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157.
Wooden dolls and disarray: rethinking United States’ teacher education to the side of quantification
ABSTRACT According to the 2013 report by the National Council on Teacher Quality (NCTQ), most teacher education programs are failing in the United States. These programs, NCTQ insists, are not preparing new teachers with sufficiently ‘scientific’ methods and are, in the process, failing to properly train prospective teachers how to ‘lead the classroom’ (p. 2). In the deficit discourses employed by NCTQ, teacher education programs have become a cesspool of ‘mediocrity’ (p. 1) where the overall findings ‘paint a grim picture of teacher preparation in the United States’ (p. 17). We actually agree that things are grim, but for very different reasons and in very different spaces. Using NCTQ’s ‘Teacher Prep Review: A Review of the Nation’s Teacher Preparation Program’ as an entryway, the authors argue that the report typifies not only an alarmist approach usually found in conservative attempts at social policy and reform, but also further reifies quasi-empirically based research as the best (indeed the only) method by which to measure effective teacher education programs. The authors deconstruct the taken-for-granted assumptions within the NCTQ text, challenging quantification as a research/policy paradigm while arguing for the value of newly imagining educational possibility through risk and creation. 相似文献
158.
Stephanie Abraham Beth A. Wassell Kathryn McGinn Luet Nancy Vitalone-Racarro 《教育政策杂志》2019,34(4):523-546
This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that these parents have refused this exam for their children based on differing reasons, that parents effectively changed the master narrative of the PARCC to grow their movement, and their refusal letters were key in promoting a new counter narrative. 相似文献
159.
Listening to students in productive ways seems to be at the core of teaching practices aligned with the basic tenets of the
constructivist world view. We present a definition for productive ways of listening, discuss the challenges involved in implementing
it, and propose a way to support the “decentering” needed to learning to listen for teacher education programs. The proposal
is based on reading and understanding historical texts as a way to exercising the adoption of the ‘other’s perspective.’ We
describe the materials developed for teacher workshops, their implementation and what participants, and we, learned from the
experience. 相似文献
160.
John Abraham 《British Journal of Sociology of Education》1994,15(2):231-241
This paper critically assesses Chris Shilling's claims that structuration theory provides a new and important direction for sociology of education. That assessment is conducted with particular reference to the long‐standing research programme in the sociology of education, known as the differentiation‐polarisation theory (d‐p). The plausibility of the claim that d‐p is positivist is examined, and the extent to which d‐p meets the supposed inadequacies of sociology of education allegedly exposed by structuration theory is investigated. It is concluded that the novelty and importance of structuration theory for sociology of education and a fortiori education policy remains unproven. 相似文献