Porfilio / J. SoJo Journal

1. Auflage 2016
ISBN: 978-1-68123-813-5
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 95 Seiten

The SoJo Journal: Educational Foundations and Social Justice Education is an international peerreviewed journal of educational foundations. The Department of Educational Leadership at California State University, East Bay, whose mission is to prepare and influence bold, socially responsible leaders who will transform the world of schooling, hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy?analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal educatio.

The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international, Foundations of Education journal. For instance, three of the leading journal in Education Foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it will bring together scholars and practitioners from disciplines outside of Educational Foundations, who are equally committed to social hange and promoting equity and social justice inside and outside of K?16 schools.

Autoren/Hrsg.

Porfilio, Brad J

Porfilio,

J., Brad

Inhaltsverzeichnis

1;Front Cover;1
2;Volume 2, Issue 1, 2016;8
3;“Singing a New Scholarly Song”;10
3.1;Voices of the New Majority Shaping Educational Leadership Doctoral Programs for Social Justice;10
3.1.1;Jennifer Haan, Roberto Lozano, Amanda López Askin, and Marlene Melendez;10
3.1.1.1;New Mexico State University;10
3.1.1.1.1;The central aim of this article is to explore the intersecting voices and experiences of 4 educational leadership doctoral students in a social justice program at a Hispanic serving institution in the Southwest. The 4 doctoral students engaged in con...;10
3.1.1.1.1.1;Introduction;10
3.1.1.1.1.2;With what some of us are calling critical race theory, we are attempting to sing a new scholarly song—even if to some listeners our style is strange, our lyrics unseemly.;10
3.1.1.1.1.2.1;Context of the Study;11
3.1.1.1.1.2.2;Participant Description;11
3.1.1.1.1.2.3;DATA SOURCES: “I AM FROM” POEMS;12
3.1.1.1.1.2.4;Methods;14
3.1.1.1.1.2.5;Theoretical Framework: Critical Race Theory;15
3.1.1.1.1.2.6;Themes;16
3.1.1.1.1.2.7;RECOMMENDATIONS;22
3.1.1.1.1.2.8;Conclusion;23
3.1.1.1.1.2.9;NOTES;23
3.1.1.1.1.2.10;REFERENCES;24
4;Telling Tales in The Field;26
4.1;Understanding How Educational Practitioners Determine the Credibility of Ideas About Poverty;26
4.1.1;Jennifer Ng Phyllis Esposito;26
4.1.1.1;University of Kansas, Lawrence The Evergreen State College, Olympia, WA;26
4.1.1.1.1;Qualitative research about poverty has the unique potential to inform educational practitioners who work with poor youth and their families. According to Van Maanen’s (2011) classification of different audiences that engage with ethnography, howeve...;26
4.1.1.1.1.1;Conceptual Framework;28
4.1.1.1.1.2;STUDY METHODS AND DATA SOURCES;29
4.1.1.1.1.3;Results;30
4.1.1.1.1.4;Concluding Discussion and Implications;32
4.1.1.1.1.5;References;35
5;Deconstructing Macroaggressions and Microaggressions;38
5.1;A Conceptual Model Promoting Sense-Making in Education;38
5.1.1;Azadeh F. Osanloo Whitney Newcomb;38
5.1.1.1;New Mexico State University Virginia Commonweath University;38
