Search results for: Kidd Julie K.

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Program Portfolios: Documenting Teachers’ Growth in Reflection-Based Inquiry
Authors: Fox Rebecca K., White C. Stephen, Kidd Julie K.
In this study, the authors examined whether critical reflections within the portfolio could provide evidence of teachers’ engagement in reflection-based inquiry as well as levels of development of reflection. 51 teachers who enrolled to in a graduate-level program in a college of education. Data consisted of five sets of required prompted reflections that were written for the program portfolio. Analysis of the reflections revealed that teachers’ incorporation of inquiry changed as they proceeded through the coursework.
Published: 2011
Updated: Apr. 02, 2012
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Defining moments: Developing culturally responsive dispositions and teaching practices in early childhood preservice teachers
Authors: Kidd Julie K., Sanchez Sylvia Y., Thorp Eva K.
The study reports on preservice teachers' perceptions of which memorable experiences contributed to shifts in their culturally responsive disposition and teaching practices. The preservice teachers were enrolled in a teacher preparation program, designed to prepare them for work with a diversity of children and their families. Findings suggest five types of experiences that were instrumental in the disposition shift. These included material resources, diverse internship experiences, interactions with diverse families, critical reflection, and discussion and dialogue.
Published: 2008
Updated: Mar. 31, 2008