Bad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

Schroeder, Stephanie

doi:10.5038/2379-9951.5.1.1122

Cited by 3 publications

(3 citation statements)

References 51 publications

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“…This variation can complicate efforts to define practitioner research, especially for novice researchers such as graduate students. However, there is widespread agreement with Cochran-Smith and Lytle's conceptualization of practitioner research as systematic and intentional (Currin, 2019;Dana & Yendol-Hoppey, 2020;Miller & Shinas, 2019;Schaenen et al, 2012;Schroeder, 2020;Stremmel, 2007). Furthermore, empirical practitioner research differs from other types of practitioner research in that it involves the systematic collection and analysis of data (Cochran-Smith & Lytle, 1993) and is intentional and more visible than reflection, a practice teachers engage in every day (Dana & Yendol-Hoppey, 2020).…”

Section: Terminologymentioning

confidence: 95%

Complexities of Practitioner Research: Seeking Hallmarks of Quality

Finch

2022

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The emphasis in Ed.D. programs on professional knowledge and practical research means methodological training in these programs must prepare their candidates for the career demands graduates will likely encounter; practitioner research is well-suited to this task. Yet, the lower status traditionally accorded to practitioner research, along with an absence of clear guidelines for its methodology and quality, challenge its acceptance as a form of knowledge production. The current study analyzes 74 accounts of practitioner research in literacy for evidence of methodological quality. Findings reveal ways practitioner researchers systematically conduct and report their inquiries as well as areas for improvement. The hallmarks of quality identified in this study can be used by research educators to advance practitioner research as a methodology and knowledge generating endeavor.

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Section: Terminologymentioning

confidence: 95%

Complexities of Practitioner Research: Seeking Hallmarks of Quality

Finch

2022

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“…Moreover, cultural stereotypes and deficit thinking might be roadblocks to persuade teachers to re-conceptualize their preconceived notions about children with disabilities, and view children as capable learners who can benefit from the curriculum [32]. Teachers who employ cultural stereotypes and deficit thinking could easily create inaccurate characterizations of academic ability to children [33] based on race, ethnicity, and special learning accommodations [34]. Therefore, it is critical to prepare teachers and administrators to become more deeply involved in multi-fold issues of equity and design an authentic culturally inclusive learning environment [35].…”

Section: Deficit Thinking and Special Teacher Educationmentioning

confidence: 99%

Exploring changes in special education teachers’ attitudes and design belief towards pedagogical agents in co-designing with children

Breazeal

2022

Interaction Design and Children

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Special education teachers' perception and attitudes towards technology and design play a critical role in pedagogical practices. The study aims to explore changes in special education teachers' attitudes and design beliefs through a co-design process with children.The initial pilot study focused on preparing special education teachers for effective integration of pedagogical agents into teaching and learning. The initial pilot study followed the mixed-method design and was guided by the following research question: In what ways the co-design process influenced teachers' attitudes and design beliefs towards pedagogical agents through the co-design process with children? The preliminary results indicated by the end of the program that teachers' attitudes towards pedagogical agents increased significantly with moderate effect sizes, which might contribute to the co-design process and interactions with pedagogical agents. Qualitative analysis based on teacher interviews, lesson projects, and field notes also suggested that the shifts in participant's attitudes and design beliefs are influenced by a variety of personal and contextual factors including i) The didactic use of pedagogical agents; ii) the usefulness of pedagogical agents for inclusive education; (iii) teachers' attitudes about the role of the teacher as a designer, and (iv) leadership support to facilitate the immersive learning experience created through the interaction between the human and pedagogical agents.

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“…The underlying assumptions were that (i) students with disabilities have inherent deficits and limited abilities and (ii) teachers need to help students with disabilities to overcome their deficits in classrooms [25, 68]. For instance, Schroeder [64] suggested that preservice teachers did not have the power to engage students through inquiry because of deficit‐thinking mindsets. Therefore, the common curriculum‐based intervention usually focuses on fixing or changing students' behaviors in specific disciplines to improve students' academic performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Study of computer attitudes in STEM problem‐solving for students with disabilities

Lyublinskaya

2022

Comp Applic In Engineering

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Students with disabilities have limited opportunities to become problem solvers due to the deficit‐thinking mindset of their teachers. Thus, technology could facilitate the development of problem‐solving skills for these students, which requires an understanding of student computer attitudes in science, technology, engineering, and mathematics (STEM) problem‐solving. However, there is limited research about computer attitudes in problem‐solving for students with disabilities. To address this challenge, this study first developed a questionnaire on computer attitudes in problem‐solving in STEM (Colorado assessment of problem‐solving [CAPS]‐STEM) and validated this instrument for the population of elementary school students with disabilities (N = 199). The questionnaire was then used in a sequential explanatory mixed methods study to examine factors affecting CAPS‐STEM for students with disabilities in two inclusive classrooms. Results of the study indicate significant positive correlations among students' self‐perceived confidence, knowledge, and competence in using computers for STEM problem‐solving. These attitudes were mostly affected by the nature of the assigned projects, existing school support for teachers, available technology resources, and teachers’ mindsets about the abilities of students with disabilities.

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Bad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

Cited by 3 publications

References 51 publications

Complexities of Practitioner Research: Seeking Hallmarks of Quality

Complexities of Practitioner Research: Seeking Hallmarks of Quality

Exploring changes in special education teachers’ attitudes and design belief towards pedagogical agents in co-designing with children

Study of computer attitudes in STEM problem‐solving for students with disabilities

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