Exploring How the School Context Mediates Intern Learning in Underserved Rural Border Schools

Autor/in	Ajayi, Lasisi
Titel	Exploring How the School Context Mediates Intern Learning in Underserved Rural Border Schools
Quelle	In: Asia Pacific Journal of Education, 33 (2013) 4, S.444-460 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2013.808988
Schlagwörter	Teacher Interns; Context Effect; Rural Schools; Accountability; English Language Learners; Case Studies; Observation; Interviews; Secondary Schools; Hispanic American Students; Reflection; Validity; Standardized Tests; Student Interests; Teaching Load; Interprofessional Relationship; Principals; Teacher Administrator Relationship; Postmodernism; California + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Verantwortung; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Sekundarschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Gültigkeit; Standadised tests; Standardisierter Test; Studieninteresse; Lehrdeputat; Principal; Schulleiter; Postmoderne; Kalifornien
Abstract	This research used poststructural theories to examine a crucial issue of teacher-learning in rural border schools that are under pressure from high-stakes school accountability, fewer resources, and significant numbers of English language learners (ELLs). The methodology was based on a multiple case study of four intern teachers who participated in the research for 16 weeks. The sources of data included classroom observation, interview, reflective essay, and field note. The findings showed that the interns deconstructed teacher-learning and constructed ways of teaching within contradictory and conflicting school policies and practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10