NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1020365
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0218-8791
Exploring How the School Context Mediates Intern Learning in Underserved Rural Border Schools
Ajayi, Lasisi
Asia Pacific Journal of Education, v33 n4 p444-460 2013
This research used poststructural theories to examine a crucial issue of teacher-learning in rural border schools that are under pressure from high-stakes school accountability, fewer resources, and significant numbers of English language learners (ELLs). The methodology was based on a multiple case study of four intern teachers who participated in the research for 16 weeks. The sources of data included classroom observation, interview, reflective essay, and field note. The findings showed that the interns deconstructed teacher-learning and constructed ways of teaching within contradictory and conflicting school policies and practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Research; Journal Articles
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California