teacher agency
you
Teacher Agency
teacher agency
teacher agency
teacher agency
teacher agency
teacher agency
action
not
explicit,
implicit, null curriculum
impact
act
agency
teacher agency
intention
Evaluation
despite resistance
Agency through Teacher Education
resistance
within despite
despite
within
despite
Shop Class as Soulcraft
Stochastic
art stochastic art
not of their own making
How do teachers exert agency within practical contexts and constraints?
teacher agency
teacher agency
democratic citizenship
doing
realize
democratic citizenship
social efficiency social mobility
Social efficiency
social mobility
democratic citizenship social efficiency social mobility
The Trouble with Ed
Schools
how to
observing discussing
the observer the observed the researcher the researched
description conceptual abstraction
teacher agency
teacher agency
co-teaching inclusion program
Inclusion
inclusion co-teaching
Co-teaching
The Co-Taught Inclusion Research Team, by grade, subject matter, and educator classification
it is subjectivity that makes objectivity possible
reflexivity
agency
teacher agency
agency
Figure 3.1
teacher agency
reflexivity
transferability generalizability
think description
agency
agency
Figure 4.1
structure agency
structure agency
structure
subjects
agency
agency
performance encoding
contradictions
Figure 4.1
Figure 4.1.
capacity significance
capacity
significant
Someone Has to Fail
Brown v. Board of Education of Topeaka, KN
Brown Milliken v.
Bradley
agency within constraints, agency within contested and ambiguous spaces, structures enabling agency
Paradoxes of Desegregation
what to teach
how to teach
here
Figure 5.1.
ridiculous
timeline configuration
and that they wanted to make it a significant issue for others
data
nothing
you
What data?
What measures?
For what purpose?
social social-emotional growth
where ALL students are able to achieve academic,
emotional, and social growth and success.
here
discursive activism
as
relationship between components
avenues
do can
I
context
and that context will be unique for every given teacher
Rethinking Multicultural Education
teacher agency co-teaching inclusion co-generative methodologies emergent methodologies reflexivity
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Student Involvement
o
o o o o o o o o o o o o
random chance
What information was new or surprising or interesting to you? IIIIIIIII Little or no statistical difference in scores in inclusion and non inclusion classrooms IIIII Inclusion classrooms don’t appear to hold back General Ed students IIIIIII Inclusion seems to work well for IEP students IIII Honors kids are not held back in an inclusion class I Importance of homework IIIIIIII Appreciated the use and analysis of so much data Overall findings were similar across departments Nothing new or surprising – data can be interpreted any way you want if you try hard enough II Results confirmed my own observations and thoughts on the topics discussed III Found the jump in scores the year inclusion/co teaching started to be very interesting II The direct results of co teaching seen in assessment data The success of inclusion classes seems to imply that our district should eliminate APP and move to a system of neighborhood inclusion schools III Great news!!! III Students’ different views on what constitutes a “good student” II Didn’t realize this research was being conducted, but appreciate hearing the results Social/emotional results seem to align with the other data II Multi grade level class comparison of t test numbers Wonders? What data was missing? IIIIIIIII Would like to see data over a longer time period/ see how data changes over time/see data analyzed at different times of year/larger sample sizes /more data III How are non IEP students chosen for inclusion classes? IIIII Data broken down by IEP type or FRL, ELL, race, across grade levels, honors kids tallied separately II Is there any statistical significance in one or two years ahead in math? II Would like to see trends in other schools & districts Don’t understand why the bigger the difference, the less significant it is II Why did the mainstream teachers all present while SPED teachers stood by (except for Raya and Dolley). Is the mainstream teacher the teacher and the SPED teacher the supporting teacher? Is it considered the mainstream teacher’s class? II More data comparing co taught classes to non co taught classes II How will this data be used to support inclusion programs when it comes to such high numbers of students with IEPs in inclusion classes? III Would results have been different if students taught by non inclusion teachers had been compared? Inclusion vs. non inclusion IEP students? IIII Would like more info on how honors curriculum is being developed , differentiated & assessed/If you spend less time explaining step by step, could you not then cover more content for honors students? Could they be challenged more and learning new concepts in a non inclusion class? III What about other subjects? Humanities? Would like to see information about inclusion when we don’t have full FTE for co teaching (ELL) III Would like more data on empathy and social emotional areas Does “no statistical difference” mean all teachers are equally effective? Does scoring on a 4 point scale give the same level of precision as scoring on an 11 point scale (A, A , B, B . . . D)? How does this correlate with PGE Evaluation scores, MAP scores, MSP scores? What is the definition of “least restrictive environment”? III How is growth connected to instruction methods or teaching styles? Why do we conflate grade level performance with “not being held back”? How many students who qualify for APP were in these studies?
