Summary During the past 15 years or so, teacher education research has made significant strides in studying the complex relationships between teacher beliefs and practices. This new line of research has generated important findings that are of practical implications for teacher education. This article reviews this small body of research and, in so doing, elucidates the two competing theses (i.e. ‘consistency’ vs ‘inconsistency') that are recurring in the literature on the relationships between teacher beliefs and practices. It begins with an overview of traditional research on teaching in general, followed by a discussion of teacher cognition under which teacher beliefs/theories are subsumed. After introducing the notion of ‘the Missing Paradigm’ in the mainstream teacher education research, the article examines the theoretical frameworks underlying teacher beliefs and practices research. Next it provides a synthesis of recent research on teacher beliefs and practices, addressing critical issues germane t...

A review of research on teacher beliefs and practices

Learning to Labour: How Working Class Kids Get Working Class Jobs

Children of Immigration

" a research synthesis report of the Connected Learning Research Network " -- Page de titre.

/pdf/connected-learning-an-agenda-for-research-and-design-2mg3baihbq.pdf

Connected Learning: An Agenda for Research and Design

Introduction I recall a personal example of how multiple social identities may shape one's opportunities in higher education. As a woman of color from a "no collar" class (I come from a farm labor background), when first exploring graduate school options I was discouraged from applying to a master's level program in business by an admissions officer. The admissions officer stated that I would not fit. I was a woman, a minority, a single parent, I had a background in the public sector, and I had some but not enough math background. This would make it nearly impossible for me to succeed as others in the program fit another and opposite profile. Although all of this may be true, it did not occur to the admissions officer that this might not be an appropriate state of affairs for student enrollment in the program. It was merely accepted as the way things are and should remain. I remember being struck by the many ways I could be defined as not "fitting" and, therefore, not encouraged and, more than likely, not admitted. I was so easily "defined out" rather than "defined in." I am now a faculty member at a major research university. My current work focuses on the experiences of faculty of color in higher education. While pursuing this work, I have had many opportunities to interview, converse with, and read about the lives of other faculty women of color. Many continue to speak, although in different ways, about the experience of multiple marginality and being defined out. The following quotations from the literature give insight into the lives of faculty women of color, including my own. Lived Contradiction I am struck by my lived contradiction: To be a professor is to be an anglo; to be a latina is not to be an anglo. So how can I be both a Latina and a professor? To be a Latina professor, I conclude, means to be unlike and like me. Que locura! What madness!... As Latina professors, we are newcomers to a world defined and controlled by discourses that do not address our realities, that do not affirm our intellectual contributions, that do not seriously examine our worlds. Can I be both Latina and professor without compromise? (Ana M. Martinez Aleman in Padilla & Chavez, 1995, pp. 74-75) Ambiguous Empowerment Readers who have listened to any group of professional women talk about their work experiences will likely find these stories familiar. Like other successful women who work in male and white-dominated professions, women superintendents have much to say about the way they managed to get into such positions despite the anomaly of their gender or race, how they developed confidence in their competence and authority, and what they have accomplished by exercising their professional power. They also talk about various forms of gender and race inequality that structure the profession and how they respond to discriminatory treatment...I study these familiar stories in order to understand how professional women make sense of their-their ambiguous empowerment--in the context of contemporary American culture. (Chase, 1995, p. x) The narrative data presented here portray the lives of faculty women of color as filled with lived contradictions and ambiguous empowerment. Chase's (1995) "ambiguous empowerment" based on the lives of women school superintendents also applies to the experiences of faculty women of color. Although faculty women of color have obtained academic positions, even when tenured they often confront situations that limit their authority and, as they address these situations, drain their energy. For example, in an interview (1) a woman of color who is a full professor and chair of her department observes: I'm the department chair,... and I meet with a lot of people who don't know me--you know, prospective students and their parents. And I know that their first reaction to me is that I'm an Asian American woman, not that I'm a scientist or that I'm competent. …

https://www.jstor.org/stable/info/1558448

Women of Color in Academe: Living with Multiple Marginality.

The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice. Bradley A. Levinson, Douglas E. Foley, and Dorothy C. Holland, eds. Albany: State University of New York Press, 1996. 338 pp.

The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice

Curriculum change has traditionally been viewed as the preferred vehicle for educational reform, involving the development of national curriculum plans or guides for specific subject areas and the delineation of classroom objectives, activities, and their evaluation. This dominant conception of curriculum change, of its nature as well as its usefulness for education reform as a whole, has long been prevalent in developing countries. Furthermore, due especially to the dependence of non-Western, developing countries on institutions located in the West, the use of the centrality of curriculum change has been imported or transferred into these countries as well. Changing the curriculum at the national level has been often substituted for changing the syllabi.' This article makes some general, critical observations of this curriculumcentered approach, especially as it pertains to developing countries. To be sure, a growing body of literature in the developed countries has noted the limitations of such an approach.2 Criticism of the effectiveness of curriculum change needs to be extended so that curriculum is no longer viewed as a separate entity that operates in isolation, but rather as one feature of an educational process that works in conjunction with a whole series of factors. In developing countries, there is a particular need for a greater sensitivity to and a more systematic analysis of the total context of education.

Models and Practice of Curriculum Change in Developing Countries

Dorothy, there is no yellow brick road: The paradox of community youth development approaches for Latino and African American urban youth

https://link.springer.com/content/pdf/10.1057/palgrave.lst.8600210.pdf

The New Americans: Immigrants and Transnationals at Work

Making Invisible Latino Adolescents Visible: A Critical Approach to Latino Diversity. Michigan State University Series on Children, Youth, and Families, Volume 7.

Martha Montero-Sieburth

Papers

The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice

Models and Practice of Curriculum Change in Developing Countries

Dorothy, there is no yellow brick road: The paradox of community youth development approaches for Latino and African American urban youth

The New Americans: Immigrants and Transnationals at Work

Making Invisible Latino Adolescents Visible: A Critical Approach to Latino Diversity. Michigan State University Series on Children, Youth, and Families, Volume 7.