scholarly journals Teacher Bullying: A Reality or a Myth?

2018 ◽  
Vol 1 (1) ◽  
pp. 34
Author(s):  
Kathleen G. Burriss ◽  
Donald Snead
Keyword(s):  
Current Data ◽  
Classroom Teachers ◽  
Data Sets ◽  
Classroom Context ◽  
Education Students ◽  
Teacher Bullying ◽  
Teachers And Students ◽  
Culture Of Teaching ◽  
Bullying Behaviors ◽  
Perceptions Of Bullying

<em>The topic of teachers who may bully children is uncomfortable to discuss, but because of the vulnerable nature of children in the classroom context, it is justified. In order to uncover instances of teachers who bully, the purpose of this project is to explore teachers’ and students’ perceptions of bullying behaviors. This mixed method project involves two data sets. In the first study, classroom teachers (n=186) provided rationalistic data identifying occurrences of observed bullying behaviors. Included in the survey, teachers referenced definitions of emotional, physical, and intellectual bullying. Quantitative analysis showed nonsignificant findings; classroom teachers reported they do not bully and do not observe other educators bullying children. In the second study, teacher education students (n=341) completed an open-ended survey describing any instances where they either observed children bullied by a teacher or where they were victims of a teacher bully. Qualitative analysis described incidents ranging from early childhood through university instruction wherein student-participants observed or were victims of teachers who bullied. The purpose for this project was to begin to reconcile the lack of relevant findings describing teachers who bully. These current data provide evidence for the teacher as bully phenomenon and contribute to the literature by confirming descriptions associated with emotional, physical, and intellectual bullying. Implications discuss the culture of teaching and university teacher preparation.</em>

Asian Americans and Pacific Islanders: Employment Issues in the United States

2011 ◽  
Vol 9 (1-2) ◽  
pp. 58-69
Author(s):  
Marlene Kim
Keyword(s):  
United States ◽  
Asian Americans ◽  
The United States ◽  
Current Data ◽  
Pacific Islanders ◽  
Native Hawaiians ◽  
Data Sets ◽  
High Poverty ◽  
Unemployment Rates

Asian Americans and Pacific Islanders (AAPIs) in the United States face problems of discrimination, the glass ceiling, and very high long-term unemployment rates. As a diverse population, although some Asian Americans are more successful than average, others, like those from Southeast Asia and Native Hawaiians and Pacific Islanders (NHPIs), work in low-paying jobs and suffer from high poverty rates, high unemployment rates, and low earnings. Collecting more detailed and additional data from employers, oversampling AAPIs in current data sets, making administrative data available to researchers, providing more resources for research on AAPIs, and enforcing nondiscrimination laws and affirmative action mandates would assist this population.

scholarly journals The Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline

2015 ◽  
Vol 5 (3) ◽  
pp. 242
Author(s):  
Debra Mayes Pane
Keyword(s):  
Critical Race Theory ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Responsive Pedagogy ◽  
Black Youth ◽  
Future Research ◽  
Race Theory ◽  
School To Prison Pipeline ◽  
Teachers And Students ◽  
Culture Of Teaching

<p>This study explored a contemporary counternarrative of Drama Club, a transformative culture of teaching and learning for disenfranchised Black youth who had been systematically funneled out of classrooms and into the school-to-prison pipeline.  Auto/biographical and auto/ethnographical data were collected and assembled as a metaphor of the teachers’ and students’ experiences in Drama Club and their understanding of the teaching and learning process and of themselves within it.  The collective story of Drama Club was analyzed through the lens of culturally responsive pedagogy theory and critical race theory in education.  Implications for future research and teacher education that set out to impact disenfranchised students are included.</p>

Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

Collaborations for Transformative Learning Experiences

2016 ◽  
Vol 4 (1) ◽  
pp. 16-31
Author(s):  
Darrell Hucks ◽  
Patrick Hickey ◽  
Matthew Ragan
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Information Literacy ◽  
Interactive Whiteboards ◽  
Education Students ◽  
Field Placements ◽  
School Year ◽  
Teachers And Students ◽  
Smart Boards ◽  
Teacher Education Students