5.1.2;Christa Boske;38
5.1.2.1;Kent State University;38
5.1.2.1.1;This article explicates the interconnectivity of intercultural and multicultural education theory and practice through a new conceptual model (i.e., micro/macroaggression ecological conceptual model) focusing on the intersections of dominant norms an...;38
5.1.2.1.1.1;Introduction;38
5.1.2.1.1.2;MICROAGGRESSIONS AND INTERCULTURAL INTERACTIONS;43
5.1.2.1.1.3;Contemporary Learning Theory;45
5.1.2.1.1.4;Social Justice Pedagogies;46
5.1.2.1.1.5;Sense-Making;47
5.1.2.1.1.6;Moving From Theory to Practice;48
5.1.2.1.1.7;References;50
5.1.2.1.1.7.1;Figure 1;39
5.1.2.1.1.7.2;Figure 2;48
6;Introducing Novice Teachers to Corporate and Neoliberal Educational Reforms;54
6.1;Challenges and Opportunities;54
6.1.1;Jennifer Gale de Saxe and Gregory Smith;54
6.1.1.1;Lewis and Clark College;54
6.1.1.1.1;Contextualizing the Terrain of Social Foundations Courses in Teacher Education;54
6.1.1.1.2;A CASE STUDY ANALYSIS: THE HOPES AND GOALS OF A CRITICAL SOCIAL FOUNDATIONS COURSE;56
6.1.1.1.3;Course Description and Student Feedback;58
6.1.1.1.4;MOVING FORWARD;64
6.1.1.1.5;CRITICAL EDUCATORS COLLECTIVE;64
6.1.1.1.6;CONCLUSION;65
6.1.1.1.7;NOTE;65
6.1.1.1.8;References;65
7;Reconceptualizing Context and Complexity in Teacher Education;68
7.1;Learning Teaching as an Interpretive Process;68
7.1.1;Connor K. Warner, Kindel Turner Nash, Rhianna Thomas, Clare Bell, Ekaterina Strekalova-Hughes, Leah Panther, and Julia Atiles;68
7.1.1.1;University of Missouri-Kansas City;68
7.1.1.1.1;Conceptual Frame;70
7.1.1.1.2;LTRAP;70
7.1.1.1.3;LTIP;71
7.1.1.1.4;Methodology;72
7.1.1.1.5;Findings;74
7.1.1.1.6;1. How do the readings and viewings in this week’s module relate to each other?;76
7.1.1.1.7;2. How do they relate to the real context of your field experience?;76
7.1.1.1.7.1;DISCUSSION;78
7.1.1.1.7.2;CONCLUSION—MOVING FORWARD;79
7.1.1.1.7.3;NOTE;80
7.1.1.1.7.4;REFERENCES;80
8;Is This Reflection?;84
8.1;Examining Reflective Discourse in Teacher Education Standards and Performance Assessments;84
8.1.1;Brandon L. Sams Jeanne Dyches;84
8.1.1.1;Auburn University Iowa State University;84
8.1.1.1.1;Introduction;84
8.1.1.1.2;1. How, and in what ways, do the InTASC standards, the edTPA Secondary ELA Assessment Handbook, the PPAT Candidate and Educator Handbook, and the PPAT Reflective Practice Handbook portray the concept of reflection?;85
8.1.1.1.2.1;Theoretical Framework;85
8.1.1.1.2.2;Methods;86
8.1.1.1.2.3;Results;89
8.1.1.1.2.4;Discussion;91
8.1.1.1.2.5;Conclusion;93
8.1.1.1.2.6;References;93
8.1.1.1.2.7;Table 1;88
8.1.1.1.3;Levels (Codes) of Reflection;88
8.1.1.1.3.1;Table 2;89
8.1.1.1.4;Summative Content Analysis Findings;89
8.1.1.1.5;9;89
8.1.1.1.6;8;89
8.1.1.1.7;0;89
8.1.1.1.8;7 (87.5%);89
8.1.1.1.9;1 (12.5%);89
8.1.1.1.10;54;89
8.1.1.1.11;33;89
8.1.1.1.12;0;89
8.1.1.1.13;33 (100%);89
8.1.1.1.14;0;89
8.1.1.1.15;353;89
8.1.1.1.16;172;89
8.1.1.1.17;0;89
8.1.1.1.18;172 (100%);89
8.1.1.1.19;0;89
8.1.1.1.20;7;89
8.1.1.1.21;5;89
8.1.1.1.22;0;89
8.1.1.1.23;5 (100%);89
8.1.1.1.24;0;89
8.1.1.1.25;423;89
8.1.1.1.26;218;89
8.1.1.1.27;0;89
8.1.1.1.28;217;89
8.1.1.1.29;(99.5%);89
8.1.1.1.30;1;89
8.1.1.1.31;(0.46%);89
8.1.2;Back Cover;96