Search results for: Brown Keffrelyn D.
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Preservice Elementary Teachers’ Understandings of Competing Notions of Academic Achievement Coexisting in Post-NCLB Public Schools
In this article, the authors focus on the coexisting discourses of academic achievement circulating within in the participants’ teaching credential preparation experience. Analysis and interpretation of the participants’ transcripts revealed the presence of two separate, distinct discourses, both of which shared the name academic achievement. The first notion, called “academic progress”, reflects a developmental viewpoint. In this perspective, students are understood to have experienced academic achievement when they demonstrate levels of skill and knowledge more advanced than they held previously. The second notion, called “academic success”, reflects a mastery orientation. In this perspective, students are understood to be achieving academically when they master the knowledge and skills designated for their grade level at an appropriate pace.
Updated: May. 20, 2014
When You've Only Got One Class, One Chance: Acquiring Sociocultural Knowledge Using Eclectic Case Pedagogy
This article describes the creation of an eclectic case pedagogy. This pedagogy is based on case-based methods, sociocultural learning theory and visual studies successfully used in a university teacher education course designed to help students acquire sociocultural knowledge about schooling and teaching. Students highlight three specific kinds of learning opportunities afforded to them when engaging with the eclectic case pedagogy including: guided participation, dismantling and building connections and close in(tro)spection of schooling and society.
Updated: Jun. 13, 2011
Is This What We Want Them to Say? Examining the Tensions in What U.S. Preservice Teachers Say about Risk and Academic Achievement
This paper examines how a group of preservice teachers—enrolled in a teacher education program that challenges deficit thinking—understand and talk about academic achievement. The article pays particular attention to the extent to which the candidates account for academic achievement and recognize potential academic risk. The author suggests the need to illuminate the complex body of knowledge that informs teacher candidates' understanding, particularly the knowledge deployed in teacher education curriculum.
Updated: Sep. 05, 2010