This document provides a summary of a paper exploring the relationship between critical pedagogy and teaching standards. It discusses how critical pedagogy aims for social transformation and empowering marginalized voices, while teaching standards guide teacher expectations and assessment. The paper contends these concepts can intersect in preparing teachers for a democratic society. It outlines the goals of critical pedagogy and analyzes the INTASC teaching standards, arguing they can support critical teaching if implemented with a focus on social change and academic success for all students.
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A Relationship Among Public School Leadership, Ethics, and Student Achievement by Dr. Christopher Hughes and Dr. Don Jones
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
Philosophical Issues, Dr. W.A. Kritsonisguestcc1ebaf
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
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The main objective of Islamic religious education in Kurdistan schools is to inculcate Islamic teachings and values in Muslim students. However, recent studies indicate that students had interest to learn the subject. In response to this phenomenon, this study was carried out to identify the factors that affect students’ interest in learning Islamic education in schools in Kurdistan. The concern of this study is to identify the factors that influence students’ interest in learning Islamic education. Based on the findings, students’ interest in learning Islamic education was influenced by five major factors; i.e. age, gender, background education, previous experience and family role. All factors are interrelated whereby an initial interest in any individual can be developed or deepened by situational interest that provides meaningful learning experience for each student.
The Ideal, The Mission, The Vision, The Goals and The Competencestheijes
The competences, that individuals who graduate from an educational institution must possess, are intimately related to the ideal, the vision and the educational project that has been given by an institution. In this article the authors show the interrelationships that exist between those terms.
A Relationship Among Public School Leadership, Ethics, and Student Achievemen...guest3c8a16c
A Relationship Among Public School Leadership, Ethics, and Student Achievement by Dr. Christopher Hughes and Dr. Don Jones
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
Philosophical Issues, Dr. W.A. Kritsonisguestcc1ebaf
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
Factors Affecting Learning Islamic Science in Developing CountriesAI Publications
The main objective of Islamic religious education in Kurdistan schools is to inculcate Islamic teachings and values in Muslim students. However, recent studies indicate that students had interest to learn the subject. In response to this phenomenon, this study was carried out to identify the factors that affect students’ interest in learning Islamic education in schools in Kurdistan. The concern of this study is to identify the factors that influence students’ interest in learning Islamic education. Based on the findings, students’ interest in learning Islamic education was influenced by five major factors; i.e. age, gender, background education, previous experience and family role. All factors are interrelated whereby an initial interest in any individual can be developed or deepened by situational interest that provides meaningful learning experience for each student.
The Ideal, The Mission, The Vision, The Goals and The Competencestheijes
The competences, that individuals who graduate from an educational institution must possess, are intimately related to the ideal, the vision and the educational project that has been given by an institution. In this article the authors show the interrelationships that exist between those terms.
please based on the first section of the paper and edit this sec.docxcherry686017
please based on the first section of the paper and edit this second section to fit the influence of the paper. here is the criteria that the paper will be graded
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so, please feel free to add to the second section from the references or add what you see is appropriate to add even from different articles.
First section:
A democratic education means an education free from any discrimination based on class, physical fitness, mental fitness, and race. Danforth (2001) explored the extent to which Deweyan perspective on democracy has been adopted in matters of special education. He explored several cases where this democratic perspective has been used to make decisions. The result of this conclusion is that the Deweyan perspective on democracy has influenced so many decisions that have been made concerning special needs education. This study explores the Deweyan perspective in relation to special education. This study shows how much democracy has been adopted in special education. On other hand, Stone et al (2016) analyzed Dewey’s philosophy and the part it plays in special education. Dewey’s philosophy encourages inclusivity which is a very important factor in special education. Inclusivity in children with special needs makes them feel appreciated as members of the larger community. This study outlines the aspects of equality and democracy in education. In this literature this study shows that disability is how we define it in order to achieve democracy in education, and how democracy in special education can be achieved.
When discussing the educational system, researchers seek justice within the schools as a part of representing the democratic values in education. In this study, Minton and Sullivan (2013) aimed at exploring the system of justice in schools to determine how much transformational leadership was applied especially in regard to students with special needs. With a sample of respondents from 26 schools and through surveys and interviewing methods, they embarked on their research. The result of this research was that the adoption of transformative leadership depended on the behavior and nature of the leaders in the school. This study is addressed in this paper because it shows to what extent transformative leadership has included students with special needs. This paper could represent the roots of how we reform the educational system in Saudi Arabia, and trying to connect this study to shape the educational vision 2030 of Saudi Arabia.
In Einarsdittir et al (2015) study they explored how the Nordic policies concerning early childhood education supported the creation of important values such as democracy, caring, and competence in children. According to Einarsdittir et al (2015) it is through education that children learn values to assist them in life. The policies in Nordic ECECs shape values .
