No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Using Field Trips to Create Relevant Social Justice Informed Mathematics Lessons in an Elementary Teacher Education Program: An Action Research Study
Abstract
Teaching mathematics for social justice is a rich research area in which field trips have been under-examined. The paucity of literature on math-based field trips for social justice, specifically, warrants further investigation. This action research study aims to improve our practice of empowering elementary preservice teachers to design math-based field trips to enhance student awareness of social justice issues. Two research questions (RQ) guided this project: (RQ1) How can teacher educators inspire social change within math education via the preparation of future elementary teachers using math-based field trips? (RQ2) What are preservice teachers' perceptions of designing socially just math lessons using field trips? We provide an overview of previous literature, describe the project we designed, and provide an analysis of preservice teachers' experiences and perceptions of this project. Thematic analysis of student journals and final assignments generated eight overarching themes and three subordinate themes organized by three phases. Organization by phases indicates a structural approach that teacher educators may use when introducing a similar activity. Further analysis revealed elementary preservice teachers emphasized the beneficial challenge of this assignment, suggesting that math-based social justice field trips are important additions to teacher education programs. Finally, we discuss what we learned from this study as teacher educators and researchers and provide recommendations to the field of teacher education.
... Teachers need to determine and secure the logistics to transport students. Large introductory classes present unique challenges due to the need for larger transportation facilities, safety issues, more student logistical planning, and time lost trying to organize a large group [41]. Michie Finding time for the trip and making arrangements for students who cannot make the trip add tasks to an already busy teacher schedule [38,39]. ...
The purpose of the study was to assess teachers' use of field trips in evaluating Social Studies lessons in Winneba Senior High School in Effutu Municipality in the Central Region of Ghana. Qualitatively, a case study research design was employed for the study. The population of this study comprised all the four (4) Social Studies teachers and Social Studies Association president in Winneba Senior High School. Convenient and purposive sampling techniques were used to select the municipality, Winneba Senior High School and Social Studies teachers and Social Studies Association president for the study. The main instrument for data collection was semi-structured interview guide. The data was analysed through the use of the interpretative method on the themes identified during the data collection. The study indicated that the use of field trips in the teaching and learning of Social Studies has the potential to influence the understanding levels of students and teachers. Therefore, field trips have the potential to help students and teachers to gain new knowledge that may not have been obtained through theoretical learning in the classroom. The study also revealed that organisation of field a trip has some challenges, such as, time as the main factor, financial problems, inadequate support from School Management, Parents and some teachers, nature of the curriculum, the behaviour of students outdoor were related to the research questions and interpreted on the number of issues raised by respondents. It is recommended that procedures for seeking permission be outlined by the Ghana Education Service to facilitate easy permission processes and to reduce the stress associated with seeking permission for organizing field trips for teachers and students in Senior High Schools. It is also recommended that students should be educated more and more by their Social Studies teachers on the importance of embarking on field trips to eliminate the lukewarm attitudes of some of the students. It is recommended that the Regional and District directors of education should ensure constant and effective supervision of teachers to encourage the use of field trips as a teaching strategy for the evaluate Social Studies lessons.
This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public education and teacher education. This decolonial approach to teacher education that actively attempts to benefit from the expertise in local minoritized communities seeks to “disrupt” existing power and knowledge hierarchies and create the basis for new alliances between teachers, teacher unions, teacher educators, and community-based social movements in marginalized communities that are seeking an active role in transforming their own communities. The result is a new hybrid structure for teacher education programs that models the emancipatory vision that is often articulated by programs but not practiced.
In this introduction to the PRIMUS Special Issue on Mathematics for Social Justice we provide a brief history of social justice in the context of undergraduate mathematics pedagogy and explain the purpose and motivation behind this movement in undergraduate education.
