David Strahan's research while affiliated with Western Carolina University and other places
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Publications (4)
Many middle level teacher education programs attempt to explicitly address goals such as developmental responsiveness, empowerment and equity. Over the past 3 years, faculty at a regional comprehensive university explored perceptions of professional growth among middle level teacher candidates in a program that attempts to meet these aspirations. A...
Researchers engaged in a collaborative, yearlong study with a seventh-grade language arts teacher who integrated activities to enhance students’ understanding of mindsets with content instruction. Lessons emphasized four aspects of mindsets: belief that learning abilities can grow with the investment of effort, willingness to address challenging ta...
Opportunities for self-guided professional development provided a context for exploring ways that mid-career teachers designed learning projects and articulated their perceptions of professional growth. In their applications for small grants for materials and released time, participants identified their own personal goals for improving instruction,...
Research has suggested that differentiation is a responsive approach to teaching rather than a set of strategies. In this study, researchers generated a logic model to describe how members of a two-teacher team collaborated to differentiate instruction and to examine the learning connections that five seventh graders made in an integrated unit. Dat...
Citations
... Consequently, some preservice middle school teachers had expressed their dissatisfaction with their teacher preparation because they had difficulty transferring their learning from the university classroom to the middle school classroom (Pinter et al., 2017). It is important to match the reality of being a middle school teacher with the TCs' university preparation (Curtis, 2012). ...
... This 'way of thinking' can alter someone's attitude and the way in which we behave. Many studies focus on positive mindset interventions to engage, motivate (Donohoe, Topping, and Hannah 2012;Boaler and Dweck 2016;Strahan et al. 2017) and increase student achievement (Blackwell, Trzesniewski, and Dweck 2007;Yeager et al. 2019), with many studies often focusing on subjects such as engineering where problem solving is a requirement (Reid and Ferguson 2014). Ricci (2013) explores the differences between an educator's and a pupil's mindset; the pupil's mindset directly affecting how they face a challenge and an educator's mindset directly influencing how children feel about themselves. ...
... Emotions can either promote development and stimulate changes or, in cases of discomfort, confusion, or irritation, hinder renewed thinking. Aarto-Pesonen and Tynjälä (2017) highlight the importance of collaboration, networking, and opportunities to active participation, while Strahan (2016) suggests that professional growth depends on the interpersonal dynamics of collaboration among participants, underlining the importance of a climate of trust. He contends that professional growth occurs more productively when participants work together; collegiality and conversations accelerate and deepen professional growth. ...
... Although responsive pedagogy as employed in the present thesis does not focus on multicultural education, differentiation is an aspect that is central both in responsive pedagogy and culturally responsive teaching. Responsive instruction presupposes differentiation (Strahan, Kronenberg, Burgner, Doherty, & Hedt, 2012). The fusion between feedback and self-regulated learning as conceptualised in responsive pedagogy makes out part of the rationale for why a social cognitive theoretical perspective is employed to encapsulate responsive pedagogy in the thesis. ...
