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"Warrior Women" makes visible the ongoing intergenerational narrative reverberations (Young, 2003; 2005) shaped through Canada's residential school era which denied the communal and cultural, economic, educational, human, familial, linguistic, and spiritual rights of Aboriginal people.

Teachers must consider what it means to work with students in an increasingly diverse global community. Classrooms increasingly comprise of students and teachers of different social, cultural, language, ethnic, and religious backgrounds, needing to adapt in order to accommodate for differences, both expected and unanticipated, that each individual brings to shared classroom contexts.Smudging Composition Lines of Identity and Teacher Knowledge uses a comparative narrative inquiry approach grounded in long-term research to learn about experiences and complexities of cross-cultural teaching. The chapter authors identify and explore differences in the structure of schooling, student experiences, teacher education, school partnerships, parents, and members of the community, and the ways in which diversity is addressed in school practices and curriculum. Gaining insight into complexities of teacher identity formation and development in cross-cultural teaching contexts, they explore ways in which teaching goals might be achieved using practices commonly used in the host country not often used in one's home country.The dilemmas and tensions uncovered directly from the perspective of teachers and teacher educators develop narrative inquiry as a methodological approach to examining teacher knowledge in cross-cultural teaching, providing invaluable findings for teachers, teacher educators, and educational researchers internationally.

Bridging a gap in the literature by offering a comprehensive look at how STEM teacher education programs evolve over time, this book explores teachHOUSTON, a designer teacher education program that was created to respond to the lack of adequately prepared STEM teachers in Houston and the emerging urban school districts that surround it.

Against the backdrop of a pull toward external standards and accountability, this collection of chapters re-grounds us in the importance of bringing the 'self' to the foreground of the discourse of teaching, teacher education and practitioner research.

In this volume, experiences as narrative inquiry are explored in order to make sense of research, identities, and the response community we have created through this process. Researchers bring together thinking and experiences in the current educational landscape to better understand the ways researchers have shaped and been shaped by their work.

Challenges teacher educators face coupled with select aspects of teachers' genuine experiences of teaching, is an area that has been neglected and is often under appreciated. Essays on Teaching Education and the Inner Drama of Teaching comprises 11 essays that address and illuminate the place where troubles and issues, biography and history meet.

This book explores posthuman and multiplistic theories and concepts to decenter the researcher in intimate research. Also featured are conversations with posthuman scholars such as Rosi Braidotti, who highlight the possibilities and challenges ofdecentering the researcher as a practice of social justice research.

Self-Study in Teacher Education Practices (S-STEP) contribute to teacher education in culturally and linguistically diverse communities and contexts. The chapters reflect the scholarly inquiry of teacher educators dedicated to investigating and improving their practice.

This book aims to explore and make visible the intersection of subject matter knowledge and teacher knowledge in the narratives of teachers. This complicated interaction between these two bodies of knowledge is often studied and little understood.

This book highlights the journeys, challenges, and unfolding stories of transformation that reside within university/community partnerships focused on cultural and linguistic revitalization through schooling.

While online learning is regarded to be a rapidly growing field of research in and of itself, supporting diverse learners in online settings is an especially rapidly growing subfield.

ART was established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. These include not only the behaviors of teachers that can be observed in the classroom, but also the planning, thinking, and decision making that occur before, during, and after interaction with students.

Working from a narrative teacher knowledge perspective that understands teachers' personal practical knowledge as shaped in professional and personal knowledge landscapes. The book focuses on the experiences of six people who left teaching in their first five years to bring teachers' experiences to the phenomenon of early career teacher attrition.

The book fills a gaping hole in the teacher education literature. Nowhere is there a volume that globally surveys teacher education pedagogies and invites international scholars to describe the most productive ones in their home countries.

The book differs from other books on emotions in teaching by acknowledging all relationships within the complex system of schools and the ways that emotion influences the relationship and practice of the those working within schools- administration, teacher-peer, teacher- student, and veteran- novice.

Addresses the challenges of meeting national accreditation requirements, including designing assessment instruments and making data-driven decisions. This book explores and shares tensions created as teacher education programs experience changes because of accountability requirements related to the accreditation process.

Teacher educators from institutions across the U.S. report their research with preservice teachers in large cities, suburban communities, and rural border areas. The authors explain what they have learned as they have conducted research on education for preservice teachers who will teach emergent bilinguals in mainstream, bilingual, and ESL.

Addresses the challenges of meeting national accreditation requirements, including designing assessment instruments and making data-driven decisions. This book explores and shares tensions created as teacher education programs experience changes because of accountability requirements related to the accreditation process.

Illustrates interim narrative field texts of identity as teacher educator stories and demonstrates how researchers utilize common places of temporality, sociality, and place in analyzing narratives. This title describes conceptualizations of narrative research processes, bringing forward narrative tools and methods of layering narratives.

This volume covers advances that have occurred in the thirty year existence of the International Study Association on Teachers and Teaching (ISATT), the organization that helped transition the study of teacher thinking to the study of teachers and teaching in all of its complexities.

Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.

A representation of a narrative inquiry conducted with five ninth grade boys that were identified as displaying multiple literacies, looking specifically at how these boys storied their literate identities.

Focusing on school as place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school, this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives.

Researchers in education and geography embed analysis of instructional methods and learning activities such as lecture, discussion, and simulation into the context of purposes and goals of specific subject matter. They respond to the dilemma that teacher education textbooks and much research on teac

Features contribution from people who have developed and used video in teacher education. This book focusses on video as opposed to other technology (e-mail, etc) and its use in teacher education.

This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances and its constraints.

Discusses such topics as building a sense of history in a first-grade classroom, teaching for understanding in a third-grade geography lesson, and social studies education in an urban fourth-grade classroom.

Focuses on the theory and research on self-fulfilling prophecies and other aspects of the effects of teachers' expectations in classrooms. This book covers expectation-related issues, such as: teachers' efficacy perceptions with respect to difficult-to-teach students; expectation-related phenomena in urban high schools; and more.

Designed to illustrate qualitative methods used to study teaching, assess constraints and illuminate representative questions and findings. This book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. It provides findings, insights, and claims from qualitative research.

The field of English language arts teacher education has experienced change over the past two decades. Changes in the discipline have produced a much more expansive understanding of literacy and of what teachers of English language arts do. This volume will focus on innovations in English language arts teacher education.