Community engagement professionals (CEPs) often must develop and maintain equitable, high-quality relationships with community partners while supporting student learning and civic development through cocurricular community engagement or for-credit community-based learning programs. Lack of alignment between campus goals and values and those of communities creates challenges for CEPs. Our community partners have expressed the feeling that students were not adequately prepared for community engagement and that it is the university's job to prepare them. To support partnerships in inclusive and equitable ways, CEPs need to be skilled and comfortable with some critical, complex topics before they can train students or provide professional development to instructors. This reflective essay examines specific strategies for CEPs doing this work, informed by the literature, feedback from community partners and social justice training professionals, and classroom experience. Topics addressed include social identity, systems of privilege and oppression, cultural humility, and institutional-community power dynamics.
This article examines pre-service teachers’ responses to their experiences with community engagement as a service learning project as part of an introductory Education course at a large, midwestern urban university in the United States. It is typical for students in pre-service Education courses to participate in service learning in schools or community centers, but it is less common for Education courses to require service learning projects in which the focus is for students to engage with adult community members. I argue that it is imperative for students to become familiar with communities in which they teach and learn from residents’ "funds of knowledge" (Gonzalez, Moll, & Amanti, 2005). A service learning project with a community center, the focus of which is empowerment of local residents, is described. Located in an urban neighborhood in which most of the residents are of a racial minority different from most of the pre-service students themselves, the center provided the space for the class to learn from adult community residents about issues surrounding empowerment and community engagement. Drawing upon Freire’s (2003) notion of praxis I present findings of a qualitative analysis of students’ response papers in the context of a curriculum that focuses on critical social justice and the development of culturally competent teachers.
Using an ecological approach to trauma-informed care and radical healing, this case study explores how one Title I public middle school mathematics classroom offered students opportunities to engage in healing practices through the use of Social Justice Mathematics. Findings indicate that students identified their emotions, engaged in structural analyses of local social issues, and expressed plans to take action. This study suggests the possibility of using a Healing-Informed Social Justice Mathematics approach to support development of students’ sociopolitical consciousness, mathematics learning, and well-being.
The education system has been heralded as a tool of liberation and simultaneously critiqued as a tool of social control to maintain the oppressive status quo. Critical consciousness (CC), developed by the Brazilian educator, Paulo Freire, advanced an educational pedagogy to liberate the masses from systemic inequity maintained and perpetuated by process, practices and outcomes of interdependent systems and institutions. If people are not aware of inequity and do not take action steps to constantly resist oppressive norms and ways of being, then the result is residual inequity in perpetuity. If inequity is likened to a disease or poison, then CC has been deemed the antidote to inequity and the prescription needed to break the cycle. As such, CC is a construct that has important scholarly, practice and policy implications. Scholars, noting the relevance and application of CC to current social problems, have advanced CC theory and practice. However, these innovative advancements have left fissures in the CC theoretical base in need of resolution and consensus to advance a collective and organized body of CC theory. This paper explores the divergent CC scholarship within CC theory and practice articles, provides an in-depth review of the inconsistencies, and suggests ideas to resolve the discrepancies from the literature to support the need for a new, CC-based construct, transformative potential. Without such a review, moving toward conceptual clarity, the lack of a coherent CC knowledgebase will impede the reflection and action needed to transform systems and institutions that maintain and perpetuate systemic inequity that have dehumanizing consequences. If implemented within urban education, theoretical models, grounded in CC theory, could help achieve a system of education that is just, equitable and liberating.
In this article, the authors report on the initial results of a mixed methods study that examined the beliefs that preservice teachers have about teaching real-world con-texts, including those related to injustices, controversial issues, and children’s home and cultural backgrounds. Data collection included a survey with 92 preservice Pre-K–8 teachers and follow-up interviews with nine survey participants. Analysis of the data suggested that preservice teachers were open to the idea of teaching mathematics through real-world contexts, but were ambivalent regarding the use of controversial issues, and often unable to provide concrete or non-trivial examples of what these different types of real-world contexts would look like in a mathematics classroom. Based on the survey and interview findings, the authors make recommendations for future research and for the use of controversial issues in teacher education programs.
