Abstract
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Abstract
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Abstract
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This paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation…
Abstract
Purpose
This paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation programs (TPPs). The study aimed to explore the discursive moves that facilitate collaboration between one CT and PT.
Design/methodology/approach
Grounded in the critical sociocultural theory, this study applied a qualitative microanalytic approach to the study of coaching interactions for the purpose of understanding why and how collaborative discourse developed between a CT and a PT.
Findings
This study of discourse moves within collaborative coaching interactions revealed collaborative interactions developed from strategic repositioning of social roles, which created space for authentic problem-posing by both the CT and the PT, and the co-construction of teaching events, which supported more specific planning toward future lessons; and routine and appreciative use of observational data created space for co-construction and co-inquiry.
Practical implications
This study illuminated the complex social and discursive dance embedded within collaborative interactions. The findings also suggested that the project of co-constructing curriculum with someone is a powerful and necessary experience for a PT because it is through this co-construction that PTs learn how to design meaningful curriculum and critically reflect on practice.
Originality/value
This study offers new understandings around how collaborative talk in educational discourse transpires and why providing opportunities for PTs to take a more active role in their own learning is important.
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Annette Woods, Barbara Comber and Radha Iyer
In this chapter we detail our understandings of inclusive pedagogical practices that enable all students to assemble complex literate repertoires. We discuss generative concepts…
Abstract
In this chapter we detail our understandings of inclusive pedagogical practices that enable all students to assemble complex literate repertoires. We discuss generative concepts from international related literature (e.g. Au, Dyson, Janks, Luke, McNaughton, Moll, Thomson). We then present descriptions of two lessons as examples of how inclusive pedagogical practices might look in primary and secondary classrooms. The focus will be on how texts work to represent the world in particular ways and not others – and the implications of this for the inclusion of diverse student cohorts in developing complex literate repertoires.
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Matthew J. Schuelka and Kate Lapham
The notion of “inclusive education” represents a dilemma in terms of universalization and particularization of the educational experience for all children. This notion, and…
Abstract
The notion of “inclusive education” represents a dilemma in terms of universalization and particularization of the educational experience for all children. This notion, and dilemma, also translates into the international space, with “inclusive education” situated within the international human rights agenda in places such as the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Despite its prominence as a universal human rights topic, inclusive education is also a deeply and richly contextualized, localized, and relational phenomenon. In this chapter, the authors aim to explore current trends in research and practice of inclusive education from a comparative and international perspective, and offer some potential future directions for research and practice on inclusive education.
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Alison Eddy and Kate Whittaker
This article summarises and provides commentary upon the case of Peters v East Midlands Strategic Health Authority [2009] EWCA Civ 71 and considers its likely effect on claims for…
Abstract
This article summarises and provides commentary upon the case of Peters v East Midlands Strategic Health Authority [2009] EWCA Civ 71 and considers its likely effect on claims for future care in personal injury litigation. In future, there should be less impetus on case managers and deputies to pursue applications for state funding of care packages on behalf of injured claimants, where those claimants intend to claim the future costs of such packages from defendants. A state‐funded package is likely to be regarded as an interim measure pending the Court's final award of damages.
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Laura Connelly and Teela Sanders
In this chapter, the authors reflect on how the criminological agenda can move towards disrupting the boundaries that exist between the academe and sex work activism. The authors…
Abstract
In this chapter, the authors reflect on how the criminological agenda can move towards disrupting the boundaries that exist between the academe and sex work activism. The authors do so as academics who strive to affect social change outside of the academe, but do not attempt to offer a prescriptive ‘how to guide’. Indeed, they are themselves still grappling with the challenges of, and learning to be better at, ‘academic-activism’. The chapter begins by shining light on the activist underpinnings of the sex workers’ rights movement, before outlining some of the key scholarship in sex work studies, drawing particular attention to that which seeks to bring about social change. It then explores the utility of participatory action research (PAR) to sex work studies and reflects on how a PAR-inspired approach was used in the Beyond the Gaze research project. Here, the authors cast a critically reflexive eye over the unique realities, including the challenges, of integrating sex worker ‘peer researchers’ within the research team. The chapter concludes by considering how the criminological agenda must adapt if we truly want to bring truly want to bring about positive social change for sex workers, as well as how the current system of Higher Education ultimately stymies ‘academic-activist’ approaches to research.
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Kristine Pytash, Todd Hawley and Kate Morgan
The purpose of this paper is to explore the potential of using digital shorts (Pytash et al., 2017) focusing on social issues in social studies classrooms.
Abstract
Purpose
The purpose of this paper is to explore the potential of using digital shorts (Pytash et al., 2017) focusing on social issues in social studies classrooms.
Design/methodology/approach
Qualitative case study is used in this study.
Findings
Digital shorts focused on important social issues, and included their beliefs and perspectives about their social issue, as well as insights into their developing identities as citizens. The authors’ findings demonstrate how this assignment can be the gateway for discussions regarding social issues, how students perceive their identities tied to contemporary social issues, and how they make sense of these issues within multimodal compositions.
Research limitations/implications
The findings from this research have implications for researching the effectiveness of digital media production analysis for students’ learning of social issues.
Practical implications
The findings from this research have implications for exploring how digital media production analysis can be incorporated into social studies courses.
Originality/value
Although the push for social studies teachers to provide spaces for students to demonstrate these capacities, few examples exist in the literature.