FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2394977424> ?p ?o ?g. }

• W2394977424 startingPage "3" @default.
• W2394977424 abstract "Traveling Teacher(s)When I taught on a I embodied the signifier of traveling teacher commonly seen in inner-city and urban1 schools. I used to haul boxes of art materials from closet to cart, cart to room, room to room, closet to car, school to school, and school to home. I taught in eight different schools over a nine-year period to countless K-12 students. I never lived in the community where the public school and students resided and usually commuted from a significant distance, thus solidifying my outsider status. My suburban upbringing in a predominantly homogenous school district is consistent with the trajectory of a majority of teaching candidates entering the profession as evidenced in the following reports.This article critically examines field practices currently enacted in teacher education programs (TEP) through Zygmunt Bauman's theories on globalization. By conceptualizing current teacher candidates2 (TCs) as tourists visiting foreign places, I problematize normative dichotomies between a primarily homogenous teaching profession and heterogeneous student population in the United States. Through participant narratives, I make visible unexamined assumptions about urban school contexts so as to aid in the reconceptualization of the classroom as a shifting space. I draw from personal teaching experiences to examine the notions of travel and transience in relation to the transactional, consumerist nature of observation sites in TEPs.The landscape of public education in the United States is rapidly shifting. As public school demographics change, TEPs should adapt accordingly to more effectively prepare future educators to teach in varied contexts. It is important to paint a clearer picture of not only what the landscape looks like now, but what it will or could look like. Public education is a complex social reality that encompasses a multitude of variables. Conceding this in relation to the purposes of this study, I intentionally highlight factors of race, socio-economic status (SES) and geographic location since these three emerged in the data and are helpful in isolating a divide that often exists between academia and public schools.In 2007-2008, about 83% of public school teachers in the United States were White (National Council of Educational Statistics, 2011b). In 2019, the total workforce will be comprised of almost 13 million White teachers while no other demographic will constitute more the 3 million (National Council of Educational Statistics, 2011a). In essence, the public school workforce will continue to be dominated by White teachers.This is increasingly significant in relation to the radically changing student demographics of public schools in the United States. Two similar studies corroborate findings about the racial shift over the past three decades. The Conditions of Education Study (2011) revealed that between 1989 and 2009, the percentage of public school students who were White decreased from 68 to 55 percent, and the percentage of those who were Hispanic doubled from 11 to 22 percent. The Status and Trends in the Education of Racial and Ethnic Groups (2010) similarly revealed that between 1980 and 2008, the ethnic composition of the entire United States population has shifted where the White population has declined from 80% to 66%. The Projections of Education Statistics (2011) report states that by 2019 student enrollment is projected to increase 7% for White students, 30% for Black students, 45% for Hispanic students, 30% for Asian or Pacific Islander students and 5% for American Indian or Alaska Native students. These percentages are hard to grasp in relation to the whole but by 2019, 49.6% of the students in the U.S. will be White compared to 52.7% in 2011. What was the majority will no longer be.In addition to race, SES is another oft-referenced factor when polarizing teachers and students in urban contexts. Indicator 4 of the Status and Trends in the Education of Racial and Ethnic Groups (2010) report addresses poverty through the lens of race and showed that in 2008 approximately 34% of Black students, 33% of American Indian students, 27% of Hispanic students, 11% Asian students, and 10% of White students were considered to be living in poverty. …" @default.
• W2394977424 created "2016-06-24" @default.
• W2394977424 creator A5040941733 @default.
• W2394977424 date "2016-01-01" @default.
• W2394977424 modified "2023-09-24" @default.
• W2394977424 title "Disrupting the Tourist Paradigm in Teacher Education: The Urban Art Classroom as a Globalized Site of Travel, Transience, and Transaction" @default.
• W2394977424 cites W1142297876 @default.
• W2394977424 cites W1486705910 @default.
• W2394977424 cites W1605824561 @default.
• W2394977424 cites W2004038836 @default.
• W2394977424 cites W2216627535 @default.
• W2394977424 cites W232040916 @default.
• W2394977424 cites W2486724061 @default.
• W2394977424 cites W2525483873 @default.
• W2394977424 cites W323144062 @default.
• W2394977424 cites W339701613 @default.
• W2394977424 cites W1013410585 @default.
• W2394977424 hasPublicationYear "2016" @default.
• W2394977424 type Work @default.
• W2394977424 sameAs 2394977424 @default.
• W2394977424 citedByCount "0" @default.
• W2394977424 crossrefType "journal-article" @default.
• W2394977424 hasAuthorship W2394977424A5040941733 @default.
• W2394977424 hasConcept C144024400 @default.
• W2394977424 hasConcept C149923435 @default.
• W2394977424 hasConcept C19417346 @default.
• W2394977424 hasConcept C2908647359 @default.
• W2394977424 hasConceptScore W2394977424C144024400 @default.
• W2394977424 hasConceptScore W2394977424C149923435 @default.
• W2394977424 hasConceptScore W2394977424C19417346 @default.
• W2394977424 hasConceptScore W2394977424C2908647359 @default.
• W2394977424 hasIssue "1" @default.
• W2394977424 hasLocation W23949774241 @default.
• W2394977424 hasOpenAccess W2394977424 @default.
• W2394977424 hasPrimaryLocation W23949774241 @default.
• W2394977424 hasRelatedWork W111200928 @default.
• W2394977424 hasRelatedWork W2028800824 @default.
• W2394977424 hasRelatedWork W2041870274 @default.
• W2394977424 hasRelatedWork W2056499242 @default.
• W2394977424 hasRelatedWork W2058123947 @default.
• W2394977424 hasRelatedWork W2114211092 @default.
• W2394977424 hasRelatedWork W217488324 @default.
• W2394977424 hasRelatedWork W2203962922 @default.
• W2394977424 hasRelatedWork W222805802 @default.
• W2394977424 hasRelatedWork W2502082789 @default.
• W2394977424 hasRelatedWork W2601746706 @default.
• W2394977424 hasRelatedWork W2733702875 @default.
• W2394977424 hasRelatedWork W2794558062 @default.
• W2394977424 hasRelatedWork W2802929006 @default.
• W2394977424 hasRelatedWork W301156852 @default.
• W2394977424 hasRelatedWork W337685249 @default.
• W2394977424 hasRelatedWork W347610186 @default.
• W2394977424 hasRelatedWork W372316418 @default.
• W2394977424 hasRelatedWork W757383430 @default.
• W2394977424 hasRelatedWork W2108899944 @default.
• W2394977424 hasVolume "36" @default.
• W2394977424 isParatext "false" @default.
• W2394977424 isRetracted "false" @default.
• W2394977424 magId "2394977424" @default.
• W2394977424 workType "article" @default.