Teaching for social justice is an increasingly popular emphasis among P–12 teachers and teacher educators alike. However, research suggests teachers, and especially beginning teachers, struggle to enact their social justice visions when faced with the myriad of mandates characteristic of today's classrooms. In this article the author examines how 24 secondary English Language Arts teachers successfully balance the demands of teaching for social justice and standards-based practice. Although all participants were able to teach for social justice in their current school contexts, two thirds of participants reported challenges when doing so; these included restrictive school policies, a lack of support from colleagues, resistance from students, and insufficient personal or professional resources. In this article, the author analyzes these challenges, highlights participants' strategies for overcoming them, and makes recommendations for enhancing preservice candidates' readiness to teach for social justice.
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
This collection discusses the teaching of social justice. Following a preface, "Of Stories, Seeds and the Promises of Social Justice" (Jean Ann Hunt), a foreword, "Popular Education--Teaching for Social Justice" (William Ayers), and an introduction "Teaching for Social Justice" (Maxine Greene), the following chapters are included: (1) "Education for Action--Preparing Youth for Participatory Democracy" (Joel Westheimer and Joseph Kahne); (2) "The Human Lives behind the Labels--The Global Sweatshop, Nike, and the Race to the Bottom" (Bill Bigelow); (3) "Writing the Word and the World" (Linda Christensen) and "Portraits: In the Raindrop"; (4) "School Days" (Nelson Peery); (5) "We'd All Be Holding Hands--A Reentry Women's Learning Community" (Diane Horwitz); (6) "A Grassroots Think Tank--Linking Writing and Community Building" (Hal Adams); (7) "Roses and Daggers" (Patrick McMahon); (8) "No Little I's and No Little You's--Language and Equality in an Adult Literacy Community" (Kate Power); (9) "On A Mission--Hazel Johnson and Marvin Garcia" (Therese Quinn); (10) "A Dream That Keeps on Growing--Myles Horton and Highlander" (William Ayers); (11) "The Good Fight--Bill Gandall" (Susan Huddleston Edgerton); (12) "History of My Subversive Teaching" (Rachel Koch); (13) "The Fourth R" (Maureen Reddy) and "Possibilities: Joining Hands"; (14) "'Do You Know Where You Are?' A Memoir of Becoming a South Sider" (Jamie Kalven); (15) "The Cheney, Goodman, and Schwerner Academy"; (16) "Women of Hope"; (17) "Chaos Theory--A Journal Entry" (Rick Ayers); (18) "School Projects Investing in Community Development"; (19) "A Story for Justice" (Jaylynne N. Hutchinson and Rosalie M. Romano); (20) "Welfare Workbook"; and (21) "Teaching for Change" (Deborah Stern). An Afterword, "Some Reflections on Teaching for Social Justice" by Herbert Kohl completes the discussions. Five "Activist Forums" interspersed throughout the book provide opinions of a number of educators and social activists. Forty-eight book resources, 15 classroom resources, 27 resource organizations, 24 periodicals, 5 educational institutes, and 11 World Wide Web sites are listed for further information. (SLD)
Students' understandings of science are greatly enhanced by exposure to real-world phenomena in field-based settings. Field-based learning provides students with opportunities for using inquiry to formulate questions about the nature of what they observe. Inquiry into natural phenomena may well be expressed in mathematical terms. It can be aided by the use of technological tools for collecting and analyzing data, and reporting the results of research.
Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of statistics education. Philosophical and pedagogical references are given, definitional issues are discussed, potential implementation challenges are addressed, and a substantial bibliography of print and electronic resources is provided.
The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums.
The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes
the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible
cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data
was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence
that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit.
Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented
outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest
oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed
the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types
of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas
for structuring the ultimate experience are included.
This glossary aims to clarify some of the key concepts associated with participatory action research.
Background
Historically and contemporarily, dominant conceptualizations of quality teaching are and have been rooted in notions of the cultural deficiency and inferiority of intersectionally minoritized populations. Such conceptualizations of quality teaching have kept and continue to keep racial, cultural, and linguistic injustices in place. They are imposed on intersectionally minoritized populations—those who, even when numerically the majority, continue to be positioned as inferior to or lesser than the dominant population.
