Index

Citation (2017), "Index", Crossroads of the Classroom (Advances in Research on Teaching, Vol. 28), Emerald Publishing Limited, Bingley, pp. 295-301. https://doi.org/10.1108/S1479-368720160000028021 Publisher: Emerald Publishing Limited Copyright © 2017 Emerald Publishing Limited INDEX Aboriginal epistemology, 245–246 Aboriginal Teacher Education Program (ATEP), 251 The Absolutely True Diary of a Part Time Indian (Sherman Alexie), 263 Academic discipline, meaning of, 166 Agency, 149, 159, 161, 167, 200–202, 204, 207, 208, 210, 212, 214 American Born Chinese (graphic novel), 126–130, 132 Autobiographical Narrative Inquiry, 255, 257, 267–268 Autoethnography exploration, 185–186 power, as special educators, 192–193 Bachelors of elementary education (B. El. Ed), 202–203 Best-loved self (BLS), 102, 104, 105, 108, 112, 114–117, 216, 228, 236 impact in context, 109–113 narrative applications related to subject matter analysis, 113–114 impact on individual, 109 knowledge communities, 105–106 first year, 109 fourth year, 112 instructional context, 107–108 second year, 111 wonderings and wanderings, 106 narrative inquiry into, 137–139 collaborative inquiry, 140–141 early years as teacher, 145–146 experience as master teacher, 151–153 gaining experience, 148–149 learning from, 153–155 methodology, 141–143 research conversations, 146–151 teacher retention exploration, 139–140 theoretical structure of, 143–144 Carter, K., 44–45 Common Core State Standards for Mathematics (CCSS-M), 61, 70 Commonplaces, 2, 6, 8, 9, 22, 24, 36, 84, 90, 92–93, 160, 183 Compromised female mathematical capital, 49–50 Content knowledge and teacher knowledge. See Professional development stories Craig, C. J., 144 Curriculum, definition of, 279 See also individual entries Deliberation, concept of, 25, 36, 37, 84, 93, 278, 280, 284–286 Department of Education (DOE), 21 Dewey’s philosophy of experience, 64 Elementary and Secondary Education Act, 21 Elementary school context, 81 Empathy, 93, 193, 194, 201, 207, 213–215, 262, 283 English Language Arts (ELA), 138, 148 Exhaustion, of self, 104 First teaching position, 146 Free teacher education (FTE) programs, 223, 228, 233, 237 Gender equity in mathematics, 39–40 analysis, 47 findings, 47 compromised female mathematical capital, 49–50 failure forever, 51–52 girl gravity, 51 losing breath in classroom, 48–49 mathematical difference making, 52–53 mathematical mirth, 54 stand up and stand out moments in mathematics, 53–54 struggle experiences, 50–51 instructional context, 46 narrative applications related to subject matter, 46–47 mathematics achievements among girls and, 42–43 mathematics anxiety meaning and significance of, 44 and women elementary preservice teachers and, 41–42 narrative research in teacher education and, 44–45 stereotyping about girls and, 42–43 Health, physical education content and teacher knowledge and identity, 157–160 Health and Physical Education (HPE), 158, 168 analysis, 165–166 marginalization of, 163, 167 teacher education (HPETE), 168 Identity, concept of, 223 See also Teacher identity Indigenous education and context, 245–249, 251–260, 263–265, 269–270 Individuals with Disabilities Education Act (IDEA) (2004), 182, 183 Knowing-in action, 144 Knowledge communities, 105–106 first year, 109 fourth year, 112 instructional context, 107–108 second year, 111 wonderings and wanderings, 106 Knowledge for practice, 108, 111, 113 Language arts curriculum, 121, 127 Least Restrictive Environment (LRE), 182–183, 190, 191, 193 Master teacher, experience as, 151–152 research conversation, 152–153 Mathematics anxiety meaning and significance of, 44 and women elementary preservice teachers and, 41–42 Mathematics professional development, 28–29 Mathematics Science Partnership (MSP), 20 experience, 22–24 program, 21–22, 24 storying of, 26–28 Metaphor, 4, 74, 91, 222, 234–236, 276–281 of crossroads, 8–10 Multicultural curriculum, 121, 124, 126, 134 My Name is Seepeetza (Shirley Sterling), 263 Narrative applications, related to subject matter, 46–47, 126–127 Narrative identity, 114–115 Narrative inquiry, 60, 74, 75, 80, 92–93, 123, 125, 130, 131, 160, 246, 248, 249, 256, 259, 269–270 approaches, 12 of other, in special education, 179–180 autoethnographic exploration, 185–186 becoming special educators, 182–183 identity complexities as special educator, 