This inquiry presents an illustrative case of three teacher educator researchers' collaborative r... more This inquiry presents an illustrative case of three teacher educator researchers' collaborative reflection process using the transcript of a virtual meeting. The researchers are long-term friends and colleagues working in different university contexts in the United States. The case is presented and analyzed to illuminate how the triad facilitates one another's professional development and engages in sustainable collaborative self-study research. Self-study tenets of collaboration, reflection, and critical friendship are delineated and demonstrated through excerpts from the transcript. Conclusions and recommendations are offered for teacher educators who hope to establish and maintain similar partnerships focused on promoting healthy and productive professional/personal relationships while also improving teacher education.
This inquiry presents an illustrative case of three teacher educator researchers' collaborative r... more This inquiry presents an illustrative case of three teacher educator researchers' collaborative reflection process using the transcript of a virtual meeting. The researchers are long-term friends and colleagues working in different university contexts in the United States. The case is presented and analyzed to illuminate how the triad facilitates one another's professional development and engages in sustainable collaborative self-study research. Self-study tenets of collaboration, reflection, and critical friendship are delineated and demonstrated through excerpts from the transcript. Conclusions and recommendations are offered for teacher educators who hope to establish and maintain similar partnerships focused on promoting healthy and productive professional/personal relationships while also improving teacher education.
Teachers and other education professionals use assessments in different contexts: in classrooms, ... more Teachers and other education professionals use assessments in different contexts: in classrooms, subject-matter departments, committees, and informal learning groups; in schools; in district, state, and federal education offices; on school boards, commissions, and legislatures; and so on. Professionals working in different contexts have different decisions to make, different sources of evidence, different resources for interpreting the available evidence, and different administrative constraints on their practice. Educational assessment should be able to support these professionals in developing interpretations, decisions, and actions that enhance students' learning. Validity refers to the soundness of those interpretations, decisions, or actions. A validity theory provides guidance about what it means to say that an interpretation, decision, or action is more or less sound; about the sorts of evidence, reasoning, and criteria by which soundness might be judged; and about how to develop more sound interpretations, decisions, and actions. In this chapter, we review three distinct theoretical discourses-educational measurement, hermeneutics, and sociocultural studies-to support the development of validity theory for the routine use of assessment by professionals working in complex, dynamic, and always partially unique educational environments.1,2 Like any theory, a validity theory can be construed as an intellectual framework or set of conceptual tools that shapes both our understanding and our actions. It illuminates some aspects of social phenomena for consideration and leaves others in the background. As Mislevy (2006) notes, different theories: are ... marked by what is attended to and how it is thought about; ... by the kinds of problems they address, the solutions they can conceive, and the methods by which they proceed; by the "generative principles" (Greeno, 1989) through which experts come to reason in a domain. They are also marked by what is not emphasized, indeed what is ignored. (p. 269) 109
UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collectio... more UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest, Becoming an English teacher: Positioning discourses and professional identities. by Haniford ...
Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators... more Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators are now in the similar position of having left those roles. Each has a different story to tell and they come from very different institutions, yet find themselves experiencing many of the same issues and frustrations. This collaborative self-study was an intentional study of and reflection on how their administrative roles impacted or changed their perspectives on teacher education in general and how it changed them each personally. The weight of the role had lasting implications for their personal and professional selves. Their reflective journals, weekly online meetings, and responses to each other’s experiences resulted in findings that can inform the work of others in similar positions or circumstances. Those findings, while both similar and distinct, reveal enough commonality that we, as teacher educators often placed in positions of leadership, must consider the implications for o...
In this essay, five researchers, who are also English educators, describe the research they have ... more In this essay, five researchers, who are also English educators, describe the research they have crafted to improve the quality of classroom literacy education. They begin by describing their common perspective afforded by linguistics, discourse analysis and related social theory. Their framework and studies describe their action-oriented epistemology for studying key issues in novice English teacher education, experienced English teacher continuing education, writing textbook production, and Standard English teaching. The authors argue for teaching teachers and students the linguistic and discursive tools through which they can create and exercise their own grammars to generate productive social practices.
This chapter explores the impact of context on the teaching of a multicultural teacher education ... more This chapter explores the impact of context on the teaching of a multicultural teacher education course and illustrates what can be learned through partnering self-study methodology with discourse analysis. The study described in this chapter draws on data collected at two teacher education institutions with different student demographics in two different states in the United States. By drawing on methods of discourse analysis, we explore how the differences between two classes manifested in response to a set of class readings on race and racial stereotyping in schools. Specifically, we look closely at the discursive resources available in each location to talk about issues of race and racism. Through partnering discourse analysis and self-study methodologies, we uncovered deep-seated assumptions held by each of us that resulted in a reification of issues of race and class in ways that surprised and troubled us.
As mid-career teacher educators, in many ways, we feel we have hit our stride. We are adept at na... more As mid-career teacher educators, in many ways, we feel we have hit our stride. We are adept at navigating our roles and responsibilities on our respective campuses, and students and colleagues respond to us in ways that suggest we have some wisdom worth sharing. However, sometimes, if we are honest with ourselves, our teaching can feel a little stale. We worry we might be prone to coast a bit, and if we’re not vigilant, we could slip toward seeing ourselves described as “out of touch.”
This qualitative study is intended to illuminate factors that affect the generalizability of port... more This qualitative study is intended to illuminate factors that affect the generalizability of portfolio assessments of beginning teachers. By generalizability, we refer here to the extent to which the portfolio assessment supports generalizations from the particular evidence reflected in ...
This inquiry presents an illustrative case of three teacher educator researchers' collaborative r... more This inquiry presents an illustrative case of three teacher educator researchers' collaborative reflection process using the transcript of a virtual meeting. The researchers are long-term friends and colleagues working in different university contexts in the United States. The case is presented and analyzed to illuminate how the triad facilitates one another's professional development and engages in sustainable collaborative self-study research. Self-study tenets of collaboration, reflection, and critical friendship are delineated and demonstrated through excerpts from the transcript. Conclusions and recommendations are offered for teacher educators who hope to establish and maintain similar partnerships focused on promoting healthy and productive professional/personal relationships while also improving teacher education.
This inquiry presents an illustrative case of three teacher educator researchers' collaborative r... more This inquiry presents an illustrative case of three teacher educator researchers' collaborative reflection process using the transcript of a virtual meeting. The researchers are long-term friends and colleagues working in different university contexts in the United States. The case is presented and analyzed to illuminate how the triad facilitates one another's professional development and engages in sustainable collaborative self-study research. Self-study tenets of collaboration, reflection, and critical friendship are delineated and demonstrated through excerpts from the transcript. Conclusions and recommendations are offered for teacher educators who hope to establish and maintain similar partnerships focused on promoting healthy and productive professional/personal relationships while also improving teacher education.
Teachers and other education professionals use assessments in different contexts: in classrooms, ... more Teachers and other education professionals use assessments in different contexts: in classrooms, subject-matter departments, committees, and informal learning groups; in schools; in district, state, and federal education offices; on school boards, commissions, and legislatures; and so on. Professionals working in different contexts have different decisions to make, different sources of evidence, different resources for interpreting the available evidence, and different administrative constraints on their practice. Educational assessment should be able to support these professionals in developing interpretations, decisions, and actions that enhance students' learning. Validity refers to the soundness of those interpretations, decisions, or actions. A validity theory provides guidance about what it means to say that an interpretation, decision, or action is more or less sound; about the sorts of evidence, reasoning, and criteria by which soundness might be judged; and about how to develop more sound interpretations, decisions, and actions. In this chapter, we review three distinct theoretical discourses-educational measurement, hermeneutics, and sociocultural studies-to support the development of validity theory for the routine use of assessment by professionals working in complex, dynamic, and always partially unique educational environments.1,2 Like any theory, a validity theory can be construed as an intellectual framework or set of conceptual tools that shapes both our understanding and our actions. It illuminates some aspects of social phenomena for consideration and leaves others in the background. As Mislevy (2006) notes, different theories: are ... marked by what is attended to and how it is thought about; ... by the kinds of problems they address, the solutions they can conceive, and the methods by which they proceed; by the "generative principles" (Greeno, 1989) through which experts come to reason in a domain. They are also marked by what is not emphasized, indeed what is ignored. (p. 269) 109
UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collectio... more UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest, Becoming an English teacher: Positioning discourses and professional identities. by Haniford ...
Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators... more Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators are now in the similar position of having left those roles. Each has a different story to tell and they come from very different institutions, yet find themselves experiencing many of the same issues and frustrations. This collaborative self-study was an intentional study of and reflection on how their administrative roles impacted or changed their perspectives on teacher education in general and how it changed them each personally. The weight of the role had lasting implications for their personal and professional selves. Their reflective journals, weekly online meetings, and responses to each other’s experiences resulted in findings that can inform the work of others in similar positions or circumstances. Those findings, while both similar and distinct, reveal enough commonality that we, as teacher educators often placed in positions of leadership, must consider the implications for o...
In this essay, five researchers, who are also English educators, describe the research they have ... more In this essay, five researchers, who are also English educators, describe the research they have crafted to improve the quality of classroom literacy education. They begin by describing their common perspective afforded by linguistics, discourse analysis and related social theory. Their framework and studies describe their action-oriented epistemology for studying key issues in novice English teacher education, experienced English teacher continuing education, writing textbook production, and Standard English teaching. The authors argue for teaching teachers and students the linguistic and discursive tools through which they can create and exercise their own grammars to generate productive social practices.
This chapter explores the impact of context on the teaching of a multicultural teacher education ... more This chapter explores the impact of context on the teaching of a multicultural teacher education course and illustrates what can be learned through partnering self-study methodology with discourse analysis. The study described in this chapter draws on data collected at two teacher education institutions with different student demographics in two different states in the United States. By drawing on methods of discourse analysis, we explore how the differences between two classes manifested in response to a set of class readings on race and racial stereotyping in schools. Specifically, we look closely at the discursive resources available in each location to talk about issues of race and racism. Through partnering discourse analysis and self-study methodologies, we uncovered deep-seated assumptions held by each of us that resulted in a reification of issues of race and class in ways that surprised and troubled us.
As mid-career teacher educators, in many ways, we feel we have hit our stride. We are adept at na... more As mid-career teacher educators, in many ways, we feel we have hit our stride. We are adept at navigating our roles and responsibilities on our respective campuses, and students and colleagues respond to us in ways that suggest we have some wisdom worth sharing. However, sometimes, if we are honest with ourselves, our teaching can feel a little stale. We worry we might be prone to coast a bit, and if we’re not vigilant, we could slip toward seeing ourselves described as “out of touch.”
This qualitative study is intended to illuminate factors that affect the generalizability of port... more This qualitative study is intended to illuminate factors that affect the generalizability of portfolio assessments of beginning teachers. By generalizability, we refer here to the extent to which the portfolio assessment supports generalizations from the particular evidence reflected in ...
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