Focus
In this article, through the critical analysis of counter-narratives of early childhood teachers of color, I seek to trouble commonplace discourses of “good teaching” and “good teachers.” I take a close look at how such discourses are instantiated and propagated by the educative Teacher Performance Assessment (edTPA), a high-stakes assessment that purports to measure teacher quality and is tied to certification. I focus on early childhood teachers of color because although the percentage of young children of color is increasing, there is a reverse trend in the early childhood teaching force. This may be partly due to mounting certification requirements recently established for early childhood teachers. Thus, early childhood teachers of color are a critical group from whom the field can learn.
Research Design
Seeking to conversationally elicit personal narratives regarding edTPA from early childhood teachers of color, I interviewed 10 early childhood teachers of color who had graduated with master's degrees leading to early childhood education initial teacher certification since the 2014 implementation of edTPA as a requirement for licensure in New York State. Specifically, I sought to understand how edTPA as a phenomenon came to life in their lived experiences. I engaged critical narrative analysis to analyze their counter-narratives.
Conclusions and Recommendations
By listening closely to women of color seeking teacher licensure and learning from the critical analysis of their counter-narratives, I expose how institutional discourses of teacher quality serve to racialize the teaching profession, keeping White hegemonic discourses in place in the name of quality. Specifically, the counter-narratives of the 10 early childhood teachers of color who participated in this study unveiled how they perceived edTPA as (a) serving as an obstacle to access higher pay; (b) leading to mental health issues and stress; and (c) being antithetical to good teaching. Implications point toward the need for research that helps us move to a definition of good teaching grounded in justice as nonnegotiable if we are to (re)define teacher preparation in transformative and racially inclusive ways.
Field trips provide compelling venues for teaching students to work with observational data and make important connections between mathematics and science.
Sociocultural Studies of Mind addresses the primary question: how is mental functioning related to the cultural, historical, and institutional settings in which it exists? Although the contributors speak from different perspectives, there is a clear set of unifying themes that run through the volume: 1. One of the basic ways that sociocultural setting shapes mental functioning is through the cultural tools employed. 2. Mediation provides a formulation of how this shaping occurs. 3. In order to specify how cultural tools exist and have their effects, it is essential to focus on human action as a unit of analysis. This landmark volume defines a general approach to sociocultural psychology, one that we hope will be debated and redefined as the field moves forward. Sociocultural Studies of Mind is crucial reading for researchers and graduate students in cognitive science, philosophy, and cultural anthropology.
Preservice teachers’ (PSTs) interpersonal competence includes interpersonal knowledge. This study investigated PSTs’ interpersonal knowledge structures and development of these structures via concept maps, and PSTs’ knowledge application via vignettes after an intervention that combined 360-degree videos and theoretical lectures in teacher education. PSTs’ concept maps were analysed with social network analysis, including measures of structure and conceptual relevance, and were compared to expert application. Results showed PSTs using more organised concept maps including more relevant concepts after the video-lecture intervention. Furthermore, PSTs were particularly capable in applying their interpersonal knowledge on vignettes focusing on high levels of interpersonal teacher control. PSTs and teacher education institutes are advised to combine theoretical lectures with 360-degree videos, using VR-headsets, as this combination shows positive results on PSTs’ theory-based interpersonal knowledge structures, development, and application.
Mathematics classrooms are increasingly becoming sites for investigating social (in)justice, but research on teaching mathematics for social justice remains limited to individual case studies. This article reports on a metasynthesis of 35 qualitative reports of social justice mathematics enactments in diverse classroom contexts. Critical race theory serves as a guiding framework for analyzing possibilities and limitations of these enactments to address racial inequities in mathematics education. Findings from this metasynthesis reveal that addressing race in social justice mathematics explorations provided opportunities for centering the voices of people of Color and critiquing liberal views that camouflage subtle forms of racism and involved substantial and authentic mathematical work. Promising practices and implications for future research are identified based on this synthesis.
