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"Promoting Acceptance" or "Preparing Warrior Scholars": Variance in Teaching for Social Justice Vision and Praxis
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Dover, Alison G. – Equity & Excellence in Education, 2015
A growing body of research explores theoretical models of teaching for social justice in P-12 classrooms and in teacher education. However, many of these models fail to account for the relationship between teachers' social justice frameworks and their classroom practices. In this article, I use vignettes drawn from a recent study of secondary…
Descriptors: Social Justice, Praxis, Vignettes, English Instruction
Integrating Differentiation in English Education Methods Courses: Learning from the Perceptions and Experiences of Teacher Candidates
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West, Jessica A.; West, Craig K. – Teacher Educator, 2016
The practice of inclusion as a response to the Individuals with Disabilities Education Act means that English teachers teach students who demonstrate a wide range of abilities in the same classroom. This qualitative study explored the developing attitudes toward differentiation of English education teacher candidates participating in a methods…
Descriptors: Preservice Teachers, Teacher Attitudes, Special Education, Beliefs
Perceived Preparation of Ohio English Teachers.
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Mertz, Maia Pank; Zidonis, Frank – Research in the Teaching of English, 1982
English teachers in Ohio were surveyed to determine what parts of the secondary school English program and what aspects of teacher preparation they rated as important. (HOD)
Descriptors: Educational Research, English Instruction, English Teacher Education, Secondary Education