/pdf/eurasia-journal-of-mathematics-science-technology-education-xir8jfctxb.pdf

Eurasia Journal of Mathematics, Science & Technology Education

To initiate dialogue on empathy in science classroom, its role in science teaching, and to encourage science teacher education researchers and faculty to consider the role of empathy in science teaching, we conducted an instrumental collective case study with five science education graduate students at a Research-I university in the US. Data were collected through face-to-face semi-structured interviews. Within-case and across-case analyses were performed to interpret the data from the individual interviews and compare them with one and another. Our findings collectively speak to our participants’ perspectives of empathy in science teaching. Finally, we discuss implications for teacher education and professional development and the need for learning sciences and science education research to systematically examine teacher empathy and student learning.

/pdf/teacher-empathy-and-scienceeducation-a-collective-case-study-16mueoz8wu.pdf

Teacher Empathy and ScienceEducation: A Collective Case Study

Teacher Empathy and Science Education: A Collective Case Study

This article presents the results of a study that estimates the association between self-esteem and academic talent, using the academic results for language and math of students in vulnerable socioeconomic conditions. A correlational design with quantitative methodology and an intentional sample were used. Data were collected through tests that follow the curriculum (Assessment System of Progress in Learning [SEPA]), a practical, creative and analytic intelligence test, a questionnaire on academic self-concept applied to 1411 students, and a questionnaire applied to 1411 parents and/or legal guardians. The results, obtained via the use of Student’s t and multiple regression models, support the association between academic expectations, self-concept, and academic talent and suggest that these 3 elements form a virtuous cycle that fosters good academic performance.

/pdf/autoconcepto-y-talento-una-relacion-que-favorece-el-logro-2muswxzd0j.pdf

Autoconcepto y Talento: Una Relación que Favorece el Logro Académico

One does not have to look far to find literature documenting the persistent failure of US public primary, elementary, secondary, and postsecondary schools to adequately educate Black males (used interchangeably with African American males). Black males have been misrepresented as devious, hyper-sexualized, misoginstic, and criminal in mainstream media (Ayers, 2002). Trawalter and colleagues (2008) concluded, "The association between young Black men and danger has become so robust and ingrained in the minds of social perceivers that it affects early components of attention" (p. 1326). Tratwalter and associates contends that White peoples' perceptions of Black males is akin to a phobia of the threat that spiders and snakes may pose. Findings such as these raise red flags for how teachers may perceive Black males going into the classroom. Professional teaching dispositions such as empathy may be significant for mitigating negative perceptions of Black males. However, there is little empirical literature that informs how or why empathy matters, how empathy is defined for use in the professional teaching context, and strategies for cultivating it as a disposition in teacher education.In his The Journal of Negro Education (JNE) article, "The Teacher's Dilemma in Facilitating the Black Experience," Colquit (1978) wrestled with how well a White teacher can arrange learning experiences that value and affirm the culturally specific experiences of Black children. Educating Black youth in contemporary schools must account for knowledge of the social, environmental, and historical contexts influencing the way these young people experience school. There is a score of literature that vehemently refute cultural deficit theories that position Black children, families, and communities as less capable of achieving educational excellence (Hollins, King, & Hayman, 1994; Hollins, Smiler, & Spencer, 1994; Howard, 2001a, 2001b; Irvine, 1990; King, 2005; Moore & Lewis, 2012; Murrell, 2002). Existing notions of Black student academic inferiority is what led Ladson-Billings (1994) to conduct her historic study of teachers identified as effective educators of African American children.Colquit (1978) argued that the "perceptual difference" between Blacks and Whites poses a dilemma for the range of teaching and learning experiences offered by White teachers to Black students, which may include choosing course material and negotiating social interactions with students. Perceptual difference can be viewed as any divergence in social and cultural points of view between teachers and students or family/community/school stakeholders. This argument can be extended to suggest that any dissimilarity between teachers and students (i.e., gender, socioeconomic class, religious affiliation, sexual orientation, generational) including race, can create perceptual difference. This difference may have significant implications for how teachers negotiate interactions with youth as well as the types of instructional decisions they make for young people. Sealey-Ruiz and Lewis (2011) edited a special issue of JNE that responds to the very issue of better preparing individuals to be effective teachers of Black students. The aforementioned work provides critical insights about educating African American children. Still, an important addendum to the last three decades of knowledge is a focused discourse around empathy's relevance and utility as a tool for strengthening teachers' comprehension for how to decide what is best for Black children, and the empathic processes influencing their professional decision-making.Perception is understood in this article as the process of making meaning about others based on one's own subjective social and cultural perspectives. Similarly, racial bias and racial stereotyping can significantly impair positive images of students of color (Solorzano & Yosso, 2001) in general, and Black males more specifically. Tyler, Boykin, and Walton (2006) found that teachers tend to value and respond more positively to classroom behavior and learning preferences mirroring White cultural norms. …

https://www.jstor.org/stable/10.7709/jnegroeducation.84.2.0154

Scale of Teacher Empathy for African American Males (S-TEAAM): Measuring Teacher Conceptions and the Application of Empathy in Multicultural Classroom Settings.

Michael Schleifer

Papers

Teachers' Predictive Capacity and Empathy in Relation to Children's Self-Concept

La question de l'identité: Qui suis-je? Qui est l'autre?

La formation du jugement: peut-on apprendre le jugement?