Background: The ability to effectively teach culturally and linguistically diverse students is critically important. Research has shown that providing teacher candidates educative experiences through critical service-learning can better prepare future teachers and can foster a social justice stance. Purpose: This study examines teacher candidates’ perceptions of a critical service-learning experience in a literacy methods course where participants worked in community settings to support English language learners. Methodology/Approach: Using an interpretative framework, the authors collected and analyzed data from 18 participants including reflection portfolios, questionnaires, and interviews. Findings/Conclusions: This study found that the critical service-learning experience (a) cultivated an understanding of the identities, strengths, and motivations of learners; (b) nurtured their practice; and (c) fostered their understanding of the importance of community engagement, which all contribute to a social justice perspective. Implications: This study demonstrates how critical service-learning enriches understanding within our communities, which allows individuals to tackle issues to advance social justice and equity.
Local community organizations with data and statistical needs provide beneficial authenticity and context in the classrooms. Students can provide creative, broad perspectives to problems and issues relevant to those organizations. This paper describes characteristics of mutually beneficial relationships between classes and community partners. Included is an account of such a partnership with a small liberal arts institution and a non-profit health access resource center in a low income neighborhood in a mid-sized city.
Many students experience mathematics as a neutral entity, without understanding its impact on social justice and equity. Students must understand that mathematics and statistics are powerful tools for creating social change, and that students themselves are capable to enact positive social change through their mathematical abilities. In this paper, we discuss how we have integrated both service learning and mathematical consulting into a single course to promote civic engagement by mathematics majors through professional applications. We outline methods to engage with community partners to create consulting projects for students while integrating discussions of professionalism, practice, ethics, and social justice into the classroom. We provide qualitative evidence that the integration of service learning and consulting empowers mathematics students to make a di_erence by doing social justice with mathematics.
We describe a semester-long project for an introductory statistics class that studies the broken windows theory of policing and the related issues of race, policing, and criminal justice. The most impactful feature of the project is the data-collection phase in which students attend and observe a public arraignment court session. This “Court Monitoring Project” was completed in partnership with the Police Reform Organizing Project, a New York City non-profit organization. The mathematical student learning outcomes of the project emphasize the construction and interpretation of various graphical representations of data (contingency tables, bar charts, histograms, box plots, and scatter plots).
We present several modules that address social justice issues in an introductory statistics course. The activities consider possible disparities of housing location, language spoken at home, and job sector as they relate to, respectively, access to healthy foods, air pollution via proximity to traffic, and health concerns via proximity to fracking sites. Statistical content includes basic descriptive statistics, survey design and analysis, contingency tables, independence, various quantiles, and hypothesis testing. We describe the assignments, which satisfy some GAISE Guidelines, and we report on their implementation. Along the way, we share the challenges we faced and overcame as novices in the social justice community.
Paulo Freire's critical education theory is “re-invented” in the context of a mathematics curriculum for urban working-class adults. The problems Freire poses for teachers in that context are explored, and work of other theorists which deepens or questions aspects of Freire's theory is discussed. Next, Freire's theory is applied to teaching basic mathematics and statistics for the social sciences. It is argued that such mathematical literacy is vital in the struggle for liberatory social change in our advanced technological society. Finally, this reflection on practice is used to pose further problems to be explored in the creation and re-creation of the “pedagogy of the oppressed.”
By examining ratios in paintings and using a free educational app, students can size up artists' use of proportional reasoning in their creations.
Use the experience of these authors as a model for connecting with your local resources.
Field trips are an important feature of the United States’ education system, although in the current context of high-stakes tests and school accountability, many schools are shifting resources away from enrichment. It is critical to understand how field trips and other informal learning experiences contribute to student test scores, but little research has explored the impact of field trips on standard measures of academic learning. In this study, I used 6 years of student-level data to estimate the impact of field trips to informal
science education institutions on New York City students’ performance on the state’s standardized eighth grade science exam. Using a rigorous identification strategy with school fixed effects to capitalize on
variation in field trip participation within schools over time, I found small positive effects of exposure to field
trips on students’ science test scores and proficiency. Effects were largest for Hispanic students and those who qualified for free or reduced-price lunch. This evidence that field trips can contribute positively to student
achievement is meaningful for policymakers and administrators, as it suggests schools can provide
enrichment experiences that families desire without sacrificing student test scores. The study suggests that
field trips might be an effective tool for reducing achievement gaps.
