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Journal articles on the topic 'Stories of teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Clandinin, D. Jean, and F. Michael Connelly. "Teachers' Professional Knowledge Landscapes: Teacher Stories––Stories of Teachers––School Stories––Stories of Schools." Educational Researcher 25, no. 3 (1996): 24–30. http://dx.doi.org/10.3102/0013189x025003024.

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2

Clandinin, D. Jean, and F. Michael Connelly. "Teachers' Professional Knowledge Landscapes: Teacher Stories. Stories of Teachers. School Stories. Stories of Schools." Educational Researcher 25, no. 3 (1996): 24. http://dx.doi.org/10.2307/1176665.

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3

Kastberg, Signe E., Elizabeth Suazo-Flores, and Sue Ellen Richardson. "Mathematics educator teacher stories." Revista Brasileira de Pesquisa (Auto)biográfica 4, no. 10 (2019): 48. http://dx.doi.org/10.31892/rbpab2525-426x.2019.v4.n10.p48-67.

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Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways t

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4

Pinnegar, Stefinee, Eliza Pinnegar, and Celina Dulude Lay. "Using Story to Understand Teacher Knowledge." LEARNing Landscapes 11, no. 2 (2018): 55–60. http://dx.doi.org/10.36510/learnland.v11i2.946.

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The knowledge preservice teachers bring is experiential, grounded in stories they’ve lived and told. Because of the way story captures experience, it’s valuable in the learning-to-teach process. In this commentary, we return to narrative research we completed to consider the stories preservice teachers tell in learning to teach. We explore what we know about teaching from stories we’ve told and consider how story positions teacher educators. These explorations provide narrative insights that guide us in developing stronger teachers. These stories allow us to build on teacher knowledge as well

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Kastberg, Signe, Elizabeth Flores, and Sue Richardson. "MATHEMATICS EDUCATOR TEACHER STORIES." Revista Brasileira de Pesquisa (Auto)Biográfica 4, no. 10 (2019): 48–67. http://dx.doi.org/10.31892/rbpab2525-426x.2019.v04.n10.p48-67.

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6

Bush, William S., and Ann Fiala. "Problem Stories: A New Twist on Problem Posing." Arithmetic Teacher 34, no. 4 (1986): 6–9. http://dx.doi.org/10.5951/at.34.4.0006.

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Problem solving has become the focus of the '80s. The Arithmetic Teacher and the Mathematics Teacher are full of article on problem solving; conference for mathematic teacher overflow with essions on problem solving; and more and more teachers of mathematics are jumping on the problem-solving bandwagon. If you are one of these teachers, this article should interest you.

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7

Rosen, Tracy. "Storytelling in Teacher Professional Development." LEARNing Landscapes 11, no. 2 (2018): 303–18. http://dx.doi.org/10.36510/learnland.v11i2.964.

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Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. “Stories, particularly those that are concrete and readily identified with, are particularly powerful for transferring knowledge rich in tacit dimensions” (Swap, Leonard, Shields, & Abrams, 2001, p. 105). When teachers share their stories with each other, they create a reality based on concrete possibility. This article will focus on how we use teacher stories and conversations in profession

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8

Farrell, Joseph P. "Academic Stories, Teacher Stories, and the Missing Learners." Curriculum Inquiry 27, no. 4 (1997): 387–90. http://dx.doi.org/10.1080/03626784.1997.11075499.

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Farrell, Joseph P. "Academic Stories, Teacher Stories, and the Missing Learners." Curriculum Inquiry 27, no. 4 (1997): 387–90. http://dx.doi.org/10.1111/0362-6784.00061.

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10

Widyastuti, Ana. "THE USE OF STORYTELLING METHOD TO IMPROVE STUDENTS' ABILITY IN WRITING STORIES AND TEACHER’S ABILITY IN TELLING STORIES." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 2 (2020): 133–46. http://dx.doi.org/10.30998/jh.v3i2.226.

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Abstract: This study is to improve children's story writing skills and to tell stories using the method of attracting kindergarten teachers in Depok city. This research is a form of methods classroom action research. The research subjects are kindergarten teacher in Limo and Cinere sub-district is 20 people.The research object is children's story writing skill and teacher performance telling story with interesting method of creative media. Data collection method using method of test, observation, and documentation Data analysis technique that is quantitative and qualitative technique by findin

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11

McPhie, Judith. "Teachers' Stories of Experience Guide Collaboration in Teacher Education." Canadian Journal of Education / Revue canadienne de l'éducation 20, no. 2 (1995): 181. http://dx.doi.org/10.2307/1495276.

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12

Zeek, Catherine, Martha Foote, and Carole Walker. "Teacher Stories and Transactional Inquiry." Journal of Teacher Education 52, no. 5 (2001): 377–85. http://dx.doi.org/10.1177/0022487101052005004.

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13

Downey, C. Aiden, Lee Schaefer, and D. Jean Clandinin. "Commentary: Shifting Teacher Education From "Skilling Up" to Sustaining Beginning Teachers." LEARNing Landscapes 8, no. 1 (2014): 15–20. http://dx.doi.org/10.36510/learnland.v8i1.669.

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Early career teacher attrition is a serious concern. While the problem is usually seen as one of skilling up new teachers, based on a two-year study with 50 early career teachers, we suggest the importance of attending to what sustains them. While beginning teachers need knowledge and skills, they also need places that allow them to continue to live out their stories to live by, identity stories that encompass both who they are and are becoming as teachers and as people. Attending to stories to live by means we attend to teacher knowledge, knowledge shaped in, and expressed in, both personal a

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14

Whyte, Kristin Lyn. "“They Come from Chaos:” Considering the Power of Stories in Home-School Relationships." Journal of Family Diversity in Education 1, no. 4 (2015): 86–105. http://dx.doi.org/10.53956/jfde.2015.58.

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Complex depictions of home-school relationships examine the often-present gap between teacher perceptions and the lived experiences of families. One way to address this gap in understanding is by constructing narratives that detail the nuances of families’ involvement, countering potential misperceptions and narrow views. In addition to using tools such as counter-narrative to speak-back to deficit-laden stories told about marginalized families, researchers must also attempt to deeply understand all stories in order to think through what teachers’ stories mean for how they understand their wor

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Schaefer, Lee, and D. Jean Clandinin. "Sustaining teachers’ stories to live by: implications for teacher education." Teachers and Teaching 25, no. 1 (2018): 54–68. http://dx.doi.org/10.1080/13540602.2018.1532407.

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16

Clarkson, Mary Cervantes. "Teacher Stories and Teaching Wisdom for Teachers: A Selected Bibliography." Journal of Teacher Education 50, no. 3 (1999): 220–30. http://dx.doi.org/10.1177/002248719905000308.

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Ranto Rozak, Refi, Mursid Saleh, Dwi Anggani Linggar Bharati, and Djoko Sutopo. "Student Teachers’ Listening Fluency Interaction Patterns: The Use of Similar News Stories in Narrow Listening." Arab World English Journal 12, no. 1 (2021): 458–79. http://dx.doi.org/10.24093/awej/vol12no1.30.

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This article reports the use of similar news stories in narrow listening in an Extensive Listening course to promote student teachers’ listening fluency in an Indonesian initial teacher education context. This study was to investigate: (1) What is the patterns of interaction of Indonesian student teachers of English regarding their listening fluency when exposed to slow, moderately slow, and normal speech level texts?; and (2) What are the challenges and opportunities of promoting listening fluency through narrow listening using news stories in an Extensive Listening course? The aims of this a

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18

LeBlanc, Natalie, and Rita L. Irwin. "Teachers Storying Themselves Into Teaching: Comics as an Emergent and Relational Form of Research." LEARNing Landscapes 11, no. 2 (2018): 223–39. http://dx.doi.org/10.36510/learnland.v11i2.959.

