Search results for: Secondary schools

From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings indicated that the teacher made an investment in ELLs' identity by positioning them as like any other student.

This article chronicles events in the author's secondary education literacy course when she asked students to write in a descriptive, analytical, and reflective way about the experiences that led them to teaching. The stakes were high, and so was the confusion about what it means to write reflectively and how to link such writing to teacher education standards. This forced the author to study her own efforts to encourage reflective practice to discover where the gaps in understanding had occurred and how those gaps might be reduced. The author realized that the only way to know if understanding has occurred is to ask the right questions and then be prepared to adjust her practice accordingly.

The intent for this project was to illuminate differences and commonalities of women leaders from different ethnic backgrounds through their own voices and to listen for strategies used to overcome obstacles that have led to their current success as secondary principals. African-American, Asian, Caucasian, and Hispanic women leaders were interviewed and understood from a feminist post-structural lens to create a vision of what the leadership experience is like at the secondary level.

The article describes an assessment task designed to assess secondary school mathematics preservice teacher content knowledge skills. The task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year.