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1.
Mi-Hwa Park Jeanetta G. Riley Jessica M. Branch 《Journal of Early Childhood Teacher Education》2020,41(2):183-196
ABSTRACTMindfulness offers a pathway for preservice teachers to develop self-awareness, which is an essential part of personal and professional growth. However, supporting teacher self-awareness is rarely given much attention in teacher education programs. The authors studied the use of mindfulness meditation in an early childhood college course with early childhood preservice teachers. This article reports the main findings that emerged from the students’ journals regarding the mindfulness meditation. Reflecting on the findings, this article suggests that educators need to provide meaningful learning experiences and activities, which could help their students develop the personal qualities necessary to teach with high self-confidence. 相似文献
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Bahr Peter Riley Boeck Claire A. Cummins Phyllis A. 《Research in higher education》2022,63(4):631-671
Research in Higher Education - Students 25 years of age and older comprise one-third of the population in public two-year institutions, and these students face significant disadvantages in... 相似文献
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Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID-19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK-12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to learn from Black women science teachers who have been engaging in anti-racist practices before the racial awakenings of Summer 2020. In this study, three different virtual focus groups, or Sista Circles, were conducted with 18 Black women secondary science teachers. Ranging from 1 to 22 years of experience, Black women teachers across the country and international participants in Canada and Qatar participated in the Sista Circles. From intersectional qualitative analysis and narrative inquiry, the findings of the study reveal that Black women science teachers enact anti-racist science teaching by bringing something new to the community; using NGSS standards within the context of the community; teaching at the intersection of history, culture, and science learning and teaching; and building critical consciousness in the science classroom. Furthermore, the findings of the study have implications for the use of anti-racist frameworks within the context of science education that were authentically the practices of the Black women in the study. This study offers insights into how the critical consciousness of Black women teachers can be represented in the science classroom even in times of nonsupport from peers and administration. The power and necessity of Black women teachers are paramount in science classrooms specifically because of the neutral, apolitical ways science teaching has been approached in the past. The narratives and stories shared here exemplify how Black women science teachers transform science teaching and learning by displaying various acts of Criticality. 相似文献
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The environmental movement is one of the most successful socialmovements of the twentieth century, and a key reason for itssuccess has been strong public approval of the movement's goalof environmental protection. This paper reports cross-nationaldata on public approval of environmental protection relativeto approval of the goals of other major new social movementstheanti-nuclear power movement, the nuclear disarmament movement,the women's movement, the human rights movement and the animalrights movementin Western Europe and the United States.The data come from a 1990 lifestyles and attitudessurvey conducted by Gallup for Reader's Digest, based on nationallyrepresentative samples in the United States and seventeen Europeannations, and show higher public approval for environmental protectionthan for the goals of other new social movements. 相似文献
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Judith Riley 《Higher Education Quarterly》1974,28(4):450-454
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Kok-Aun?TohEmail author Boon-Tiong?Ho Joseph?P.?Riley Yin-Kiong?Hoh 《Educational Research for Policy and Practice》2006,5(3):187-194
The moulding of the future of a nation depends on the teachers and the education they provide in schools. Research evidence
from the US. National Assessment of Educational Progress (NAEP) confirms this to be the case. Quantitative analysis of data
indicates that measures associated with pre-service teacher preparation are by far the strongest correlates of student achievement
(Darling-Hammond 2000). The research report of Wilson, Floden, and Ferrini-Mundy (2001) also suggests a strong relationship
between teacher preparation and teacher effectiveness. Other research studies similarly indicate that differences in teacher
quality are the most crucial for student achievement when compared with variables such as class size, streaming, or the amount
of homework (Anderson & Helms 2001; Mendro 1998; Powell & Anderson 2002; Rivkin, Hanushek & Kain 2001; Saunders & Horn 1994;
Strong & Tucker 2000) as possible contributory factors. In the pursuit of improved student achievement, we therefore need
to examine seriously the role of teacher variables, ranging from teacher qualifications and their subject matter knowledge,
to what motivates them to take up teaching as a career and as a consequence, how they teach in classrooms. 相似文献
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John Riley 《Journal of Criminal Justice Education》2013,24(2):443-461
While classic texts on the prison have long been an important resource for those teaching courses on corrections, prison life has changed dramatically since many of these works were written. For this reason, some instructors may choose to drop classic texts in favor of more recent works. This essay examines recent firsthand accounts of prison written by Ted Conover, Victor Hassine, and Leonard Peltier and argues that such works may be used in conjunction with classic texts to provide students with an exciting, contemporary, and theoretically sophisticated account of prison life. By comparing these recent works to a particular classic text, Sykes's Society of Captives, this essay illustrates this potential for symbiosis and demonstrates some of the ways in which new works provide opportunities to extend our understanding of the classics. When used with classic texts, recent firsthand accounts offer instructors opportunities to illustrate and explain the significance of abstract concepts, to examine issues of continuity and change in corrections theory, and to encourage critical thinking on important issues. 相似文献