Search results for: Galman Sally
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“That’s My Job”: Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities
This study aims to understand special education teachers’ beliefs regarding their roles and responsibilities. The goal of this study is also to determine how these beliefs differ among more and less accomplished teachers. In this study, the authors examine the interviews of special education teachers identified as either more or less accomplished based on the Reading in Special Education (RISE) observation instrument. Through qualitative coding of the data, several themes about beliefs revealed differences between the teachers. The more accomplished teachers discussed a need for instructional intensity and linked their roles and responsibilities to academic needs.
Updated: Jan. 29, 2017
This article describes three teacher educators’ treatment of antiracist pedagogy. The article combines self-study of teacher educators’ beliefs and practice and focus group research. The authors found that their beliefs and practices perpetuated and reinforced white racial knowledge. Finally, the authors propose three steps toward aggressively, yet tenderly, navigating and interrupting white racial knowledge.
Updated: Jul. 18, 2010
Doth The Lady Protest Too Much? Pre-Service Teachers and The Experience of Dissonance As A Catalyst for Development
This article presents findings from an ethnographic study of 34 beginning pre-service teachers enrolled in a large U.S. teacher preparation program. Discussion focuses on participants' identity development as examined through the lens of the stories they learn and tell during and about their initial experiences of becoming teachers.
Updated: Apr. 01, 2009