Pointless or Profitable? Perceptions of Proactive Circles in a Second-Grade Classroom

Teachers are plagued with the unfortunate concept of “never enough time” in the classroom, trying to balance meeting the needs of the whole child and meeting the requirements of higher authority. The purpose of this study was to identify student and teacher perceptions of proactive circle and its impact on relationships, as well as its impact on students’ ability to appropriately express their feelings and emotions. The study took place in a second-grade classroom with seventeen students and one classroom teacher. Data was collected through surveys, sociograms, interviews, and field notes. Qualitative data was coded using the constant comparative method, and quantitative data was analyzed using frequency counts. Four major themes emerged including environment, circle, relationships, and introspection. The researcher identified a heightened awareness and voluntary vulnerability among students over the course of implementation, as well as the classroom teacher’s new found awareness for her students and their needs

Undergraduate Research as Pedagogy: Resisting Reproduction by Studying Novice Teachers

In this study, we (a university professor and four undergraduate researchers) conducted an autoethnography to explore the perceptions of the four undergraduate researchers as we studied the decision-making of novice teachers regarding literacy assessment and instruction. Drawing on Bourdieu’s concepts of field, capital, and habitus, the undergraduate researchers learned about the cycle of pedagogical reproduction that often occurs in the first years of teaching. This knowledge provided them with the capital to develop strategies for finding a good-fit teaching position as they entered the teaching profession and to acquire a problem-solving mindset to strategically implement the literacy practices they learned about in their teacher education programs

Models of Resistance: Novice Teachers Negotiating Barriers to Best Practice

The purpose of this study was to examine how graduates from three teacher education programs made decisions regarding literacy instruction and assessment as well as the extent to which they were able to implement practices learned in their education programs. Participants were interviewed and observed multiple times, and a variety of documents, such as lesson plans, assessments, and journal prompts, were collected. Data were analyzed using the constant comparative method and Bourdieu’s concepts of field, capital, and habitus. Although the participants initially accepted the existing practices of their schools, they later implemented concepts learned in their education programs. The ways in which they resisted the barriers they faced included resistance with conflict, resistance with an attitude, resistance with relationship, and resistance by making a change