A Longitudinal Study of Literacy Teacher Visioning: Traditional Program Graduates and Teach For America Corps Members

Parsons, Seth A.; Malloy, Jacquelynn A.; Vaughn, Margaret; Croix, Leslie La

doi:10.1080/19388071.2013.868561

Cited by 20 publications

(9 citation statements)

References 21 publications

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“…Given the deeply entrenched nature of test‐centric practices in our participants’ settings, our work raises important questions about the agency of teachers in being “creatively compliant and selectively defiant” (Hoffman et al., , p. 492). Previous research has demonstrated that teachers can and do go rogue and directly violate administrative mandates to enact their broader visions for literacy instruction (Parsons, Malloy, Vaughn, & La Croix, ). Even when teachers are working within assessment‐centric mandates, their professional identities and experiences play a role in determining how those mandates are integrated into their instruction (Dooley, ; Rex & Nelson, ).…”

Section: Discussionmentioning

confidence: 99%

Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition

Davis

Willson

2015

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During the 2011–2012 academic year, Texas public schools began administering the State of Texas Assessments of Academic Readiness (STAAR) in grades 3–8, replacing the old testing system, the Texas Assessment of Knowledge and Skills (TAKS). The TAKS–STAAR transition is a unique contextual backdrop for studying the role of state‐mandated reading and writing tests in the assessment and learning environments of elementary and middle schools. In this study, drawing on extensive interview data, we detail the test‐centric instructional practices related to reading and writing that were made evident during the transition and the uncertainties about instruction that were brought about by the implementation of the new test. We also propose three concepts that help explain how test‐centric practices maintain their deep entrenchment in literacy instruction: transfer avoidance, managerial partitioning, and the acceptability of overreaching inferences. Although the transition described in this article is specific to one region of the United States, the findings have implications for future research in other settings.

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Section: Discussionmentioning

confidence: 99%

Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition

Davis

Willson

2015

Read Res Q

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“…After transcribing the interviews, we developed a tentative set of codes based on the theories and practices within the equity-centered teaching framework. For the initial coding process, we used an abductive approach similar to that in Parsons et al’s (2014) study about teacher visioning. This process allowed us to identify meaning statements that were directly related to the research questions and the literature, as well as statements that addressed themes beyond the initial codes.…”

Section: Methodsmentioning

confidence: 99%

Equity-Centered Instructional Adaptations in High-Poverty Schools

Seeger

Parsons

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2022

Education and Urban Society

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This study documented the curricular and pedagogical adaptations of equity-centered teachers in high-poverty secondary schools in the Washington, DC-metro region. The participating teachers provided survey data, audio-recorded interviews, and curricular artifacts to describe adaptations made within unique classroom environments. Thematic analysis of the data suggests that some teachers’ adaptations align with theories such as: thoughtfully adaptive teaching, equity pedagogy, culturally relevant pedagogy, and critical pedagogy. The results contribute real-world examples of equity-centered teaching, and can be used to contextualize discussions about how teachers can create equitable opportunities for students across the content areas.

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“…Forskinga hennar har teke føre seg visjonar si rolle i laerarar sine erfaringar med skulereformer (Hammerness, 2001), nyutdanna laerarar sin praksis (Hammerness, 2003), i høve standardiserte testar (Hammerness, 2004) og i laerarar sine karriereval (Hammerness, 2008). Vidare har longitudinelle studiar undersøkt utviklinga av laerarar sine visjonar frå laerarutdanning til fyrste arbeidsåret som laerar, utøving av visjonane og erfaringar av hindringar (Parsons et al, 2014(Parsons et al, , 2017. Desse bidraga legg alle vekt på at laerarar sine visjonar speler ei sentral rolle i å utforme innhald og mål for eiga undervisning, samt korleis visjonen verkar inn i forhandlingar overfor den utbreidde bruken av standardiserte testar og føreskrivne undervisningsmetodar i det amerikanske skule systemet.…”

Section: Tidlegare Forskingunclassified

Faglege visjonar og læraraktørskap

Halvorsen

2020

NTPK

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I denne artikkelen undersøkjer eg korleis faglege visjonar, tydande førestillingar og bilete av ide elle praksisar gir laerarar retning for eiga pedagogisk verksemd. Basert på fortolkande analyser av intervju med eit utval norsklaerarar i vidaregåande skule, identifiserer eg ulike faglege visjonar hjå norsklaerarane. Eg argumenterer for at laerarane sine faglege visjonar fungerer som ei kjelde til føre mål og standardar for arbeidet deira med norskundervisning. Dei faglege visjonane kan slik verte forstått som ein ressurs for laerarane si utøving av aktørskap. Visjonane er derimot ikkje skapte av den einskilde laeraren aleine, men er utforma i samspel med bestemte sosiale språk i norsklaerarane sin sosiokulturelle kontekst. Artikkelen er slik eit bidrag til å forstå korleis laeraraktørskap vert forma i samspel med ressursar i laerarar sin sosiokulturelle kontekst.

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A Longitudinal Study of Literacy Teacher Visioning: Traditional Program Graduates and Teach For America Corps Members

Cited by 20 publications

References 21 publications

Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition

Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition

Equity-Centered Instructional Adaptations in High-Poverty Schools

Faglege visjonar og læraraktørskap

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