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In this article, we explore two comics that were produced in a province-wide teacher mentorship initiative in British Columbia, Canada. Comics-based research, undertaken through a collaborative approach, underscores the potential for this kind of research to highlight teacher stories and methodologically engage in an artistic collaboration within a research team. We use this opportunity to discuss how the mentoring project brought to our awareness the importance of sharing teachers’ stories among peers, as teachers came together to study their professional practices.

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19

Yuliyana, Yuliyana. "THE IDENTITY CONSTRUCTION OF NEWCOMER TEACHERS IN ENGLISH EDUCATION THROUGH REFLECTIVE WRITING." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (2019): 148–54. http://dx.doi.org/10.21009/bahtera.182.04.

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ABSTRACT This study explores teacher identity among four newcomer teachers who are taking their master degree in English education. Specifically, it engages a holistic perspective to research the connection between personal and professional life experiences that shaped their teacher identity. This study tries to look into to what extent the teacher identity is constructed during English education master program. The researcher gathered reflection writing from the participants about their life stories, journey, and their motivation of continuing study. Their institution and formal courses

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20

Pushor, Debbie. "Teachers’ Narrative Understandings of Parents: Living and Reliving “Possible Lives” as Professionals." Journal of Family Diversity in Education 1, no. 1 (2014): 40–57. http://dx.doi.org/10.53956/jfde.2014.22.

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In this article, I explore aspects of a narrative inquiry with former teacher candidates to understand how living out a curriculum of parents (Pushor, 2011; Pushor, 2013) in their university coursework deepened their knowledge and prompted questions about discourses and representations of parents and families. I focus on two former teacher candidates, Cat and Carly, who tell stories of their experiences within a curriculum of parents and then subsequently as teachers. I explore the “possible lives” (Bruner, 1987/2004) they imagine for themselves as teachers and what teacher “life narratives” (

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21

Beattie, Mary, and Carola Conle. "Teacher Narrative, Fragile Stories and Change." Asia-Pacific Journal of Teacher Education 24, no. 3 (1996): 309–26. http://dx.doi.org/10.1080/1359866960240308.

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22

Noddings, Nel. "Stories and Affect in Teacher Education." Cambridge Journal of Education 26, no. 3 (1996): 435–47. http://dx.doi.org/10.1080/0305764960260311.

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23

Craig, Cheryl J. "Telling Stories: Accessing Beginning Teacher Knowledge." Teaching Education 9, no. 1 (1997): 61–68. http://dx.doi.org/10.1080/1047621970090109.

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MacDonald, Margaret, and Cher Hill. "The Intersection of Pedagogical Documentation and Teaching Inquiry: A Living Curriculum." LEARNing Landscapes 11, no. 2 (2018): 271–86. http://dx.doi.org/10.36510/learnland.v11i2.962.

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Using interpretive research methods, this paper examines the use of pedagogical documentation (PD) as a storied method of assessment and inquiry by in-service K-3 teachers. Our findings show that PD is highly effective in opening “reflective space” for primary teachers and children aged five to eight and inviting co-inquiry to deeper pedagogical examination and interpretation of learning. The intersection of PD as a storied approach to evaluation and in teacher inquiry was implemented in a variety of ways as teachers adapted PD to meet their communal needs and address their professional goals.

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25

West, Kim, Amanda Lane, and Madison Libby. "Chapter 6." Narrative Works 9, no. 1 (2020): 110–18. http://dx.doi.org/10.7202/1068126ar.

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In this chapter, participants from the Courage and Moral Choice Project share personal essays about their experiences with the project. Teachers describe the ways in which they sought to connect the stories of moral courage with a deepened awareness of the needs and challenges in the school and wider community. One teacher described the stories as “reminders” that courage and goodness exist in the world, a world often filled with stories of despair. Another teacher, who was once described as an “at risk” student herself, also noted that the stories provide a perspective of hope. One student de

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26

Seiki, Sumer. "Sound Stories Cultivate Historic Empathy in Teachers and Students." LEARNing Landscapes 6, no. 1 (2012): 373–88. http://dx.doi.org/10.36510/learnland.v6i1.592.

