Brock Education: A Journal of Educational Research and Practice

Time 2020-07-18 13:04:47

Web Name: Brock Education: A Journal of Educational Research and Practice

WebSite: http://brocked.ed.brocku.ca

ID:27987

Keywords:

Journal,of,Brock,

Description:

Educators are part of in-school discussions about student mental health. At times, teachers may suggest that students consult with mental health professionals. Informed by mental health promotion resources, educator referrals to mental health professionals may lack discussion of critical mental health information. Mental health promotion materials do not acknowledge the extensive scholarly critique of mental health premises and practices. Much of this critique is produced within psychiatry, the disciplinary base of mental health. Critical scholarship discusses profound flaws, misinformation, and potential for harm within conventional mental health. Important critical mental health topics include scientific evidence, psychiatric drugs, and psychiatric diagnosis. Access to both critical and conventional mental health scholarship is necessary for students and parents to provide informed consent to mental health intervention. Some interventions commonly take place in the first meeting and therefore, students and parents need access to critical information prior to their first meeting with a mental health professional. Forming a critical mental health primer for teachers, this article goes beyond promotion of critical mental health awareness to call for institutional divestment from mental health premises and practices that cause harm and lack scientific, ethical, and intellectual integrity.  To investigate how elementary science and technology (S T) education experiences with hands-on experimentation and inquiry-based learning impact pre-service teachers’ attitudes and confidence to teach S T, we used a cross-sectional survey. Our participants were twenty-seven pre-service teachers enrolled in an Ontario elementary S T teacher education methods course. Those who were taught S T through hands-on experimentation considered themselves more S T literate and were statistically more confident to read, understand, and critically evaluate common S T media reports; they were also more confident to teach S T through hands-on experimentation and inquiry-based learning. In almost all cases, participants valued learning S T by doing S T (i.e. actively participating/interacting), which influenced their confidence, interest, and desire to embrace hands-on experimentation as future elementary teachers. The following article examines the implementation and controversy that surround climate change education and the implementation of the Next Generation Science Standards (NGSS). In order to fully understand why NGSS and climate change education continue to generate significant public debate, one must examine the work of both climate advocates and detractors. Therefore, this paper first examines the manner in which climate change continues to remain a debatable topic of discussion throughout American classrooms despite overwhelming scientific consensus. After, it explores how the debate over climate change stems from differing ethical cornerstones. Moreover, it delves into the oppositional perspective on climate change implementation by exploring the work of Truth in Texas Textbooks (TTT). Subsequently, it introduces and analyzes the creation and implementation of NGSS and discusses how adoption of NGSS and stronger levels of opposition to TTT is responsive policy that remains a necessary step to challenging global issues created by climate change. Some teacher education programs have incorporated community-based experiences for teacher candidates. Based on the experiences of developing and implementing a community-based practicum in our teacher education programs, the authors conducted a small exploratory case study, aimed at examining and critically considering community-based experiences as a “third space;” an opportunity through which to challenge teacher candidates’ strongly held understandings of teaching. The purposes of this article are to share our literature review, to provide some key insights from the study findings, and to explore our lingering questions regarding the development and implementation of community-based experiences and to consider the possibilities of community-based experiences as a third space in which to disrupt teacher candidates’ assumptions about teaching.

TAGS:Journal of Brock 

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A peer-reviewed open access journal published by the Faculty of Education at Brock University

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