"This is a wonderful book with deep insight into the relationship between teachers’ action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples."-Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features: Discusses how to build a school research culture through collaborative teacher research; Delineates the role of the professional development school as a venue for constructing a knowledge democracy; Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process; Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies.
Math by the Month is a regular department of the journal, featuring collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, the focus is on a field trip to the zoo.
Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. Learning architectures 11. Organizations 12. Education Epilogue.
Field trips are essential for learning geoscience, but can be logistically challenging for introductory-level courses with large enrollments. Transporting large numbers of undergraduate students to roadway or stream bank exposures can be time consuming, expensive, and unsafe. To address this problem, the author designed three campus-based field exercises for an introductory geoscience course. Students collected and analyzed data from campus features to learn about rock weathering, retaining wall stability, and stream flow. They preferred outdoor campus exercises over indoor exercises, because they were more realistic, interesting, and interactive. The outdoor exercises utilized features common to many college campuses and thus could easily be implemented elsewhere. While the campus exercises do not replace a need for conventional road trips in upper-level courses, they are an effective way to introduce fieldwork in large introductory-level courses.
Although most teachers agree that a field trip is an important educational experience for their students, many struggle with finding a way to make it connect with their classroom curriculum. Creating an effective field trip involves creating an effective lesson plan and using the resources of the museum, zoo, or aquarium to foster inquiry and learning. By incorporating the learning cycle into their field trip, students are able to use their explorations with animal-based exhibits to develop basic life science concepts.
Field trips are effective because they situate learning and facilitate knowledge transfer, thereby influencing students learning attitudes, interests, and motivation. Variations in field trip configurations and the subsequent affective and cognitive influences provided the motivation for this study of Outside Day—an environmental education field trip for 6th-grade students. The participants were immediately postassessed on their attitudes toward the event and 1 month later assessed on their event activity recall. Results indicate the students held positive attitudes toward the field trip and recalled a hands-on orienteering activity most frequently. The discussion provides explanations and implications of findings.
Designed a 1-yr intervention to improve minority students' awareness of and preparation for mathematics and science careers. Specifically, goals focused on increasing students' career knowledge, self-esteem, math and science achievement, choice of high school, and high school course selection in math and science. A 6-wk model was developed around a career field that included an introduction to the career field, field trip, speakers, shadowing experiences, and evaluations. Results from 81 inner-city 8th graders and 58 controls indicated success in career knowledge and high school choice and moderate success in achievement, self-esteem, and math and science course selection. Results are discussed in terms of implications for counseling. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Action research in education has gained increasing attention in the past 20 years. It is viewed as a practical yet systematic research method that enables teachers to investigate their own teaching and their students’ learning. However, the ethical issues unique to this form of insider research have received less attention. Drawing on several professional associations’ principles for research practice, the authors identify a series of potential ethical issues inherent in action research in K–12 schools and the corresponding difficulties that action researchers encounter with the policies and procedures of institutional review boards. The authors conclude with recommendations for future practice addressed to three groups: institutional review boards, K-12 school professionals and teacher educators, and national professional and representative organizations.
Incl. bibl. references, index.
Rethinking field trips: Venturing out to foster meaningful learning
- L Bagwell
- B Cahill
Bagwell, L., & Cahill, B. (2021). Rethinking field trips: Venturing out to foster meaningful learning. Teaching Young
Children, 15(1), 27-30.
The education of teachers: Ninetyeighth yearbook of the national society for the study of education
- M Cochran-Smith
Cochran-Smith, M. (1999). Learning to teach for social justice. In G. A. Griffith (Ed.), The education of teachers: Ninetyeighth yearbook of the national society for the study of education (pp. 114-144). University of Chicago.
Walking the road: Race, diversity, and social justice in teacher education
- M Cochran-Smith
Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. Teachers College
Press.