Do IEP students benefit more in inclusion classes than in a smaller, pull out, self contained class? IIII Time for discussion of a full inclusion school? How will this data influence your own practice? II Will think about what intentional language and expectations I will set up for students IIIIIIIIIII Will be more aware of the need to provide explicit support on group work/teach group work problem solving/focus on “work” vs. “task completion” Inspires me to break down the data more with PLCs to see what’s working III Will keep making modifications/differentiate instruction Seeing that “high” kids don’t suffer from inclusional differentiation strategies helps me feel ok about making my classes so structured IIIIIII Will continue: to support students both with and without IEPs in my classrooms/continue to differentiate instruction/with the same practices Will teach more empathy/build culture and relationships III Will be more explicit with my instructions and breaking things down step by step IIIIIII I will continue to support/am more supportive of inclusion Will reflect and look at current practices on keeping data to determine possible changes IIIII It won’t influence my practice/I don’t know how it will influence my practice III Will continue to act on my understanding that guided classwork is more significant to learning than homework I need to review the procedure involving doing t tests/looking for statistical significance How do you think this information or this process can inform our work as a building in improving student achievement? I Revisit our mission/vision statements related to inclusion IIIIIII Would like training on how to understand and support inclusion kids better/PD on the topic next year/more tools and info on working with inclusion kids/more social & emotional training/more info on working through conflict and inclusion students’ perception of “fairness” We need to work on making Eckstein a more inclusive environment school wide (not only in inclusion classes) IIIII More opportunities for teachers to do action research on student learning pertaining to their classes/opportunities for this level of data analysis with our own data on a more frequent basis/incentivize PLCs or other groups to do more of this kind of real, honest research Employing the format used would help focus work of PLCs and help us focus on student work and teacher effectiveness IIIIIIIIIII Reinforces support of our school’s inclusion program/challenges assumptions More school wide focus on teaching kids to work effectively in groups Spread out kids with IEPs to more classrooms IIIII More inclusion classes/Co taught inclusion in science/more inclusion and co taught classrooms/multiple grade level classes (especially math) should be co taught
ICE Raids, immigration A school with many Can not change the “immigration” is on the “Immigration” is an law that privileges some students with current immigration learning standards for expected unit; there is a groups over others undocumented family policy, but can shape many/most states. How wide-variety of members instruction to better a teacher teaches about literature available; she support students immigration can be is choosing to educate impacted by the policies space for agency other teachers
Limited access to Fairly flexible Has a text book that is Teaching “text Uses internet; uses information like curriculum, students problematic … what analysis” can be an feedback formats of presidents and slaves; who were curious and does he do with it? ambiguous space, for writing letters to the traditional narrative of motivated which texts students publishes presidential study analyzing can be a shaped by teacher interest/agency
Simplified Mostly white, privileged “How do you know I am Race is a social Uses study of literature understandings of race community, white?” (using construction, and a very to incorporate (racism is bad), knowledge of students to ambiguous concept. By sociological study into question preconceived teaching about its secondary curriculum notions) ambiguities, he is pressing on pushing students to have a more complex view of the world. What should we teach in a “Language Arts” class?
