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Middleton, Valerie A.

doi:10.1023/a:1021372801442

Cited by 57 publications

(10 citation statements)

References 12 publications

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“…The importance of a positive and collaborative relationship between home and school is well documented (Swap, 1992;Vickers & Minke, 1995), yet previous research suggests that parental disclosure of sexual orientation is often met with negative reactions that significantly affect the home-school relationship (Butler, 1994;Kozik-Rosabal, 2000;Middleton, 2002;Ray & Gregory, 2001), thereby placing children at further risk for other problems, such as emotional and social maladjustment (Hughes, Hasbrouck, Serdahl, Heidgerken, & McHaney, 2001). These findings, particularly in light of federal legislation such as No Child Left Behind (NCLB; U.S. Department of Education, n.d.) that mandates equal opportunities to learn for all students, suggest the need for systemic changes in teacher education curricula and school policy to afford children of gay men and lesbians the same opportunities to learn in a safe environment as children who are raised by heterosexual parents.…”

Section: Concerns Of Gay and Lesbian Parentsmentioning

confidence: 99%

“…Easton, Poureslami, Price, and Telljohann (1995) found that high school health teachers tended to be ill-informed about general issues related to sexual orientation and that the media was reported as their main source of information about them. Middleton (2002) found that many preservice teachers enrolled in a diversity course entered with low levels of awareness of the beliefs they held toward diverse persons. Furthermore, some participants indicated a general willingness to teach from a multicultural perspective; however, they limited this commitment, indicating that they would not be willing to include issues related to sexual orientation.…”

Section: Teacher Attitudes About Gay Men and Lesbiansmentioning

confidence: 99%

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Preservice teacher attitudes toward gay and lesbian parents.

Herbstrith¹,

Tobin

Hesson-McInnis

et al. 2013

School Psychology Quarterly

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Gay and lesbian parents are raising an increasing number of children, but little is known about how these parents are viewed by school personnel. In this study, preservice teacher attitudes toward gay and lesbian parents were assessed using implicit, explicit, behavioral, and behavioroid measures. Implicit measures indicate that participants rated same-gender targets more negatively than they rated heterosexual targets, and they rated targets of gay men more negatively than they rated lesbians; however, response patterns varied by participant sex. Furthermore, implicit measures of sexual prejudice generally correlated with explicit and behavioroid measures. The implications of these findings are discussed.

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Section: Concerns Of Gay and Lesbian Parentsmentioning

confidence: 99%

Section: Teacher Attitudes About Gay Men and Lesbiansmentioning

confidence: 99%

Preservice teacher attitudes toward gay and lesbian parents.

Herbstrith¹,

Tobin

Hesson-McInnis

et al. 2013

School Psychology Quarterly

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“…The analysis of scientific researches of various aspects of remote studies, the role of the pedagogue in it, problems of pedagogical activity, difficulties of pedagogues arising in the process of pedagogical activity as a whole and in its separate components, is evidence of active interest of scientists in the problems of professional activity of a modern pedagogue, to its readiness to solve professional tasks in new conditions of studying Aggarwal & Thakur (2013, p. 435), Kazakova (2009), Masalkov & Semyna (2011), Middleton (2002), Mitchell &. Hegde (2007), Novikov (2013), Sysoeva (2013), Świtała (2012), Varetska (2019), Woodside(2010).…”

Section: Analysis Of Research and Publicationsmentioning

confidence: 99%

Methodological Support of Professional Activity of Pedagogues upon Preschool Children Remote Studying

Rudenko

Proseniuk

Kavylina

2021

RREM

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This article is about finding special features of professional pedagogical activity in the process of preschool children remote studying within the new contexts. For that purpose, modern trends of remote education in the system of general education have been studied based on the analysis of scientific psychological and pedagogical literature. The content of methodological support of professional activity of pedagogues upon preschool children remote studying and check of its efficiency in overcoming occurring professional difficulties of pedagogues is definite and grounded. With that purpose, practices of methodological support of pedagogues upon preschool children remote studying were analyzed; reasonability of organization of methodological support of professional activity of pedagogues was grounded as a roadmap for overcoming professional difficulties occurring upon preschool children remote studying, its content has been determined; algorithm for construction of individual programs of methodological support of pedagogues within the scope of informational-methodological environment of remote studies was developed and described; efficiency of methodological support of professional activity of pedagogues in cooperation upon overcoming professional difficulties occurring within the process of preschool children remote studying was proved.

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“…This has created a certain degree of silence about religion in schools in the USA, and in the extant literature exploring the impact of the faith of teachers on their professional practice (White, 2009). However, to continue to ignore the religious identities of teachers contradicts the widely accepted understanding that learning is made more meaningful when it is connected to the real lives of students (Middleton, 2002;Tatto, 1996).…”

Section: Research Exploring Teachers' Religious Backgroundsmentioning

confidence: 99%

‘I will do it but religion is a very personal thing’: teacher education applicants’ attitudes towards teaching religion in Ireland

Heinz

Davison

Keane

2018

European Journal of Teacher Education

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There has been extensive research internationally describing teachers' homogenous socio-demographic backgrounds and critiquing the associated equity and diversity issues, most especially with regard to ethnicity and gender, and to a lesser extent, social class and disability. Yet, teachers' religious affiliations and/or convictions have rarely been explored. Since ninety-six per cent of state primary schools in Ireland are denominational, considering religious diversity in teaching is both critically important and a complex undertaking. This paper examines primary initial teacher education applicants' religiosity, and views of teaching religion, in Ireland. Our data suggest low levels of religious practice and religiosity among ITE applicants, many of whom would prefer to teach religion using a non-confessional approach. The paper raises critical questions regarding the experiences, constitutional rights and professional practice of increasingly secular and/or non-practicing Catholic teacher cohorts in a predominantly Catholic primary education system that has survived the trend towards progressive 'unchurching' of Europe.

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Untitled

Cited by 57 publications

References 12 publications

Preservice teacher attitudes toward gay and lesbian parents.

Preservice teacher attitudes toward gay and lesbian parents.

Methodological Support of Professional Activity of Pedagogues upon Preschool Children Remote Studying

‘I will do it but religion is a very personal thing’: teacher education applicants’ attitudes towards teaching religion in Ireland

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