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- Nontraditional Learning Environments (1)
- Demands (1)
- Popular Pedagogy (1)
Articles 1 - 3 of 3
Full-Text Articles in Other Teacher Education and Professional Development
Seguimos Luchando: Women Educators’ Trajectories In Social Movement Based Popular Education Projects In Buenos Aires, Argentina, Jennifer Lee O'Donnell
Through a multisite ethnographic investigation, I provide a look at the vision and practices of women teaching in the popular education sector, particularly those who impact social, economic, and political public spaces in Buenos Aires, Argentina. As an alternative to Freirean based education theory, which may overshadow the collective work of women in popular projects, this work highlights women’s commitments to education that contests neoliberal reform, transforming not only curriculum and pedagogies, social practices, and discourses inside classrooms, but the communities where they live as well.
The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart
This meta-analysis explored the phenomenon of teacher burnout— the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following ...
Decolonial Multiculturalism And Local-Global Contexts: A Postcritical Feminist Bricolage For Developing New Praxes In Education, Katharine Matthaei Sprecher
This dissertation presents a conceptual bricolage that explores complex, reflexive, and interrelated dimensions of educational praxes. My work is grounded in the assertion that the ever-changing, local-global nature of contemporary societies requires new approaches to curricula, pedagogies, policies, and practices in U.S. schools to meet the challenges and opportunities of a global era. Presenting my research and findings as four articles, I begin with a dialectical analysis of theoretical and pedagogical literatures to develop an adaptable framework for decolonial multicultural education. In Article 1, I demonstrate how this framework synergizes aspects of social reconstructionist and critical multicultural, global, and ...