Preservice Teachers Respond to And Tango Makes Three: Deconstructing Disciplinary Power and the Heteronormative in Teacher Education

This study employs Foucauldian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing ‘homosexuality,’ ‘education’ and ‘teacher’ in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses found in newspaper stories involving teachers and public schools that address conflicting views of homosexuality. The macro context analysis indicates two binary teacher subject positions: martyred (unemployed) teacher/silent (employed) teacher and sophisticated teacher/unsophisticated teacher. The micro context analysis is of preservice teachers\u27 responses to And Tango Makes Three, a picture book by Richardson and Parnell. This analysis demonstrates how preservice teachers take up and negotiate teacher subject positions found in the macro analysis. Combined, the analyses allow the researchers to consider how preservice teachers\u27 performances of teacher subjectivity open up possibilities for re-imagining new teacher subject positions and what this might mean for the practice of teacher educators

Searching for Methodology: Feminist Relational Materialism and the Teacher-Student Writing Conference

Using feminist relational materialism as a theoretical map, this paper seeks to reimage traditional case study methodology through the use of diffractive methodology. Reading and writing data diffractively is to refuse to privilege teacher and student talk and to instead study how material-discursive practices intra-act as phenomenon. To do this, we developed question-sets based upon Barad’s (2007) work to interrupt our habits of thinking in regard to a teacher-student writing conference. These question sets provoke our thinking with data from fourth grade teacher-student writing conferences. We play with diffractive methodology highlighting one teacher-student writing conference as intra-activity. Experiencing the teacher-student writing conference again (and again) the question-sets diffract a response and a response diffracts the question-sets, calling us to a continuous becoming, an ethical consideration of how our research and teaching practices matter. We are left wondering if there is a methodology to search for or if methodology is an invitation to an ongoing performance, to join a dance of-the-world, in a constant making and re-making and wondering of what might be

The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing

This analysis is experimental: we attempt to read data with the work of Karen Barad and in doing so ‘see’ teacher-student writing conferences (a common pedagogy of US elementary school writing) as intra-activity. Data were gathered during teacher-student writing conferences in a grade five US classroom over a six week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking with Barad disrupts our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to matter, leading us to reimage the teacher-student writing conference as entangled becoming-writingconferencing, speaking to the multiplicity of participants, merging of bodies, continual movement, open-ended possibilities, and anticipated transformation of intra-action

What Methods and Models Can Be Used to Translate Science to Levels Developmentally Appropriate to Be Taught in Preschool in the State of Massachusetts?

This capstone project examines the changes in curriculum for early childhood education, specifically preschool aged children. In reviewing and learning about the history of preschool education and how its curriculum has evolved over time, this capstone project was developed to understand the question of, what are methods and models that can be used to translate science to levels developmentally appropriate to be taught in preschool in the state of Massachusetts? While preschool\u27s curriculum main focus was in teaching fine and gross motor skills, research has shown that children as young as 3 years old are able to learn basic science, technology, engineering, and mathematics (STEM) principles Copple & Bredekamp, 2009). Preschool students are able to understand STEM principles through inquiry. By using an inquiry based teaching model this allows students to have hands-on learning experience while understanding basic science principles and learning to utilize critical thinking skills

Trying On—Being In—Becoming: Four Women’s Journey(s) in Feminist Poststructural Theory

This is the narrative of four women in academia spanning a ten-year relational journey. As a performance collaborative autoethnography, it explores and presents theories of subjectivity and transitional space. Through journals, emails, and dialogue we are trying on, being in, and becoming feminist poststructural thinkers/inquirers/teacher educators. In our work, we explore: How has theory changed our subjectivity, lived experiences and relationships, and moved us from comfortable spaces of knowing to uncomfortable places of becoming? In a series of poetry and performance narratives, we chart our own linked journey(s) in pursuing these questions. As autoethnographers, we grapple with meanings and moments of loss, desire, guilt, and love as a practice of hypomnemata. This study represents a reflective mining of such treasures, capturing moments of rereading and meditation, and a pause, even if an illusionary one, in our intellectual, spiritual, emotional, and embodied journey(s). Our work illustrates how the self looks in transitional space: in motion, contemporaneous, simultaneously in the making and in relation to others. We continue this practice as a pedagogy for being and living out the fictions of our lives

Grazing Systems for Dairy

Forages which are grazed can provide anywhere from 25 to 100% of the forage consumed by growing dairy heifers, dry cows or the milking herd. In this paper, I would like to specifically deal with devising a grazing program for a dairy lactating or milking herd. Lactating dairy cows are a “high performance animal” and, as such, any decreases in the availability or quality of forage can quickly decrease milk production. Thus, the goal when designing a grazing system is to provide adequate quantities of high-quality, vegetative forage to prevent decreases in performance. These decreases in performance occur in all species of livestock but one difference with dairy cows is that milk production is monitored twice daily. Thus, dairy farmers can see what has or has not worked more quickly than other livestock species where performance is not measured as often

Role in Alfalfa in Livestock Feeding Programs in Kentucky

Alfalfa, the Queen of the Forage Crops , is a highly versatile forage crop which can be grazed directly by livestock or harvested as hay or silage. With the development of new alfalfa varieties, increased pest and weed control, and increased demand from livestock owners, the amount of alfalfa fed to livestock will increase. As with any forage crop, proper harvest and feeding management is necessary to reap the benefits

Interpreting Forage Quality Test Reports

Forages are the foundation for building diets for beef and dairy cattle, horses, sheep and goats. The quality of these forages directly impacts forage intake, animal performance, and, ultimately, the profitability to their owners. As the quality of forages decline, consumption of that forage decreases and the amount of grain or byproducts which must be fed increases. The cost for a unit of performance increases and/or the animal can not perform (i.e. milk or gain) to the optimum level thus lowering profitability to the animal owner. These relationships are especially true with young and high performance ruminants, such as high producing dairy cows and stocker beef cattle with expected high rates of gain. To determine the quality of forage and its best use, a representative sample of the forage needs to be analyzed for its nutrient content by a forage testing laboratory. These results then can be used to not only market this forage but also to balance rations for livestock for optimum and profitable performance

Why Dairy Farmers Need and Want High Quality Alfalfa Hay: Quality of Hay = Performance and Profitability

Why do dairy farmers want high quality forages, including alfalfa hay, to feed to their milking herds? Feeding high-quality forages results in greater feed intake and as a result, dairy cows produce more milk, and they often times can produce this milk more economically. With advancing stage of plant maturity, fiber digestibility and protein content of the alfalfa plant decreases while the amount of fiber increases. Consequently, less energy is available to the cow when it consumes more mature alfalfa. Energy is the nutrient that most often limits performance in dairy or beef cattle - not protein. The take home message here is that the quality of alfalfa hay fed to dairy cows governs performance and profitability

Alfalfa for Dairy Cattle

Alfalfa is known as the queen of the forage crops and for good reasons. Alfalfa is an excellent forage for dairy cattle because it provides nutrients needed by dairy cows in a package which is highly digestible and cost effective. Alfalfa can be grazed directly by cattle or harvested as hay, haylage, or batage. Dairy farmers will purchase locally-grown hay if it is high quality (RFV greater than 150). When marketing cash hay one needs to understand that the quality of alfalfa greatly impacts milk production and economics of a dairy operation. This impact is felt even when as little as 5 lbs of alfalfa hay is fed per dairy cow