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Situated Pedagogical Decision Making
Fri, April 13, 2:15 to 3:45pm, Vancouver Convention Centre, Floor: Second Level, West Room 224Session Submission Type: Paper Session
Abstract
The papers in this session examine teachers’ pedagogical decisions and considers the situated nature of their experiences. These papers contribute to discussions around race, culturally responsive teaching, and literacy instruction in contexts that include accountability and high stakes testing. They ask us to consider what is the responsibility of teachers to engage students given the complexity of their work and demands?
Sub Unit
Chair
Papers
Voices from Korean American Social Studies Teachers: Toward Culturally Relevant Pedagogy - Yoonjung Choi, University of Maine at Farmington
A Story of Race and “Best Practice” in Literacy Instruction - Audrey Lensmire, Augsburg College
Personal Consequences of Compliance and Resistance to Mandated Reforms for Teachers in Low-Performing Schools - Martha A. Adler, University of Michigan - Dearborn; Christopher Burke, University of Michigan - Dearborn
Windows on Teacher Learning: Emotion in View - Susanna M. Steeg, George Fox University
Teachers’ Learning From Study of Other Teachers’ Reading Lessons - Emily Mihocko, University of Michigan; Cheryl L. Rosaen, Michigan State University; Andrea Melnick, University of Michigan; Joanne F. Carlisle, University of Michigan