Search results for: Bates Alisa J.
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The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges
The goal of the present research was to explore the design and implementation of a newly developed, two-semester, action research course in a Master of Arts in Teaching program. Throughout this study, students expressed varying reactions to the process of action research. The authors focus on students' resistance to accept the process of action research. The authors indicate several reasons for students' resistance.
Updated: Jan. 23, 2011
This yearlong self-study investigated how five interns in a suburban school understood diversity, how their conceptions influenced their relationships with students and their curricular and instructional choices, as well as the strategies a field instructor used to support interns’ learning to respond to student diversity. Influences such as the field instructor’s supervisory practices, the school context, and collaborating teachers are discussed. Suggestions are offered for reframing how supervisory work is approached and areas for future research.
Updated: Jun. 20, 2010
The study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. This investigation focused on 3 university elementary supervisors and 12 teacher education students.
Updated: May. 13, 2009