194 methodology, 186–192 Other in special education, 183–184 potential of becoming Other as special educator, 194–195 previous and current experience connection examination, 185 teacher knowledge connection to three-dimensional narrative inquiry space temporal dimension, 184–185 tension between subject matter knowledge and teacher knowledge, 180–182 theoretical framework, 184 storytelling and, 164–165 usage, to make meaning of experience, 63–64 See also Personal and professional selves narratives, of beginning teacher in India; Student teachers’ professional identities, narrative inquiry of See also under Best-loved self (BLS) Narrative pedagogy, as curriculum-making and empathy-building, 261–263 Narrative research, in teacher education, 44–45 Narrative resonance, 275–276 metaphor of crossroads and, 276–281 relational knowing, landscapes, and narrative inquiry and, 281–283 Narrative thinking, 64–65 Narrative undercurrent, 103 forming story to leave by, 105 National Assessment of Educational Progress (NAEP), 43 National Center for Educational Statistics (NCES), 139 National Curriculum Framework for Teacher Education, India (National Council for Teacher Education [NCTE]), 211 National Science Teachers Association (NSTA), 23 No Child Left Behind Act (NLBA), 21, 81, 139 Othering. See under Narrative inquiry Parallel stories method, 227 Personal and professional selves’ narratives, of beginning teacher in India, 197–199 benchmark teacher education program, 202–203 conceptual framework, 203 teacher’s image, 205 teacher’s knowledge, 204–205 teacher’s stories, 203–204 data findings, 207 curriculum making and enlivening, 213–215 self reverberations in teaching, 209–213 space for self in teacher education, 207–209 discussion, 215–216 narrative inquiry theoretical framework and, 205–206 three-dimensional inquiry framework, 206 researcher, 199 study context, 199–200 teacher education and, 200–201 history, 201–202 Personal practical knowledge, 8, 143–144, 181, 205, 214, 215, 237 Physical Education (PE) teachers, 163, 166 Physical Education Teacher Education (PETE), 167 Place as narrative commonplace, notion of, 9 Practice teaching, in fifth grade mathematics, 59–60 becoming and being teachers and, 60–61 college students metamorphosing into teachers and, 65–69 first practice teaching day and, 61 dark and quiet beginning, 62–63 narrative inquiry, for experience, 63–64 narrative thinking and, 64–65 student reflective comments and, 73–74 students’ reflections and, 69–71 teacher candidate’s reflection on, 71–73 theoretical foundation, 64 Practicum, 60–61, 65, 71, 73, 162, 222–227, 234, 237, 239 Prejudice, 120–122, 124, 125, 128, 134–136 Preservice teachers (PSTs), 2, 7, 10, 40, 43–55, 89, 159, 162, 167, 168, 199, 203, 208, 212, 215, 223–226, 228, 230, 248, 276–278 women elementary, 41–42 Professional development stories, 19–20 assumptions, 31–34 knowledge, development, and identity complexities and, 24–26 mathematics professional development and, 28–29 MSP experience, 22–24 program, 21–22, 24 storying of, 26–28 point of view, 29–30 reflections, 32–33 restorying, 20–21, 34–35 theoretical framework, 22 workshop, 30–31 Professional identity (PI), 11, 105, 107, 115, 117, 159, 161–162, 168, 206, 211, 222–226, 228–232, 234, 236, 237, 239 construction of FTE students’, 237, 238 formation of, 237, 238 of Wenting, 231 See also Student teachers’ professional identities, narrative inquiry of Professional life cycles, of teachers, 100–101 Relational pedagogy, 246–257, 260, 262, 265–266, 268–270, 285 Retention, 100, 106 Schwab, J. J., 6, 8, 22, 36, 37, 84–85, 90–91, 93, 102, 144, 279 Science content knowledge, 20, 24, 25 Secondary education. See Best-loved self (BLS) Self identity, 161 Social justice, 168, 200, 203 Social studies curriculum choice making, 77–78 classroom context, 82–83 consequences of, 87–88 experience, 83–84 inherent tensions in, 78–80 narratives of experience and meaning and, 92–93 narrative understanding of experience in classroom and, 80 Schwab’s writing on curriculum, 84–85 in sixth-grade classroom, 81–82 world history and religion, 86–87 tensions in balance and, 85 brimming, 88–92 Special education. See under Narrative inquiry Specific Learning Disability (SLD), 181 Stereotypes, 162 Story constellations method, 227 Storytelling, 164–165 See also individual entries Student