A Post-intentional Phenomenological Study of a Queer Identified Youth in Jamaica

The paper provides an exploration of glimpses into the life of a Jamaican woman who loves women The research question this paper examines is how societal homonegativity shapes the lived experiences of a young woman who loves women in Jamaica Post-intentional phenomenology methodology was used to capture salient moments of the woman s life through written memory song lyrics and artifacts Results suggested that fear hope care and being perceived as diseased are a daily part of a woman who loves women s life There is a need to tell the stories of women who love in Jamaica to validate their lived experiences and to construct a body of knowledge on this topic Implications for this study can be used to mobilize education research community and support for students with female same-sex caregiver

Mentoring Uncertified Teachers in Guyana

In 2022 Guyana s Ministry of Education began a teacher licensing system highlighting the need for continuous development Teacher quality is a challenge in many developing countries The research question that guided this study was how does a customized professional development intensive mentoring program influence the preparation of uncertified teachers in Guyana as it relates to their lack of pedagogical content knowledge and classroom management skills Data were collected and analyzed using the Delphi Technique a group decision-making method to reach a consensus that identified what a customized professional development solution for uncertified teachers in two high schools in Guyana entailed specifically an intensive mentoring intervention Results from this study showed that a customized professional development intensive mentoring training program could be beneficial for uncertified teachers in Guyana The findings implied the presence of collaboration support and collegially sharing ideas and strategies that address evidence-based teaching practice

Developing reflective practice in teacher candidates through program coherence

In this study, we explored the role of reflection at three stages of preparation across a teacher education program. Reflection has long been considered an essential aspect of professional practice for teaching; however, reflection is often vague and undefined. Through an examination of the opportunities we provided for our students to reflect, and systematic analysis of the levels of reflection our students engaged in, we found that the development of reflective practices could be understood and aligned across a professional preparation program. Furthermore, we considered our own pedagogical practices related to modality, prompting, scaffolding, assignment structure, and feedback in our analysis of a variety of student reflection artifacts, in order to understand the potential impact of our own pedagogical decisions across the program. Findings suggest that the program provided modeling and structures for reflection early on, encouraged the inclusion of multiple perspectives in relation to professional practice, and supported a synthesis of student learning of theory and practice as preservice teachers approached program completion. This article offers reflection as a tool for exploring issues of professional growth across a continuum of development

Developing reflective practice in teacher candidates through program coherence

In this study, we explored the role of reflection at three stages of preparation across a teacher education program. Reflection has long been considered an essential aspect of professional practice for teaching; however, reflection is often vague and undefined. Through an examination of the opportunities we provided for our students to reflect, and systematic analysis of the levels of reflection our students engaged in, we found that the development of reflective practices could be understood and aligned across a professional preparation program. Furthermore, we considered our own pedagogical practices related to modality, prompting, scaffolding, assignment structure, and feedback in our analysis of a variety of student reflection artifacts, in order to understand the potential impact of our own pedagogical decisions across the program. Findings suggest that the program provided modeling and structures for reflection early on, encouraged the inclusion of multiple perspectives in relation to professional practice, and supported a synthesis of student learning of theory and practice as preservice teachers approached program completion. This article offers reflection as a tool for exploring issues of professional growth across a continuum of development

Annotated Bibliography of Research in the Teaching of English

Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” a list of curated and annotated works reviewed and selected by a large group of dedicated educator-scholars in our field. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year for RTE readers’ consideration. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2020 and June 2021. The bibliography is divided into nine sections, with some changes to the categories this year in response to the ever-evolving nature of research in the field. Small teams of scholars with diverse research interests and background experiences in preK–16 educational settings reviewed and selected the manuscripts for each section using library databases and leading scholarly journals. Each team abstracted significant contributions to the body of peer-reviewed studies that addressed the current research questions and concerns in their topic area

GED7840-01.Tchg Soc Studies Elem Schl K-6.Su16.Martin-Kerr,Keitha-G

Practice teaching methods specific to the teaching of social studies. Develop an understanding of social studies and the purposes they serve. Exploration of issues in curriculum development. Survey methods of teaching; planning for teaching; study and research skills in social studies; professional and community resources for the social studies teacher; and current trends in social studies. This is a graduate level course with graduate level expectations. Prerequisite: EDU 3260/GED 7867 - Theory to Practice with grade of B- or higher. Credits:

EDU3500-RE.Diversity and Education & Lab.Sp15.Martin-Kerr,Keitha-G

Goals: Understand the impact of diversity in the classroom: race, culture and ethnicity, class, gender, disability, language, and sexual orientation. Explore nature, causes, and effects of prejudice. Experience instructional methods that enhance the school success of all children. Approved by the Minnesota Department of Education as satisfying the Education 521 Human Relations requirement. Content: Students will examine how students\u27 culture, religion, race, gender, class and abilities, as well as their interactions with teachers and peers, play important roles in shaping their achievement, adjustment and identity in schools; study how our personal identities and cultural histories of race, class, gender, ability, and sexuality affect our teaching philosophies, and explore how our personal values and beliefs shape our teaching practices; investigate the popular myths and histories we have learned in our own schooling, families, and social experiences and survey how the forms of truth and fiction portrayed by popular sources such as school textbooks and media shape our values and beliefs; identify the implications of inclusive and non-inclusive education, specifically looking at ways to create a positive classroom climate that enhances the academic and social experiences of all students. Taught: Fall and spring terms. Co-Requisite: EDU 3500: LAB: Diversity and Education Prerequisites: (EDU 1150 or EDU 3150) AND (EDU 1250 or EDU 3250) Note: Clinical Requirement: EDU 3500: LAB: Diversity and Education during which student complete a 20-hour required clinical in a local school. Students who transfer in the equivalent of the course content without clinical experiences should see the Program Coordinator to enroll in a 1-credit Independent Study to earn the course equivalency. Credits: 4 credit

Women Who Love Women in Jamaica

University of Minnesota Ph.D. dissertation. August 2016. Major: Education, Curriculum and Instruction. Advisor: Lori Helman. 1 computer file (PDF); xi, 165 pages.Jamaica, known to its locals as the land of milk and honey, is also perceived as the most homonegative country in the world. Even though there is no research substantiating this claim, it is still a largely held belief by many people. The purpose of this study is to initiate a line of inquiry into the lives of women-who-love-women, a topic that is often neglected and silenced in Jamaica for a variety of reasons. The current study explores the lived experiences of women-who-love-women in Jamaica. Specifically, it investigates the phenomenon of homonegativity on the lives of women-who-love-women. Using post-intentional phenomenology as a methodological framework, I examined data from four self-identified Jamaican women-who-love-women to better understand the nuances and complexities of their daily lives. Post-intentional phenomenology allowed me to look at glimpses in the lives of these women to see slithers of the tentative manifestations of their lives. Data collection tools included written memories, interviews, participants’ reflections on two Jamaican dancehall songs, and my post-reflexive journal entries. I discovered tentative manifestations into the lives of these women that revealed how they operate daily with care, hope, fear, and a multitude of productive tension-filled emotions in a land permeated with homonegative attitudes. I analyzed data using Thinking with theory, a framework designed by Jackson and Mazzei (2012) that assumes data is partial, incomplete, and always being re-told and re-remembered. Thinking with theory allowed me to plug theoretical concepts into the data to see what new understandings could be produced. I also inserted the data into the theoretical concepts to garner varying interpretations. I ‘plugged in’ Ahmed (2006), Bulter (1990), and Lorde’s (2012) concepts of orientation, performativity, and the erotic as power to open up the phenomenon that I studied. This allowed me to explore varying perspectives of the lived experiences of women-who-love-women in Jamaica to see glimpses of their lives in its multiple, partial, and fleeting ways. This study has implications for policy makers, teaching, and learning

GED7825-03.Educational Psychology.F13.Martin-Kerr,Keitha-Gail

Survey theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; and, influences of social and cultural background on development and learning. Learn about assessment and evaluation and the theoretical bases for instructional models. Conduct a case study analysis of a K - 12 student. This is a graduate level course with graduate level expectations. Prerequisite: Admission to Hamline University. GED 7801 with grade of B- or higher or concurrently with GED 7825. Concurrent enrollment in GED 7815 is recommended. Master of Arts in Teaching students are required to subsribe to the MAT List Proc. Please refer to the MAT Program Handbook for instructions