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...William Kritsonis
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Carolyn Barber, NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL, 26(1&2) 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
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2. INTRODUCTION
At first read, one might ask whether a relationship can truly exist between a critical
pedagogy and teaching standards. On one hand, we have a philosophical goal of a criPtical approach to education, social transformation, where the focus is to empower those whose voice sare silenced or marginalized. On the other hand, we have a set of standards designed to guide the expectations and assessment of teachers. Though these two entities may appear to exist separately, we contend that not only is there an intersection between the two concepts, but this intersection is an impera- tive space for inquiry when looking at the purpose of schooling and the preparation of teachers for a democratic society. This paper is a theoretical position piece explor- ing the findings of two studies (B-Author, 2000; S-Author, 2000), which examine re- spectively critical pedagogy in teacher education through a required course in chil- dren’s literature and one example of teaching standards, the Core Principles of the Interstate New Teacher Assessment and Support Consortium (INTASC), in the prac- tice of a second-year teacher. We address the following question: Agreeing that a major goal of teacher education is to prepare individuals for informed citizenship in a democratic society, do the INTASC Core Principles lead toward social change pro- moting active citizenship of both teacher and student? One author approaches this question primarily as a critical theorist; the other author approaches this question as a scholar who has worked extensively with standards for beginning teachers.
3. Theoretical Framework
Most can agree that one goal of education is for each child to achieve academic success; however, definitions of “academic success” vary greatly. From critical scholars to policy makers to, in the United States, President Bush’s No Child Left Behind Act (ESEA, 2002), the academic success of all students is a driving goal of education. This goal is evidenced in the INTASC Core Principles, specifically the knowledge, skills, and dispositions necessary to effectively teach each student to- ward academic success. Critical pedagogues also share a goal of academic success for each student, manifested in the preparation and experience of children to be ac- tive citizens in a fully democratic society. For critical pedagogues, the purpose of ed- ucation is for social transformation toward a fully democratic society, where (a) each voice is shared and heard in an equal way, (b) one critically examines oneself and one’s society and (c) one acts upon diminishing social injustices. Teacher educators, therefore, are faced with exciting yet daunting challenges: to prepare teachers to ef- fectively teach each student toward successful academic achievement and to pre- pare teachers who will actively challenge existing social injustices.
4. Critical Pedagogy and Social Transfor- mation
We focus on a critical pedagogy in teacher education because of the goal of prepar- ing citizens for participation in a democratic society. Though one cannot give a pro- cedural guideline for implementing critical pedagogy into a program of teacher edu- cation, there are three tenets that are inherent in a critical pedagogy. These tenets are a culmination of perspectives from various critical theorists including Giroux, McLaren, Delpit, Ladson-Billings, Dillard, hooks, and others. The three tenets are as follows: (a) reflection upon the individual’s culture or lived experience, (b) develop- ment of voice through a critical look at one’s world and society, which takes place in dialogue with others, and (c) transforming the society toward equality for all citizens through active participation in democratic imperatives. We focus on these tenets of
critical theory in light of the INTASC Core Principles, specifically considering the Core Principles’ facilitation toward or hindrance to social justice preparation in teach- er education. Social transformation begins with the assumption that existing societal norms silence voices outside of the dominant culture. As long as individuals are si- lenced, there exists the need for current societal norms to be transformed toward a fully democratic society (Leistyna & Woodrum, 1996). Essentially, social transfor- mation entails the preparation of all citizens toward participation in a democratic so- ciety where each voice is shared and heard equally. Education becomes the catalyst for empowering students to become critical, active citizens (Giroux & McLaren, 1996). We contend that the critical examination of self and society and action upon the existing norms are values worthy of pursuit in the foundations of a teacher edu- cation program.
Teachers as Transformative Intellectuals
Education can be the catalyst for empowering students to become critical, active citi- zens (Giroux & McLaren, 1996). Transformation begins in the classroom, or “public sphere” (Giroux & McLaren, 1996), and then moves outward as students live beyond the classroom. Inasmuch as various institutions have the power to perpetuate domi- nant beliefs, there is also the power of the institution, particularly schools, to examine and change the unjust societal norms. Apple (1989), for example, argued it is difficult to address the issue of equality, which is at the core of critical pedagogy, unless one has a clear picture of the society’s current unequal cultural, economic, and political dynamics that provide the center of gravity around which education functions. In oth- er words, the very structure of schooling is the structure of the dominant culture. To transform that structure, one must understand what constitutes that fabric and the inequality or oppression therein. We contend the critical examination of self and so-
5. ciety and action upon the existing norms are values worthy of pursuit in the founda- tions of a teacher education program. In order for teachers to be change agents of reform toward making schools public spheres, they must take a critical stance and make existing norms problematic (e.g., curriculum and academic achievement). Teachers have the potential to be what Giroux and McLaren (1996) described as transformative intellectuals who combine scholarly reflection and practice in the ser- vice of educating students to be thoughtful, active citizens (Giroux, 1988, p. 122). The call for teachers to be transformative intellectuals is founded in the assumption that the dominant perception of teachers are those who are “high-level technicians carrying out dictates and objectives decided by experts far removed from the every- day realities of classroom life” (Giroux, 1988, p. 121). Teachers become the passive recipients of professional knowledge (Zeichner, 1983). Similar to Freire’s (1970/1993) notion of banking, some teacher education programs can be depositors of information and the teacher education students are the depositees. The challenge
of teachers becoming transformative intellectuals resides in this resistance of teach- ers being technicists who are simply transmitters of knowledge (Dillard, 1997; Giroux, 1988; Giroux & McLaren; 1996; Leistyna & Woodrum, 1996; Sleeter & Grant, 1999). In contrast, transformative intellectuals critically examine the world and its processes, including the political and educational institutions that maintain social in- equalities, and subsequently, transform it (Apple, 1989; Delpit, 1995; Dillard, 1997; Ladson-Billings, 1995).
