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Crossing The Bridge: Transitioning From A Teacher To A Professor, Steven Page, Charles Jenks Dec 2012

Crossing The Bridge: Transitioning From A Teacher To A Professor, Steven Page, Charles Jenks

Journal of Inquiry and Action in Education

This is a qualitative study that was conducted to gain a better understanding of the experiences of professors in Colleges of Education who were former K-12 teachers. The study presents the responses of eighty nine professors from across the United States. By coding the responses based on the university setting (National, Large Regional, Small Regional) in which the respondents worked the authors found that professors have different experiences in their transition from K-12. The authors found that the size of the university was a factor in how the new faculty felt welcomed and how they were treated by colleagues. Also ...


Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki Feb 2012

Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki

Democracy and Education

A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K–20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juárez's piece “There Is No Culturally Responsive Teaching Spoken Here” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature ...