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- W2016057197 abstract "This inquiry investigates teachers’ perceptions regarding the impact of Cultural and Political Vignettes (CPVs) and situated performance activities in their graduate teacher education course, Literacy Instruction for Diverse Learners, at a large urban university in New York City. The study involved a pedagogical strategy that the author created for use in her own teacher education courses which she terms Cultural and Political Vignettes (CPVs). CPVs are cultural and political situations that are presented to teachers so that they can practice the decision‐making skills that they need to use with students, parents, colleagues, and administrators in the diverse classrooms of the New York City public schools. They deal with sensitive cultural and political issues, such as race, class, gender, ethnicity, school politics, sexual preference, and religion and are designed to help teachers to reflect upon their values, ideologies, biases, and educational philosophies. What sets this research apart and makes it of..." @default.
- W2016057197 created "2016-06-24" @default.
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- W2016057197 date "2011-03-21" @default.
- W2016057197 modified "2023-09-26" @default.
- W2016057197 title "Situated performances in a graduate teacher education course: an inquiry into the impact of Cultural and Political Vignettes (CPVs)" @default.
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- W2016057197 doi "https://doi.org/10.1080/13540602.2011.554710" @default.
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