teachers’ professional identities, narrative inquiry of, 221–224 analysis student teaching experiences metaphoric understanding, 234–236 instructional context free teacher program (FTE), 229–230 student teaching, 226 teaching and teacher education in China, 224–225 Jingwen and Wenting’s reflective turns in student teaching and, 233 narrative applications related to subject matter, 227 placement schools, 230–232 research participants, 227–230 Student teaching, during early years, 145 Teacher attrition and identity, 101–105 Teacher education. See individual entries Teacher identity, 11, 22, 24–26, 35, 36, 60, 61, 64, 65, 70, 101, 115, 140, 142, 144, 158–162, 164–165, 167, 168, 185, 194–195, 214, 216, 223, 224, 245, 253, 255 and complexities and as special educator, 194 narrative applications related to, 164–165 and potential of becoming Other as special educator, 194–195 Teacher knowledge, 6–8, 11–12, 22, 24–25, 35, 36, 55–56, 60, 63, 65, 71, 73–75, 80, 140, 143, 144, 206, 234, 236, 239, 276–279, 284, 285 connection to three-dimensional narrative inquiry space temporal dimension, 184–185 content knowledge and teacher knowledge. See Professional development stories crossroads as metaphor and, 8–10 health, physical education content identity and, 157–160 helpfulness, for teaching, 2–3 as learning from tensions, 3–5 narrative inquiry approaches and, 12 research conversation about studying process of, 153–155 subject knowledge and, 20–21, 84–85, 92–93 tension between, 180–182 Teacher preparation, during early years, 145 Teacher retention exploration, 139–140 Teachers’ stories helpfulness of teacher knowledge for teaching, 2–3 teacher knowledge as learning from tensions and, 3–5 teaching as inquiry and, 1–2 See also individual entries Teachers as Curriculum Planners , 78 Teaching for diversity, 119–120 American Born Chinese (graphic novel) and, 128–129 narrative applications related to subject matter, 126–127 problem of, 120–123 unit plan construction and, 129–134 Teaching teachers reflective journey, 243–250 analysis, 258–268 instructional context, 250–254 narrative applications related to subject matter, 254–257 Telling stories method, 227 temporality as narrative commonplace, notion of, 9 Theater for Dialogue approach, 208 The Thirteenth Tale (Diane Setterfield), 249 Tolerance, 11, 120, 122, 123, 129, 206, 283 Truth and Reconciliation Commission of Canada (TRC), 254, 269, 270 University of Alberta Indigenous Education Council (IEC) Gathering Circle, 258 Well-remembered events (WREs), 45–48, 51, 54, 55 Book Chapters Prelims Teachers’ Stories of Navigating the Intersection of Subject Matter and Teacher Knowledge Section I: Entering the Crossroads through Stories at the Elementary Level Variegated Stories of Professional Development: Striking A/N IM/Balance between Science and Mathematics Content Knowledge and Teacher Knowledge Stories and Statistics: A Mixed Picture of Gender Equity in Mathematics A Glimpse into the Future: Practice Teaching in Fifth-grade Math Choosing the Best Alternative: The Branching Pathways of Consequences in Social Studies Curriculum Choice-Making Section II: Entering the Crossroads through Stories from the Secondary Level Sing it Over: Meditations on “Best-Loved Self” and Sustaining in Secondary English Language Arts Teaching that “Promotes Diversity”: The Potential of Disruptive Narratives Stories of an English Language Arts Teacher in a High Need Secondary School: A Narrative Inquiry into Her Best-Loved Self Health, Physical Education Content, and Teacher Knowledge/Identity Section III: Entering the Crossroads through Stories from Teacher Preparation A Narrative Inquiry of Other in Special Education: Tensions of Subject Matter Knowledge in Relation to Teacher Knowledge Interweaving Narratives of Personal and Professional Selves of a Beginning Teacher in India “Traditional Teaching Method Still Holds Water”: Narrative Inquiry of Student Teachers’ Professional Identities at the Intersection of Teacher Knowledge and Subject Matter Knowledge Indigenous Education, Relational Pedagogy, and Autobiographical Narrative Inquiry: A Reflective Journey of Teaching Teachers Narrative Resonance among Stories: Crossroads of the Classroom, Curriculum-Makers, and Complexities of Deliberation About the Authors Index

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