lightningjay.bsky.social
Getting smarter about teaching and history at Binghamton University, SUNY.
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As Binghamton and the broader SUNY system invests in community schools, the democratic schools that we dream of depend on our ability to prepare teachers for those contexts. It was great working with Dr. Naorah Rimkunas on this, who has a deep understanding of that work.
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Most teacher ed. programs don't help teachers learn to work with families. This paper reports on our work at Binghamton U to change that. We found that when preservice teachers talk with parents, it can help teachers AND parents!!
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There's a lot of evidence that collaboration between teachers and families is one of the most powerful levers in education, BUT real collaboration is tricky.
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As always, I'm so lucky to get to work with @abbyreisman.bsky.social Tim Patterson Jenni Conrad and @wendychanw.bsky.social
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The paper is our work on the Social Studies Discourse Instrument, which is a new validated observation tool for social studies classroom discussions. We're really hoping that it can help social studies teachers, scholars, and educators think more collaboratively. www.tandfonline.com/eprint/ETANM...
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I'm late to the party here. Things are moving so quickly that it's hard to find the right resources. I'll keep my eye out.
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That's a great analogy. I think great histories do all the above, they provide knowledge and show how the knowledge is produced, what sources and questions etc. To me, the problem is making this accessible to students, not needing to create a new pathway.
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Surely nothing oedipal about a government run by two Penn alum with famously horrible fathers attacking their alma mater.
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Here's the kicker: The website posting the AI version is called something like the "stop disinformation alliance."
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Very excited to have this out and looking forward to seeing it get taken up in research and schools. Always great to work and write with @abbyreisman.bsky.social @wendychanw.bsky.social Jenni Conrad and Tim Patterson!
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We're building on Osbourne's work with science classrooms, but what makes our tool unique is that we built it to work with the diversity of the social studies. We look at how discussions support students' content knowledge, scrutiny of sources, empathy, and ethical action.
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Student-centered classroom discussion might be the most important pedagogy for social studies classrooms, but we've been missing a tool for describing, comparing, and coaching those conversations. The SSDI describes teachers' moves, students' comments, and the social studies learning.
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For the thousandth time, I'm struck by the privilege of watching students grow. Teaching really is the best job.
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Thank you!
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If teacher learning is mostly about identity development and that change is highly situated, it should prompt us to rethink some of how we approach teacher education.
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This paper analyzes 3 teachers who had very high levels of content or pedagogical knowledge. They should have a leg up in developing PCK! But, I find, that their learning is complicated by all sorts of factors, including their own self-perceptions.
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For a long time, Pedagogical Content Knowledge has been the dominant framework. I would argue that even as PCK has been less popular in research, it remains built into the structure of most teacher education programs.
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Learning to teach and supporting new teachers is hard. More precise descriptive language could add clarity to the work and help support new collaborations.