Like reading Communities of Practice, this work is a foray into new perspectives for me – always interesting and usually completely disruptive to my current, constructed understanding of the world. I have read bits and pieces (and reflected here and Discourses here), but I wanted to read the entire compilation this summer. This reflection is after reading the first three chapters.
The works in this book are firmly in the constructivist paradigm and use a sociocultural perspective on literacy. This latter parts means that “reading and writing can only be understood in the contexts of social, cultural, political, economic, historical practices to which they are integral, of which they are a part.” (p.1) Understanding literacies in this way is the foundation of calling them “new.” It is more than just reading and writing (i.e. encoding and decoding print), but it is the “relationship between human practice and the production, distribution, exchange, refinement, negotiation and contestation of meanings.” (p.2) It is seeing the acts of reading and writing encompass norms, attitudes, values, meaning-making – all of which are as social practices. Continue reading “Book Notes & Thoughts: A New Literacies Sampler (2007)”→
I’ll admit, I did more skimming on this one than usual as it is meant to be a vision to practice manual and I’m not actually working in a school right now. I’ve also been part of a research group studying personalized learning schools for the past year, which means I’ve heard and seen a lot of these stories. I think for teachers and leaders in traditional school settings, however, this could be a powerful book for reimagining what learning can look like. The authors do a nice job of pairing vignettes from multiple perspectives – students, teachers, parents, leaders – with specifics about support systems or assumptions that we make.
One of the most compelling and frustrating aspects of educational change is that “we all know these things. Yet, our behaviors do not support them.” (p.82) When you finally see the disconnect between the way we do school and the way we choose to do the rest of our lives, from shopping to listening to music to hanging out with friends, you can’t stop seeing it. Some people might challenge that school shouldn’t be the same as real life – it’s “work” after all, whatever that means. I was recently reading over an interview with one of the teachers in our study and she said that her former colleagues keep commenting how she looks so much more relaxed and happy this year. It seems we are all perpetuating a system that stresses us out (kids, parents, teachers, and leaders included) just because that’s the way it is and always has been? So much of what we do – one test for all kids, writing papers and getting feedback a week later, sitting in lectures – isn’t actually the best way to do it. If our purpose is to facilitate learning, if this is the function of schools, then the form of our schools needs to follow this (p.78). Capitalizing on the technology and resources that are already at our disposal means that it’s possible.
This week’s assignment was to choose one article to summarize and analyze.
Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis, American Educational Research Journal. 38(3): 499-534.
Having not yet taken Intro to Quantitative Methods, I still feel like I don’t quite grasp the full picture of articles like this because I don’t understand all the methods, but it helps that the article’s argument is clear and laid out logically from the literature review. Ingersoll articulates how his research is a departure from what has typically been done, which has been studies of the characteristics of teachers, versus a study from an organizational perspective. Essentially, he asks whether there are organizational conditions of schools associated with turnover. He uses data from the Schools and Staffing Survey (SASS) and the supplement, Teacher Followup Survey (TFS). Importantly, the TFS is a subset, those who had moved from or left their teaching jobs, were contacted after 12 months later to fill out a second questionnaire, along with a representative subset of teachers who stayed in their teaching jobs.
Some key findings:
Hiring difficulties were not primarily due to shortages in qualified teachers.
Demand for new teachers more often due to “preretirement turnover.”
School-to-school differences in turnover is significant: “Schools that do report difficulties in filling their openings are almost twice as likely to have above-average turnover rates” (p. 515)
Private schools have higher turnover rates than public schools.
Predictors of turnover, after controlling for teacher characteristics, are likely to be teachers under 30 or over 50.
In public schools, higher raters of turnover in high-poverty schools as compared to more affluent schools.
In particular, I liked the approach he took of distinguishing between “movers” and “leavers” because both have an impact on the schools they leave. I will say that quantitative articles always leave me hanging when they make interesting conclusions: but did you talk to any teachers? It feels like a first step in the study but an incomplete story in the process of understanding what is happening.