The purpose of this exploratory action research study was to examine how the modeling by a collaborative team of instructors regarding technology integration and information literacy would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted over two distinct years with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the interventions. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, information literacy, ethical information use, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons.

scholarly journals Trust: A Process and an Outcome in an Audio-Teleconferencing Learning Environment

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Judith Buchanan ◽  
Judith MacIntosh
Keyword(s):  
Distance Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Developmental Process ◽  
Educational Opportunities ◽  
Education Students ◽  
Experience Teaching ◽  
Teachers And Students ◽  
Challenging Question ◽  
Education Nursing

If trust is critical in relationships between teachers and distance education students, then how do teachers facilitate trust? This particularly challenging question arose from our experience teaching distance education nursing students who were continuing their education through the medium of audio-teleconferencing. Although audio-teleconferencing has the advantage of allowing students to stay in their own communities while accessing educational opportunities, we believed that it complicates the development of trusting relationships between teachers and students. In a qualitative study, students were asked to provide their perspectives on factors that facilitate trust within this distance education learning environment. Their responses indicate that, within the context of the learning milieu, trusting is construed as a developmental process, and through this process, trust in the learning, in the curriculum, and in one's co-learners occurs.

Monitoring Programmed Inservice Preparation of Teachers for Rural Gifted Students

1981 ◽  
Vol 4 (3) ◽  
pp. 270-277
Author(s):  
Smith Goodrum ◽  
Vicki Irons
Keyword(s):  
North Carolina ◽  
Gifted Education ◽  
Teaching Styles ◽  
Gifted Students ◽  
Learning Activities ◽  
Classroom Teachers ◽  
School Teachers ◽  
Exceptional Children ◽  
Title Iv ◽  
Teachers And Students

North Carolina legislation mandating services for the gifted as exceptional children has heightened the need for inservice preparation of regular classroom teachers. Inservice preparation for rural school teachers is complicated by a scarcity of resource personnel and a lack of continuity and reinforcement of inservice activities. E.S.E.A. Title IV-C Project G.A.I.T. (Gifted Are Important Too) has demonstrated a program design for rural schools which includes a pre- and postassessment of teaching styles with the CAQ (Class Activities Questionnaire), program instruction of both teachers and students in the use of Bloom's Taxonomy with S.O.A.R. (Stages for Opportunities to Academic Realization), and reinforced monthly by teacher demonstrations of related learning activities. The active participation of the teachers in the inservice activity seemed to enhance their effectiveness as resource personnel for gifted education in their respective schools.

Defusing Technology:Technology Diffusion in British Columbia

1993 ◽  
Vol 9 (1) ◽  
pp. 46-61 ◽  
Author(s):  
Arminée Kazanjian ◽  
Kathryn Friesen
Keyword(s):  
British Columbia ◽  
Historical Data ◽  
Current Data ◽  
Fiscal Year ◽  
Data Sets ◽  
Canadian Province ◽  
Data Set ◽  
Time Periods ◽  
Institutional Profile ◽  
Areas Of Interest

AbstractIn order to explore the diffusion of the selected technologies in one Canadian province (British Columbia), two administrative data sets were analyzed. The data included over 40 million payment records for each fiscal year on medical services provided to British Columbia residents (2,968,769 in 1988) and information on physical facilities, services, and personnel from 138 hospitals in the province. Three specific time periods were examined in each data set, starting with 1979–80 and ending with the most current data available at the time. The detailed retrospective analysis of laboratory and imaging technologies provides historical data in three areas of interest: (a) patterns of diffusion and volume of utilization, (b) institutional profile, and (c) provider profile. The framework for the analysis focused, where possible, on the examination of determinants of diffusion that may be amenable to policy influence.

Sign in / Sign up

Export Citation Format

Share Document