redefining what it means to be a teaching professional. Teachers share how they are trying to change the conversation surrounding literacy and literacy instruction by explaining to colleagues, administrators, parents, and community members why they teach in particular research-based ways, so often contradicted by mandated curricula and standardized assessments. Teacher educators also share how they are introducing an advocacy approach to preservice and practicing teachers, helping prepare teachers for this new professionalism. Both groups practice what the authors call “everyday advocacy”: the day-to-day actions teachers are taking to change the public narrative surrounding schools, teachers, and learning.

Download or read book Classroom Change in Developing Countries written by Gerard Guthrie and published by Routledge. This book was released on 2018-04-09 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Progressive Education, derived mainly from Anglo-American culture, has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame presents a robust case for why formalism should be the primary frame of reference for upgrading classroom teaching in developing countries. Theoretically rich yet grounded in practice, the book draws on case studies from Africa, China and Papua New Guinea to show how culturally intuitive formalistic teaching styles can induce positive classroom change. Synthesising research and evaluation literature on classroom change in developing countries, Guthrie examines some of the methodological flaws in the literature. The book considers the progressive cage, and looks at Confucian influences on teaching in China, progressive reform failures in both Sub-Saharan Africa and Papua New Guinea, as well as offering a critical take on some failings in comparative education. It examines the formalistic frame, addresses methodological issues in culturally grounded research and offers a model of teaching styles for basic classroom research. The book concludes by returning the focus back to teachers and considers the so-called teacher resistance to change. The book will be an essential purchase for academics and research students engaged in the fields of classroom teaching, teacher education and curriculum and will also be of interest to academics, aid officials, and decision-makers in developing countries.

Download or read book The Embodied Work of Teaching written by Joan Kelly Hall and published by Multilingual Matters. This book was released on 2019-09-16 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects. Together, the chapters document the embodied accomplishment of teaching by identifying specific resources that teachers use to manage instructional projects; demonstrate that teaching entails both alignment and affiliation work; and show the significance of using high-quality audiovisual data to document the sophisticated work of teaching. By providing analytic insight into the highly-specialized work of teaching, the studies make a significant contribution to a practice-based understanding of how the life of the classroom, as lived by its members, is accomplished.

Download or read book Researching Language Teacher Cognition and Practice written by Roger Barnard and published by Multilingual Matters. This book was released on 2012-09-03 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading teacher cognition researcher that highlight key themes, as well as eight case studies by new researchers, recounting their experience of designing and using data collection tools.

Download or read book Classroom Management in Language Education written by T. Wright and published by Springer. This book was released on 2005-08-10 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: A book that develops an understanding of practices at the very centre of language education - the classroom. It is written for postgraduate students in Applied Linguistics and Education, and practitioners, whether in TESOL or other language teaching, In Part 1 the author explores key concepts in unpacking the complexity of classroom life. In Part 2 existing research and practice are examined through a series of research case studies. Part 3 provides a template for research activity and suggestions for projects and methodologies, and Part 4 collects resources for readers keen to follow up the themes developed in the book.

Download or read book 10 Mindframes for Visible Learning written by John Hattie and published by Routledge. This book was released on 2017-12-06 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role. In Ten Mindframes for Visible Learning, John Hattie and Klaus Zierer define the ten behaviors or mindframes that teachers need to adopt in order to maximize student success. These include: thinking of and evaluating your impact on students’ learning; the importance of assessment and feedback for teachers; working collaboratively and the sense of community; the notion that learning needs to be challenging; engaging in dialogue and the correct balance between talking and listening; conveying the success criteria to learners; building positive relationships. These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge. This practical guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie’s mindframes to maximize success.

Download or read book Critical Readings in Teacher Education written by and published by BRILL. This book was released on 2008-01-01 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like other fields of study, teacher education defines itself both by what it includes and by what it excludes. Teacher educators and researchers have spent a great deal of time seeking and attempting to eradicate the flaws in existing structures and practices, but significantly less time learning to perceive the absences.

Download or read book Frameshifting written by David K. Banner and published by Loving Healing Press. This book was released on 2008-01-01 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: ""Frameshifting" describes a process to let go of your ego and discover your divine self."--Ken MacLean, author "The Vibrational Universe." (Philosophy)

Download or read book Five Standards for Effective Teaching written by Stephanie Stoll Dalton and published by John Wiley & Sons. This book was released on 2007-11-02 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: An acclaimed, research-based framework for promoting excellence Based on a proven instructional model distilled over years of research, this book focuses on five essential pedagogy standards for guiding teaching practice in classrooms with diverse students, including English learners. Providing key indicators for each standard along with the theoretical rationale and "best practice" strategies, the book offers teachers invaluable guidance for enhancing language, literacy, thinking, and content learning across the curricula. It also provides advice on creating classroom groupings for differentiating lessons and activities and includes extensive examples of practices from real-life classrooms. Stephanie Stoll Dalton, Ed.D., has taught diverse students from first to twelfth grade, community college, and as a teacher educator. She has consulted widely on teacher quality. She is currently with the U.S. Department of Education

Download or read book Humor in the Classroom written by Nancy Bell and published by Routledge. This book was released on 2015-07-03 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Humor in the Classroom provides practical, research-based answers to questions that educational researchers and language teachers might have about the social and cognitive benefits that humor and language play afford in classroom discourse and additional language learning. The book considers the ways in which humor, language play, and creativity can construct new possibilities for classroom identity, critique prevailing norms, and reconfigure particular relations of power. Humor in the Classroom encourages educational researchers and language teachers to take a fresh look at the workings of humor in today’s linguistically diverse classrooms and makes the argument for its role in building a stronger foundation for studies of classroom discourse, theories of additional language development, and approaches to language pedagogy.