By Kristin Mc Cabe AACTE will honor Molly Baustien Siuty, assistant professor of inclusive teacher education at Portland State University (OR), with the 2018 AACTE Outstanding Dissertation Award for her study .The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.
By Kristin Mc Cabe AACTE will honor Molly Baustien Siuty, assistant professor of inclusive teacher education at Portland State University (OR), with the 2018 AACTE Outstanding Dissertation Award for her study .The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.Herbelin PDF An Existentialist Approach to Teaching Writing: Anguish, Bad Faith, and Seriousness in Composition, Andreas Peter Herzog PDF Historical Thinking At Historical Sites And Museums: An Action Research Study, Timothy Edward Hicks PDF Enhancing Intrinsic Motivation and Reading Achievement Among Elementary Students in an Early Literacy Program, Rachel High PDF Individual Differences In Music Discrimination And Their Relation To Reading And Reading-Related Skills In Children, Elaina C.
“Indeed, their practice contexts made it nearly impossible for them to use inclusive practices from their preparation,” Kozleski notes.
“However, at times they also drew on their preparation and personal experiences to adopt identities as resistors.
In short, the findings suggest the induction program that was designed to assist and prepare beginning teachers to work in such an environment inadvertently increased the stress and anxiety it was designed to alleviate.
Accordingly, the findings from this case study support and extend the literature on the need for induction programs for beginning teachers but more importantly, provide a foundation for future investigations into teacher’s perceptions and experiences in induction programs at high achieving and high socioeconomic school districts.
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These findings can inform how teachers are prepared to cross boundaries between inclusive teacher preparation and their practice contexts.
Moreover, they locate the ways in which the sociocultural context of schooling affords and constrains the work of increased inclusion and equity.
“[Siuty’s] work addresses an important gap in the literature,” Kozleski writes in a letter of recommendation for the AACTE award.
“Little is known about how graduates of inclusive programs transform their identities through their practice and engagement in urban school systems that are not necessarily conducive or designed for inclusive practice.” Siuty found that most participants were deterred by the exclusionary practices that served as the dominant norms of their practice contexts.