6. Interstate New Teacher Assessment and Support Consortium (INTASC)
Standards currently play a strong role in teaching and in teacher education in the United States. Moreover, with the goal of having a highly qualified teacher in every classroom by 2006 (ESEA, 2002), the momentum of standards is likely to increase.
The work of INTASC evolved from of the work of the National Board for Professional
Teaching Standards and is conceptualized as initial teacher licensure that is compat- ible with National-board certification (INTASC, 1992). The Core Principles were es- tablished as standards to be used for assessment and support of beginning teach- ers. INTASC is an initiative of currently more than 35 states and professional organi- zations working to develop and implement standards for beginning teacher licensure. The INTASC Core Principles were drafted by members of the teaching profession, including teachers, teacher educators, state administrators and representatives of professional organizations (i.e., National Council for Accreditation of Teacher Educa- tion; American Association of Colleges for Teacher Education). INTASC proposes ten Core Principles describing what beginning teachers should know and be able to do (see Appendix). These Core Principles represent the expectation that beginning teachers have knowledge of subject matter, teaching and learning processes, stu- dents and their needs, the ability to reflect upon and analyze practice, and member- ship in a professional community. Each Principle is developed by expanding upon the knowledge, dispositions, and performances of what beginning teacher should know and be able to do.
INTASC and Social Transformation
The notion of teachers as transformative intellectuals who engage in critical exami- nation of self and society and action upon and within the society begs the question of whether a critical pedagogy is a realistic expectation of beginning teachers. If yes, then the subsequent question is whether standards, specifically the INTASC Core Principles, support such ideals in the pedagogy of beginning teachers. We contend that a critical pedagogy is a viable pedagogy for beginning teachers. Moreover, we argue the INTASC Core Principles can support a critical approach to teaching. Therefore, together, the two can build a strong foundation for beginning teachers that gives clear pragmatic expectations and a sound theoretical and philosophical per- spective for beginning teaching that reflects social transformation. Based on two studies (B-Author, 2000; S-Author, 2000), and informed by various scholars in the fields of social transformation and beginning teacher assessment (Darling- Ham- mond, 1994; Diez, 1996; Giroux & McLaren, 1996; Ladson-Billings, 1996; Ladson- Billings, 2001; Leistyna & Woodrum, 1996; Pearson, 1994; Porter, Youngs, &
7. Odden, 2001; Richardson, 1994; Shulman, 1987), we have conceptualized a teacher education ideology that incorporates the ten core principles of INTASC while simul- taneously making these principles problematic. For example, the INTASC Core Prin- ciples were drafted by various members of the education community. The purpose of drafting this “shared knowledge” was for the “common commitment to ethical prac- tice and foundational knowledge that provides the glue that hold members of a pro- fession together, creating a common language, set of understandings, and beliefs that permit professionals to talk and work together toward the shared purposes on behalf of their clients” (INTASC, 1992, p. 2). A critical pedagogy provides one oppor- tunity to examine the assumptions of INTASC to ascertain what constitutes “shared knowledge,” who is making the decisions (in other words, whose voice is shared and heard) and whose voice, if any, is being silenced.
CONCLUSION As teacher educators, it is our responsibility to ensure beginning teachers’ success- ful entry into the “community of practice” (Wenger, 1999). Therefore, one goal of a successful teacher education program is to make the INTASC Core Principles explic- it and to provide opportunities for prospective teachers to explore the standards, both in thinking and in action. Concurrently, as teacher educators, we must offer prospec- tive teachers the tools by which they can critically examine the expectations of the Principles, knowing that it is by these standards many prospective teachers may eventually be assessed. We posit that teacher education can be, and in many cases is, a catalyst for social change. We can challenge prospective teachers to view edu- cational beliefs and practices through the lens of social transformation to examine what beliefs and practices foster the equality of each voice, and which beliefs and practices perpetuate oppression and marginalization of certain individuals and/or groups. We contend that the INTASC Core Principles themselves do not lead to so- cial change. It is how the Principles are implemented by individuals and institutions that will foster social change. Teacher educators and teacher education programs can implement the Principles in light of social change where academic success of all students involves (1) the critical reflection of oneself and one’s society and (2) the action upon and within social injustices.
REFERENCE
. 1. Searle, John. (1990) The Storm Over the University, The New York Review of Books, December 6, 1990. 2. Dewey, John. (1938). Experience and Education. 3. Kincheloe, Joe (2008) Critical Pedagogy Primer. New York: Peter Lang