teacher agency
Annual Review of Anthropology 30
Learning to teach inclusively: Student teachers’
classroom inquiries
Lenin and philosophy and other essays
Harvard Educational Review 80
Western Historical Quarterly 33
Rethinking multicultural education: Teaching for racial and cultural justice
Paradoxes of desegregation: African American struggles for educational equity in Charleston,
South Carolina, 1926-1972
Teachers College Record 98
Teachers
College Record 115
The landscape of qualitative research
Education
128
Going to America, going to school : the Jewish immigrant public school encounter in turn-of-
the-century New York City
Theory and Research in Social Education 36
Contemporary Issues in Early Childhood 1
Teaching and
Teacher Education 26
Making sense of qualitative data
The
landscape of qualitative research
Teaching and Teacher Education 22
The predicament of culture: Twentieth-century ethnography,
literature, and art
Walking the road: race, diversity, and social justice in teacher education
Educational Studies 49
Focus on Exceptional
Children 28
Shop class as soulcraft: An inquiry into the value of work
How Teachers Taught: Constancy and Change in American Classrooms 1890-1990
Critical Questions in Education 4
The school and society & the child and the curriculum
The SAGE Handbook of Grounded Theory
A companion to linguistic anthropology
The educational imagination
The Qualitative Report 19
Teacher Education Quarterly 33
Transforming teacher education: Reflections from the field
Profile of teachers in the US 2011
Discipline and punishment: The birth of the prison
Preparing America’s teachers: A history
Journal of Educational and Psychological Consultation
20
Teacher Quality 2.0: Toward a New Era in Education Reform
An introduction to discourse analysis: Theory and method
The constitution of society: Outline of the theory of structuration
Social theory of modern societies:
Anthony Giddens and his critics
Teachers as intellectuals: Toward a critical pedagogy of learning
Harvard Educational Review 56
Rethinking multicultural education: Teaching for racial and cultural justice
Educational renewal: Better teachers, better schools
Teaching and Teacher Education 25
American Educational Research Association Annual Meeting
Hope and despair in the American city: Why there are not bad schools in Raleigh
The landscape of qualitative research
American Educational Research Journal 45
Bitter milk: Women and teaching
The SAGE
Handbook of Grounded Theory
The Delta Kappa Gamma Bulletin
Projections of education statistics to 2022, 41st edition
Educational research: Quantitative, qualitative, and mixed approaches
Discourse analysis
Pillars of the republic: Common schools and American society, 1780-1860
Encyclopaedia of Educational Philosophy and Theory
Work, youth, and schooling: Historical perspectives on vocationalism in
American education
The condition of
education 2014
Inside teaching: How classroom life undermines reform
Harper’s Magazine 311
American
Educational Research Journal 34
The trouble with ed schools
Someone has to fail: The zero-sum game of public schooling
Instructional strategies for middle and secondary
social studies
Most states funding schools less than before the recession
Educating school teachers
Educational Studies 49
The possessive investment in whiteness
Teacher education and the social conditions of schooling
Participatory action research: International contexts and consequences
Qualitative research: A guide to design and implementation
Agency through teacher education: Reflection, community, and learning
Seattle Magazine
Multicultural Education 17
Journal of Teacher Education 62
Social Theory and Education: A Critique of Theories of Social and Cultural
Reproduction
Policy brief: The high cost of teacher turnover
Transforming teacher education through clinical
practice: A national strategy to prepare effective teachers
Why we teach
The light in their eyes: Creating multicultural learning communities
English
Education 37
The SAGE Handbook of Grounded Theory
Wherever I go, I will always be a loyal American: Schooling Seattle’s Japanese Americans during
World War II
The courage to teach: Exploring the inner landscape of a teacher’s life
Teaching democracy: Unity and diversity in public life
Educational
Theory 61
Qualitative research and evaluation methods
Rethinking multicultural
education: Teaching for racial and cultural justice
Studying Teacher Education 9
Journal of Teacher Education 61
Barriers to inclusion: Special education in the United States and Germany
Curriculum Inquiry 42
The death and life of the great American school system: how testing and choice are undermining
education
Journal
of Education Finance 34
Culture & truth: The remaking of social analysis
Rural Policy Matters
Educational Researcher 15
Rethinking multicultural education: Teaching for racial
and cultural justice
Teachers College Record 113
Teaching and Teacher Education 5
Learning a new land: Immigrant students in
American society
All Things Considered, NPR.org
Critical Questions in Education 6
School Science and Mathematics 105
Teacher social foundataions of education: Context, theories, and issues
The Seattle Times
The one best system: A history of American urban education
Our future, our teachers: The Obama administration’s plan for teacher
education reform and improvement
Journal of Teacher Education 60
This is not a test: A new narrative on race, class, and education
Harvard Educational Review 63
American Educational Research Journal
38
A qualified teacher in every classroom?: Appraising old answers and new
ideas
What education schools aren’t teaching about reading and what
elementary teachers aren’t learning: Executive summary
History of Education Quarterly 34
Country schoolwomen: Teaching in rural California, 1850-1950
Educational Researcher 24
The
Washingtion Times
Teachers College Record 108
Reflective teaching: An introduction