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  Partner: UNT Dallas
 Collection: UNT Scholarly Works
Critical Pedagogy: Translation for Education that is Multicultural

Critical Pedagogy: Translation for Education that is Multicultural

Date: 2001
Creator: Moss, Glenda
Description: This article discusses multicultural education. The purpose of this study is to critically examine a graduate level multicultural education course to determine its effectiveness in preparing teachers as critical pedagogues. Specifically, the study examines the translation of multicultural learning activities in a college classroom into critical pedagogy in the public school classrooms.
Contributing Partner: UNT Dallas
Engaging Pre-Service Teachers in an Exploration of the Politics of Language

Engaging Pre-Service Teachers in an Exploration of the Politics of Language

Date: 2011
Creator: Lee, Cheu-jey George; Moss, Glenda & Coughlin, Elaine B.
Description: This article discusses engaging pre-service teachers in an exploration of the politics of language. Abstract: This study is concerned with an exploration of the politics of language with predominantly white pre-service teachers through a linguistic activity. It is a continuous, joint effort of three teacher educators working at two universities. Different pedagogical emphases and data collection methods are used at these two universities to investigate their impact on the pre-service teachers' awareness of the politics of language. It is shown that the pre-service teachers who are required to read critical literature and to reflect specifically on the linguistic activity through guiding questions become more aware of the political aspects of language than those who are not. Yet this critical awareness does not necessarily carry over into a change in their thinking about literacy education with language minority students. This study is hoped to serve as a prompt for more dialogue in this area.
Contributing Partner: UNT Dallas
Nurturing Life-Long Language Learners

Nurturing Life-Long Language Learners

Date: 2012
Creator: Rodriguez, Cynthia; Araujo, Juan; Narayan, Ratna; Shappeck, Marco & Moss, Glenda
Description: This article discusses nurturing life-long language learners. Abstract: English Language Learners of all ages and levels face a challenge when they encounter academically rich texts. To understand more about what literacy practices work with these students and to explore effective supports to inform the authors' preservice teachers, University of North Texas at Dallas faculty read and discussed 'Academic Language for English Language Learners and Struggling Readers' (Freeman & Freeman, 2009). Three themes emerged from the authors' reflexive discussions: Nurturing is developing readers and writers, nurturing is giving access to powerful language, and nurturing is preparing effective teachers for a labor intensive profession. As English language arts and content area teachers, it is crucial that we continue to work diligently toward identifying and implementing practices for English Language Learners that are challenging for this ever-growing population of students.
Contributing Partner: UNT Dallas
Amish Teacher Dialogues with Teacher Educators: Research, Culture, and Voices of Critique

Amish Teacher Dialogues with Teacher Educators: Research, Culture, and Voices of Critique

Date: September 2005
Creator: Zehr, Henry; Moss, Glenda & Nichols, Joe
Description: This article discusses a collaborative project to examine literature and research on the Amish culture. Abstract: This dialogical project is framed within critical inquiry methods to bring an Amish teacher's voice to the forefront. Henry, an Amish middle school teacher, and two university teacher educators in northeastern Indiana collaboratively critiqued educational literature written about the Amish culture from the past 15 years. Building on critical ethnography and narrative methods, the authors used dialogue as a medium for inquiry. The intersubjective, collaborative project democratized the university researchers' research role and allowed an Amish voice to gain a place in the academic field of research.
Contributing Partner: UNT Dallas
A Critical Analysis of Philosophies of Education and INTASC Standards in Teacher Preparation

A Critical Analysis of Philosophies of Education and INTASC Standards in Teacher Preparation

Date: 2010
Creator: Moss, Glenda & Lee, Cheu-jey George
Description: This article offers a critical analysis of philosophies of education and the Interstate New Teachers Assessment and Support Consortium (INTASC) standards in teacher preparation.
Contributing Partner: UNT Dallas
Senior Projects in a Rural School

Senior Projects in a Rural School

Date: July 2004
Creator: Rickey, Matt & Moss, Glenda
Description: This article discusses senior projects in a rural school. Technology and a school-university partnership enabled high school faculty members to implement the Senior Project. The authors describe the process of change, the project requirements, and the learning that resulted for students and faculty.
Contributing Partner: UNT Dallas
Provisions of Trustworthiness in Critical Narrative Research: Bridging Intersubjectivity and Fidelity

Provisions of Trustworthiness in Critical Narrative Research: Bridging Intersubjectivity and Fidelity

Date: June 2004
Creator: Moss, Glenda
Description: This article is a reflective-reflexive examination of provisions of trustworthiness in critical narrative research. The author presents her understanding of provisions of trustworthiness as a science and as an art, and blurs these boundaries as she acknowledges their tension in practice. She weaves between theory and her experience in two studies-first the study of the Texas-Spain Visiting Teachers Program and secondly the study of Amish culture and education-where the author felt a deep sense of responsibility that she maintain trustworthiness. This paper examines the provisions of trustworthiness as evidence of research accountability and shared responsibility and brings to the forefront an intersubjective understanding of fidelity that emerged through understanding participants' struggles, seeing researcher as a co-struggler for cultural-political identity, and recognizing the role of politics in the work of action research for democratic education. In short, the author presents an intersubjective understanding of fidelity issues within multiple identities.
Contributing Partner: UNT Dallas
Peer Coaching and Action Research as Professional Development

Peer Coaching and Action Research as Professional Development

Date: 2009
Creator: Moss, Glenda; Sloan, Lindsay & Sandor, Jane
Description: This paper discusses a project to improve professional development techniques that will improve how K-12 educators teach writing skills.
Contributing Partner: UNT Dallas