Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know

2001 ◽  
Vol 85 (4) ◽  
pp. 426-453 ◽  
Author(s):  
John Barnett ◽  
Derek Hodson
Keyword(s):  
Science Teachers ◽  
Good Science ◽  
Context Knowledge ◽  
Pedagogical Context Knowledge

Culturally Responsive Pedagogical/Andragogical Context Knowledge: A Conceptual Model for Music Education

2021 ◽  
pp. 105708372199373
Author(s):  
Vanessa L. Bond ◽  
Joshua A. Russell
Keyword(s):  
Music Education ◽  
Conceptual Model ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Empirical Work ◽  
Music Teacher ◽  
Culturally Responsive Practice ◽  
Context Knowledge ◽  
Comprehensive Framework ◽  
Pedagogical Context Knowledge

To better suit the needs of all learners, music teacher educators must develop a mindset of culturally responsive practice in preservice educators. In this interest article, we present a conceptual model intended to promote theory, discussion, and practice relevant to culturally sustaining music education. The model builds on our prior empirical work concerning music teacher educators’ conceptions of culturally responsive education, which we unite with Barnett and Hodson’s concept of pedagogical context knowledge and theories of andragogy and heutagogy into one comprehensive framework. We describe each facet of the model and provide suggestions for its use in both research and practice.

Good science--good practice: Coaching

2012 ◽  
Author(s):  
Tom Giberson ◽  
Suzanne Miklos
Keyword(s):  
Good Practice ◽  
Good Science

Navigating the Gendered Math Path

2012 ◽  
Vol 5 (2) ◽  
pp. 153-174
Author(s):  
Christina D. Weber ◽  
Angie Hodge
Keyword(s):  
Gender Norms ◽  
Academic Disciplines ◽  
Doing Gender ◽  
Women In Stem ◽  
Stem Fields ◽  
Self Perception ◽  
Good Science ◽  
Men And Women ◽  
Male Dominated ◽  
Mathematics Coursework

Using dialogues with our informants, as well as with each other, we explore how the men and women in our research make it through their mathematics coursework and, in turn, pursue their intended majors. Our research focuses on how students navigate what we call the gendered math path and how that path conforms to and diverges from traditional gender norms. Common themes of women's lower than men's self-perception of their ability to do mathematics, along with the divergent processes of doing gender that emerged in men's and women's discussions of their application of mathematics, reminded us of the continued struggles that women have to succeed in male-dominated academic disciplines. Although self-perception helps us understand why there are fewer women in STEM fields, it is important to understand how different forms of application of ideas might add to the diversity of what it means to do good science.

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