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"Ikpeze, Chinwe H"
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Teaching across Cultures
Teaching across Cultures: Building Pedagogical Relationships in Diverse Contexts captures the tensions and the transformational potentials of teaching across multiple cultural contexts. The book evolved from cumulative self-studies that examined one teacher educator's teaching practice, the cultural impact on that practice, and how she facilitated transformative teaching and learning.
eBook
A Curriculum Model for K–12 Writing Teacher Education
Writing pedagogy is too often missing from US K-12 teacher preparation programs, with one study finding that only one-fourth of programs surveyed had a writing methods course. In the study presented in this article, researchers developed a theoretical understanding of K-12 writing teacher education by examining the instructional models and practices of 15 exemplary teacher educators. Participants were diverse, US teacher educators in university-based teacher preparation programs, identified through purposive, snowball sampling and a screening survey. Data were drawn from semi-structured, individual and focus-group interviews, analyzed using constructivist grounded theory methods. Our findings include five thematic assertions, presented with descriptions of the related patterns of practice: Exemplary writing methods teacher educators design their curricula with experiential, constructivist, and critical approaches as the foundation of all learning engagements, and they implement a writing process approach with their teacher candidates. They teach writing as a tool of empowerment, convey complex conceptions of writing assessment that are grounded in analysis of student work, and are intentional and deliberate about building and maintaining connections to K-12 classrooms for themselves and their candidates. This study provides writing teacher educators with a data-driven model for developing a writing-intensive methods course curriculum.
Journal Article
Web-Based Inquiry Learning: Facilitating Thoughtful Literacy With WebQuests
An action research study investigated how the multiple tasks found in WebQuests facilitate fifth‐grade students' literacy skills and higher order thinking. Findings indicate that WebQuests are most successful when activities are carefully selected and systematically delivered. Implications for teaching include the necessity for adequate planning, organization, supervision, and scaffolding of learning in a Web environment. For students, benefits of WebQuests include enhancement of thoughtful literacy through multiple knowledge representations and making learning meaningful through connections to real‐life contexts. The study also highlighted interdisciplinary teaching and learning of social studies, science, and language arts.
Journal Article
A Multistate Study of Dominant Discourses in Teacher Candidates’ Memories of Writing
This article examines the discourses of writing evident in teacher candidates’ memories of writing and considers implications for teacher preparation. Data sources were written memories from 120 teacher candidates from six institutions across the United States. Grounded in a discourses of writing framework, data were investigated using thematic and discourse analysis. Findings indicate that language associated with a skills discourse of writing, emphasizing structure and correctness, was prevalent in the memories of how teacher candidates were taught to write. More dominant in these memories, however, was language related to negativity and absence, indicating that teacher candidates were critical of their K–12 writing education and that these experiences were limited across multiple dimensions (i.e., writing pedagogy, processes, products, purposes, audiences, writer agency). In contrast, when teacher candidates wrote about their most memorable writing experiences, the majority were replete with language related to positive affect, and discourses of agency and purpose were widespread. These memories suggest that despite their dominant narratives of absence, teacher candidates possess access to broader discourses of writing that might inform their teaching, especially those associated with social practice. Implications include three ways that teacher educators might position future educators to disrupt narrow discourses of writing in schools.
Journal Article
The Teacher's Role in Writing: A Study of Teacher Candidates' Perceptions
A team of teacher education researchers conducted a qualitative study to explore how teacher candidates viewed the teacher's role in teaching students to write. Participants (N = 107) enrolled in writing-focused methods courses across four universities completed a reflective quick write near the end of the course. Since writing is a complex and multidimensional activity, these responses were analyzed through the theoretical framework of social cognitive theory. When describing the role of the teacher, the data indicated candidates across all institutions primarily focused on the affective aspects of teaching writing, specifically supporting and developing students' confidence in writing. Some mentioned the need for explicit instruction such as developing students' writing skills and use of strategies. A smaller percentage included both the importance of affective and explicit instruction. Many candidates indicated the significance of the role that teachers play in students learning to write. Implications for writing pedagogy support within and beyond teacher preparation are discussed.
Journal Article
The Teacher’s Role in Writing: A Study of Teacher Candidates’ Perceptions
A team of teacher education researchers conducted a qualitative study to explore how teacher candidates viewed the teacher’s role in teaching students to write. Participants (N = 107) enrolled in writing-focused methods courses across four universities completed a reflective quick write near the end of the course. Since writing is a complex and multidimensional activity, these responses were analyzed through the theoretical framework of social cognitive theory. When describing the role of the teacher, the data indicated candidates across all institutions primarily focused on the affective aspects of teaching writing, specifically supporting and developing students’ confidence in writing. Some mentioned the need for explicit instruction such as developing students’ writing skills and use of strategies. A smaller percentage included both the importance of affective and explicit instruction. Many candidates indicated the significance of the role that teachers play in students learning to write. Implications for writing pedagogy support within and beyond teacher preparation are discussed.
Journal Article
TEACHING AS A CULTURAL ARTIFACT
When I started my career as a teacher educator, my graduate teacher education students looked astonishingly similar to me. They were young, almost all were women, mostly blonde and many just completed their undergraduate degrees and had proceeded to graduate studies almost immediately. Occasionally, I would be assigned a group comprising one or two students from other racial groups, and that is when I actually felt that I had a diverse class.
Book Chapter
TOWARD RESPONSIVE PEDAGOGY
I came into teaching as a college professor with confidence; after all, I was a successful high school English teacher, and I also had college teaching experience. However, as an immigrant whose formative life experiences were grounded in a different culture, I was apprehensive about what to expect in my new setting. During my first semester of teaching, I observed the classroom of one of my colleagues, and I was able to see how she navigated classroom interactions.
Book Chapter
BUILDING RELATIONSHIPS IN PHYSICAL AND VIRTUAL SPACES
The previous chapter centered on how I negotiated responsive teaching with prospective teachers. Relationship building was the cornerstone of this responsive teaching; after all, teaching is not just about delivering content but also about building relationships (Bingham & Sidorkin, 2004; Noddings, 1992; Russel & Loughran, 2007).
Book Chapter