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Medium 9781475837537

RL_007 - Lowery FINAL

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Common Sense and Scientific Interpretation of Cultural Relevance

Charles L. Lowery

Abstract: This article endeavors to view culturally relevant pedagogies from a fundamental view of the relationship between such practices and a model of scholar–practitioner educational leadership. Specifically, this work, framed as an extension of a larger phenomenological study, attempts to address the understanding of cultural relevance from two finite provinces of meaning and distinct ways of knowing a given phenomenon. These ways of knowing—drawn from the phenomenological and social work of Alfred Schutz (1967)—are the scientific interpretations of human interactions and the commonsense understanding of an object as it occurs in the everyday experiences of the life-world. Specifically, this article attempts to consider both the scientific understanding of cultural relevance and the ways in which that understanding informs or fails to inform culturally relevant practices in American schools.

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Medium 9781442267558


Collections AltaMira Press ePub

Nancy E. Villa Bryk

Curator of Domestic Life and Interim Director of Historical Research and Education, The Henry Ford, 20900 Oakwood Blvd., P.O. Box 1970, Dearborn, MI 48121-1970 (email:

This story of our institution’s use of artifacts for a particular educational purpose is surely not unique or surprising, I’m guessing. I tell it here because this story does surprise some colleagues who find it difficult to believe that curators can allow high school students to handle fairly fragile artifacts without curators being in the room. Some are taken aback that we offer educational experiences that do not always substitute copies, digital, or other reproductions for real artifacts that students can use. Access to “the real thing” is part of the excitement of learning—as we know, it can be a touchstone for a student to a distant past to which they really do not feel a connection. I love “the real things”-why shouldn’t students have the opportunity to enjoy them too?

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Medium 9781475823684

Teacher Perceptions of Parent Involvement in Middle School

Journal of School Public Relations Rowman & Littlefield Publishers ePub


ABSTRACT: Three hundred thirty-three middle school teachers were surveyed about current degree of, desires for, and obstacles to parent involvement in their schools. Teachers desired parents to be involved in PTO/PTA, volunteering, and chaperoning and not with curricular or school governance matters. About 10% of teachers reported parents are actively involved in their school. Reported barriers to parent involvement were inflexible parent work schedules, negative parent attitudes toward school, and lack of parent concern for children. Teachers report the ineffectiveness at using the telephone for communication with parents. Recommendations are made for nontraditional approaches to establishing parent involvement in middle schools.

I nvolving parents in the school can be a very difficult undertaking. Most teachers can tell horror stories about uncooperative, mean, and even violent parents. As a former inner-city middle school science teacher, I can remember many times just scratching my head and saying, “there must be an easier way!” Well, as many teachers have found out, there is an easier way—don’t bother with the parents! As is usually the case, the easy way is not the most effective way. This article presents the feelings, beliefs, and practices of 333 South Carolina middle school teachers regarding parent involvement in their schools.

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Medium 9781442229198


Pro Ecclesia Rowman & Littlefield Publishers PDF






Gary Culpepper

And Simeon blessed them and said to Mary his mother, “Behold, this child is set for the fall and rising of many in Israel, and for a sign that is spoken against, and a sword will pierce through your own soul also, that thoughts out of many hearts will be revealed.”

—Lk 2:34–35


There is abundant evidence today that many evangelicals and Catholics are prepared to reconsider together the basic features of a scripturally governed understanding of Mary in God’s plan of salvation. Chosen to be the mother of the Messiah, Mary interprets the significance of this election when she exclaims “all generations will call me blessed, for he who is mighty has done great things for me” (Lk 1:48–49). On the part of Roman

Catholics, much work has been done since the Second Vatican Council to clarify that the Blessed Mary is one of us, a member of the community of

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Medium 9781475819243

Paired Placements for Early Field Experiences

Teacher Education and Practice R&L Education ePub


ABSTRACT: This article describes and evaluates the pairing of 2 preservice teachers to 1 mentor for early fieldwork. Traditionally, many programs have been reluctant to assign more than 1 student to a mentor. This study describes how the pairing is implemented; it addresses practical considerations; and it evaluates the innovation. Feedback gathered from open-ended surveys, Likert surveys, and interviews with preservice teachers, mentor teachers, and university faculty is analyzed. Results of the Likert survey show strong positive preservice teacher attitudes toward paired placements. Based on the open-ended surveys, themes were identified that were voiced by the preservice teachers and mentors. Responses were positive and support previous research findings on peer learning. Suggestions for further development and fine-tuning of this innovation are presented.

The value of school-based peer learning to the professional development of in-service teachers and preservice teachers has been explored in various ways and with favorable results. For example, Showers and Joyce (1996) developed the concept of peer coaching for in-service teachers and provided a structure wherein teachers could learn from one another. Their model includes a well-formulated protocol for peer observation and a peer support group structure (Hudson, Miller, Salzberg, & Morgan, 1994). Teacher educators have explored the benefits of peer coaching and peer observations for preservice teachers in their fieldwork as well (Anderson & Radencich, 2001; Neubert & McAllister, 1993; Pierce & Miller, 1994; Rauch & Whittaker, 1999; Wynn & Kromrey, 1999; Yopp & Guillaume, 1999). Although investigation of peer learning for preservice teachers has mostly focused on the student-teaching experience, some attention has been given to pre-student-teaching field experiences.

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