Paige K. Evans, Cheryl J. Craig, Donna W. Stokes and Jeffrey Morgan
teachHOUSTON is a university-based secondary STEM teacher preparation program that addresses the critical need for highly qualified STEM teachers in Texas and across the country…
Abstract
teachHOUSTON is a university-based secondary STEM teacher preparation program that addresses the critical need for highly qualified STEM teachers in Texas and across the country. STEM teachers are prepared through early and ongoing field-based teaching experiences and rigorous research-based instruction that integrates content and pedagogy provided by faculty members who have extensive teaching experience in public schools. teachHOUSTON serves the fourth largest city in the United States, along with its satellite communities and has many noteworthy features which are mapped in this chapter. Particular attention is paid to inquiry-based learning, student-centered instruction, and culturally responsive pedagogy as well as the improvements in the program based on the collaboration between physics and teachHOUSTON faculty.
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This article investigates how internationalisation through labour mobility can strengthen collective bargaining in coordinated market economies. It shows how new political…
Abstract
This article investigates how internationalisation through labour mobility can strengthen collective bargaining in coordinated market economies. It shows how new political cleavages generated by internationalisation can foster the re-regulation of labour markets and how the alliance between trade unions and employers in sheltered sectors of the economy can increase domestic coordination to limit wage competition. These two mechanisms explain why the opening of the labour market for EU workers and services in Switzerland has been followed by a re-regulation process in which collective bargaining coordination has strengthened despite the weakness of organised labour and the resistance of export industries. Following the opening of the labour market, the coverage of collective bargaining has increased and the number of workers covered by extended collective agreements nearly tripled.
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Samuel R. Hodge and Martha James-Hassan
In this chapter, we discuss teaching physical education to Black male students in urban schools. We present a brief account of the history and status of physical education and…
Abstract
In this chapter, we discuss teaching physical education to Black male students in urban schools. We present a brief account of the history and status of physical education and specifically examine school physical education, particularly for Black male students in urban geographical contexts. We also offer strategies to counter the narrative of Black male school failure and present strategies for addressing the needs of urban teachers and Black male students.
Aided with critical-race theory (Ladson-Billings, 1998), culturally responsive pedagogy tenets (Gay, 2002), and culturally sustaining pedagogy philosophy (Paris, 2012). The…
Abstract
Purpose
Aided with critical-race theory (Ladson-Billings, 1998), culturally responsive pedagogy tenets (Gay, 2002), and culturally sustaining pedagogy philosophy (Paris, 2012). The purpose of this paper is to make a two-pronged argument that: the killing of blacks has taken many forms, physical, moral, intellectual, cultural, and financial; and through its endorsement of racist policies, the education domain is a covert partaker in the killing of black lives. The author proceeds to tell her story of how lived experience, i.e., related to racism and inequities, inspired her to implement a curriculum that saves lives. She then proposes actionable measures that leaders of schools of education can take to show that they are allies of anti-black-racism and racial equity voices in education.
Design/methodology/approach
Methodologically, this paper is situated in the intersection of three methodological models, which share the use of narrative as a source of evidence: critical participatory action research, critical autoethnography and narrative inquiry.
Findings
The author’s narrative of lived experience, demonstrates the difficulty of black faculty of education to prepare nonblack educators who save black children’s lives and the author’s determination to tailor her syllabus to that urgent goal.
Originality/value
This study is one of its kind in claiming that ill-prepared teachers can “kill lives” and advocating that “saving lives” should be the mission of teacher preparation programs, especially those in high-diversity urban schools.
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Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students…
Abstract
Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein “each word tastes of the context and contexts in which it has lived its socially charged life” (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally.
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Fig. 2 shows a blade carried by a head of the kind described in Specification. 435,818. The root of the blade comprises a steel tube 32 provided with a fairing 33, Fig. 3, which…
Abstract
Fig. 2 shows a blade carried by a head of the kind described in Specification. 435,818. The root of the blade comprises a steel tube 32 provided with a fairing 33, Fig. 3, which is a sliding fit over supporting arm 30 and is rotatable to vary the blade pitch. The outer end of tube 32 is secured to blade spar proper 34. The blade is anchored to the hub by a torsionally resilient tie rod 35 screwed at its outer end into spar 34 and secured by a nut and tapered collet device 36. At the inner end rod 35 is secured into arm 30 and secured by a screwed plug and taper pin assembly 37. The blade is of lancet shape and is arranged so that axis B—B of the spar intersects the flapping and drag pivot axes and in the normal mean position of the blade intersects the axis of rotation at the mean centre of oscillation F of the blade pitch control gear. The masses and aerofoil sections of the blade are such that the centres of mass and mean centres of pressure of all the sections lie along axis B—B. The construction of the blade is such that the “ neutral torsional axis,” defined as the locus of points in the chord at which an applied vertical thrust produces equal degrees of flexure of the leading and trailing edges, is at or slightly in front of the axis B—B. In the latter case increase in lift tends to decrease the angle of incidence of the blade as is shown in Fig. 6 wherein C is the centre of pressure, L the lift force, and 0 the neutral torsional axis. In either arrangement aerofoil sections having a stable centre of pressure travel may be employed. In order to bring the neutral axis forward, the nose portion of the blade, in the case of hollow stressed‐skin construction, may be reinforced by additional layers of material or may comprise material having a higher modulus of elasticity than the remainder. In order to compensate the resulting forward movement of the centre of mass, a small amount of non‐structural mass may bo incorporated in the blade. In one form in which the neutral torsional axis is coincident with the B—B axis, the blade comprises a spar and an aerofoil‐shaped fairing of material of the synthetic resin or plastic group of which the modulus of elasticity is so much lower than that of the spar as not to relieve the latter appreciably of its loads. Fig. 7 shows the method of construction of such a blade comprising a steel spar having a moulded fairing. A first mould comprises upper and lower dies 1, 2 and an interposed core 3. Spar 4 is located by pegs 5 and by rows of spaced raised points 6, and is also fluted to key the moulding. Steel wires 8, 9 are strung in the spaces forming the leading and trailing edges. The blade is formed with a solid nose and with internal ribs 10 and webs 11, the latter being produced by slots formed in the upper side of core die 3. After moulding as shown, dies 2 and 3 are removed, pegs 5 cut off, countersunk, and plugged, Fig. 9, and a lower die 13 placed in position and heat applied to unite the lower skin to ribs 10 and to seal the trailing edge. A suitable plastic material is stated to be “ plastic glass.”