The authors address how to make Social Foundations relevant to teacher education by using a framework of womanist caring. In this article, they focus on how they use womanist caring in their Social Foundations classes to help their students examine and reconceptualize their own views about caring to include social transformation.
High school teachers must not use that time devoted to the study of the mass media to "beat up" on the press or to "frighten" students with stories which exaggerate the power of the mass media industries. At the same time the potential enormous impact of the contemporary mass media must not be ignored. This means that teachers must not overstate or understate the potential impact of the media on both individuals and society. Such an equilibrium will occur only if teachers acquire at least a moderate level of intellectual sophistication germane to the subject matter being considered. Acquiring such a level of expertise requires much more than an occasional reading of the local daily newspaper or spending 30 minutes viewing the evening network newscast.
The 1999 Revisions of the Individuals with Disabilities Education Act (IDEA), now known as the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), confirmed the legal role of foster parents in special education decision making on behalf of the youth in their care. The present study responded with a multiple case study of seven secondary special education teachers and their attitudes, experiences, and recommendations for collaboration with foster parents of adolescent youth. Collaborative theory was used to frame the study and analyze the data. The participants reported that they lacked full awareness of foster care and limited the scope of their collaboration to address youth's behavioral and vocational needs. This report includes noted gaps between the participants' accounts and the literature, and implications for ongoing research.
This article reports a project undertaken in a Caribbean high school among 17 students in a low stream Year 3 class of reluctant readers (mostly boys) who had been experiencing repeated failure. The project, aimed at promoting leisure reading among the adolescents, ran for 16 weeks. During this period, reading materials – mostly those in which the students expressed an interest – were placed in the class, and 45 minutes were allotted once per week for activities that promote leisure reading. While there were no dramatic changes in the adolescents' reading habits, the project provided insights into factors that have an impact on students' leisure reading behaviour. Practical guidelines that can help in meeting these challenges faced by such students are offered.
This paper represents a conversation between a high school science teacher and a university researcher as they found common ground in the theory and experiences of designing powerful learning experiences. The teacher describes an instructional unit in which students designed a complex, interactive display showing what life may have been like during the Mesozoic Era. The researcher offers analysis of that activity through the lens of design and design-based learning. Their voices intentionally co-mingle as they illuminate aspects of one another's work – the pedagogical work of the teacher, and the theoretical analysis of the researcher. The conversation provides useful insight for teachers wishing to employ design-based learning in their classrooms and an important analytic lens for researchers to view teaching and learning.