Samantha T. Hope, Lisa M. Abrams and David T. Marshall
Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools…
Abstract
Purpose
Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.
Design/methodology/approach
This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.
Findings
Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.
Practical implications
In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.
Originality/value
Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.
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If you knew one of your child’s friends smoked pot with her mom, would that worry you? If you knew another one of your child’s friends spoke in tongues, would that worry you more…
Abstract
If you knew one of your child’s friends smoked pot with her mom, would that worry you? If you knew another one of your child’s friends spoke in tongues, would that worry you more or less?
This chapter is concerned with the varied legitimizing discourses used by midwives to frame their identities in relation to their work. This sociological issue is particularly…
Abstract
This chapter is concerned with the varied legitimizing discourses used by midwives to frame their identities in relation to their work. This sociological issue is particularly important in the context of an occupation, such as this one, that exists at the border of competing service claims. Drawing on 26 in-depth interviews, I use narrative analysis to examine the stories that midwives tell about their work. Through these women’s work narratives, I show the complex intersection of narrative, culture, institution, and biography (Chase, 1995, 2001; DeVault, 1999).
Elizabeth Nash, Samantha Taplin, Lauren Jade Rust and Robert Percival
Peer support workers (PSWs) are individuals with lived experience of mental health difficulties, who apply this to support and inspire others in their recovery. The role of PSWs…
Abstract
Purpose
Peer support workers (PSWs) are individuals with lived experience of mental health difficulties, who apply this to support and inspire others in their recovery. The role of PSWs is relatively new within the forensic health-care service. Although there has been little time for these roles to develop, PSWs have successfully integrated into community teams. Despite perceived benefits of having these workers within a multi-disciplinary team (MDT), the views held by mental health professionals in forensic services have not yet been studied. The purpose of this research is to develop an understanding of the experiences of staff working with PSWs in a community forensic team and the impact this has on them.
Design/methodology/approach
Structured, individual interviews were conducted with eight mental health professionals, from a variety of disciplines, used across two community teams within forensic services. The data was examined according to thematic analysis.
Findings
The data indicated general positive attitudes held by professionals surrounding the working with PSWs, including the themes “providing alternative perspectives”, “unique relationships” and “hope”. Yet, themes concerned around “role ambiguity”, “boundaries” and “the impact on PSWs” also arose.
Practical implications
This study provides insight into the attitudes held by members of an MDT of working with PSWs. Although seemingly positive, the lack of clarity around the role of the PSW is problematic.
Originality/value
To the best of the authors’ knowledge, this is the first study to explore the employment of PSWs in the context of UK forensic settings, highlighting the benefits and challenges of such from the perspective of staff.
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Rachel Roegman, Kevin Tan, Nathan Tanner and Caitlin Yore
Drawing on Coburn and Turner's framework for research on data use, this study looks at how contextual factors support interactions around data. In so doing, the authors contribute…
Abstract
Purpose
Drawing on Coburn and Turner's framework for research on data use, this study looks at how contextual factors support interactions around data. In so doing, the authors contribute to the emerging body of literature on administrators supporting high school students' social-emotional learning (SEL).
Design/methodology/approach
This two-site case study “follows the data” that were shared with administrators at two high schools based on a longitudinal study of students' SEL. One author of this study has been leading a research project of high school students' SEL in two high schools from two different districts in a Midwest university town since 2017. This study follows what happened in both high schools after the author shared students' SEL data with district personnel.
Findings
Findings showed that participants were invested in increasing SEL programming. However, SEL data moved in different ways through the two schools, and all individuals had different ideas about which data were important. Each district dealt with a specific set of organizational norms, existing inequities, and beliefs systems that influenced which SEL data were noticed and how, if at all, data spurred action.
Originality/value
Specific aspects of organizational contexts support and constrain SEL data use. Both cases suggest researchers can guide data use practices that can advance students' SEL. However, each district dealt with a specific set of educational inequities, which influenced which data were noticed and how, if at all, data spurred action. Importantly, data-driven decision-making must be conducted from an equity lens, lest the process replicate existing inequities.
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In this paper I analyze Sex and the City as performances of contemporary post-modern culture of femininity and engage in a multi-modal, semiotic reading of their socio-cultural…
Abstract
In this paper I analyze Sex and the City as performances of contemporary post-modern culture of femininity and engage in a multi-modal, semiotic reading of their socio-cultural significance. In particular, I argue that the same discursive formation underlies the ideology of the show: a discourse largely coinciding with the Standard North American Family Code (Smith, 1999) and therefore a discourse that stigmatizes single women and reinforces the value of marriage as both symbolic and material capital. Drawing in part from Goffman, I argue that an oppositional reading of the show also yields another interesting connotation: the show offers its viewers techniques and scripts of stigma resistance.
Analysing the intersectional race and gender politics of the England women's national team, this chapter, based on oral history interviews, shows the historical forces shaping the…
Abstract
Analysing the intersectional race and gender politics of the England women's national team, this chapter, based on oral history interviews, shows the historical forces shaping the diversity of the squad over time, from 1972 to the present. Class is important here, as many of the first black and mixed heritage England women players were the daughters of the Windrush generation of Caribbean migrants who settled in working-class areas of urban, and to a lesser extent, rural England. In the case of London-based players, this gave a proximity to important development centres, available by public transport. In the case of Kerry Davis, from Stoke on Trent, access to private transport was important. As head coach, Hope Powell oversaw the first Black-British captain of an England women's side, but when succeeded by Mark Sampson much of this development receded, notably as Eni Aluko, a centurion capped star of Nigerian descent was de-selected for ‘Unlioness behaviour’. In the ensuing legal analysis, the FA showed itself to lack awareness of diversity and inclusion issues in its own sport. The chapter analyses the effect of this, on an England team that includes several high profile LGBTQ+ stars, which is diverse in different ways than the England men's team.
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Cori McKenzie, Michael Macaluso and Kati Macaluso
The varying traditions, goals, paradigms, and discourses associated with English language arts (ELA) underscore the degree to which there is not one school subject English, but…
Abstract
The varying traditions, goals, paradigms, and discourses associated with English language arts (ELA) underscore the degree to which there is not one school subject English, but many “Englishes.” In a neoliberal context, where movements like standardization and accountability stake claims about what ELA should be and do in the world, teachers, especially beginning teachers, can struggle to navigate the tensions engendered by these many and contradictory “Englishes.” This chapter attends to this struggle and delineates a process by which English Educators might illustrate the field’s vast and ever-changing terrain and support beginning teachers as they locate themselves in ELA. In delineating this process, we argue that in order to see and navigate the field in a neoliberal era, ELA teachers should treat the field as a discursive construction, constantly re-constructed by the dynamic play of social, political, and economic discourses. We argue that in treating the field as a discursive construction and exploring and locating themselves within the terrain, ELA teachers, rather than feeling powerless in the face of neoliberal forces, can leverage these different discursive forces, and gain footing in their classrooms, schools, and extracurricular communities to navigate the coexistence of many “Englishes” and argue for their pedagogical choices.