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With the increased demand for culturally and linguistically relevant teaching, this paper explores the use of sound stories to cultivate empathetic understanding in undergraduate preservice teachers. I inquiry into the process of creating, writing, and performing a sound story about my family’s American Japanese imprisonment experience to better understand this teaching method and adapt it for teacher education. The inquiry reveals counter stories of agency and resistance, as well as a powerful and creative teaching tool for increasing empathy in both the teacher and students.

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27

Young, Kathryn S. "I have a student who…" Narrative Inquiry 19, no. 2 (2009): 356–71. http://dx.doi.org/10.1075/ni.19.2.08you.

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This article investigates the use of co-constructed narrative strands to better understand the function of institutional narratives in teacher education. It uses data drawn from a large ethnographic study of talk in interaction in teacher education coursework. The analysis demonstrates how a series of similar small stories functions together to create a larger message about social categories in schooling. Narratives created by preservice teachers, through shared understanding of category systems like gender and disability, penetrate stories told in coursework and impact understandings of stude

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Simpson Steele, Jamie, Nicholas Brown, Ronnie Tiffany-Kinder, et al. "Teacher! Teacher! An Artistic Exploration of the True-Story Troubles and Triumphs of First-Year Teachers." Cultural Studies ↔ Critical Methodologies 20, no. 5 (2019): 471–84. http://dx.doi.org/10.1177/1532708619885404.

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New teachers often feel unprepared to meet the demands of the profession, and attrition rates indicate approximately half will leave within their first 5 years. To address this problem, this applied theater project utilized ethnodrama, integrating research and performance, to stage the stories of first-year teachers. Researchers interviewed 18 first-year teachers and an ensemble of performers then developed a series of monologues, dances, poems, songs, and scenes. These vignettes fit within three categories: (a) The Beginning; (b) The Students; and (c) The Profession. This script documents tha

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Holbrow, Charles H. "Times Have Changed: Some Physics Teacher Stories." Physics Teacher 51, no. 5 (2013): 276–79. http://dx.doi.org/10.1119/1.4801353.

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30

Dikilitaş, Kenan, and Mark Wyatt. "Learning teacher-research-mentoring: stories from Turkey." Teacher Development 22, no. 4 (2017): 537–53. http://dx.doi.org/10.1080/13664530.2017.1403369.

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31

Santoro, Doris A. "The problem with stories about teacher “burnout”." Phi Delta Kappan 101, no. 4 (2019): 26–33. http://dx.doi.org/10.1177/0031721719892971.

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When teachers talk about leaving the profession, they are commonly described as “burnt out.” But for many, argues Doris Santoro, that’s not the real story. In truth, most teachers enter teaching because they want to pursue moral commitments to the well-being of their students, colleagues, and communities. In-depth interviews with experienced teachers as well as studies of teachers’ resignation letters suggest that moral concerns are what led many of them to quit, as well: They leave not because they’ve become exhausted by the demands of the work but, rather, because school policies are prevent

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Kim, Deoksoon, Yinru Long, Yi Zhao, Shuyue Zhou, and Jeremy Alexander. "Teacher professional identity development through digital stories." Computers & Education 162 (March 2021): 104040. http://dx.doi.org/10.1016/j.compedu.2020.104040.

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Arnold, Julie. "Preservice teacher mindshifts: artful stories and transformations." Reflective Practice 22, no. 5 (2021): 627–40. http://dx.doi.org/10.1080/14623943.2021.1948824.

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Schaefer, Lee, and D. Jean Clandinin. "Stories of Sustaining: A Narrative Inquiry Into the Experiences of Two Beginning Teachers." LEARNing Landscapes 4, no. 2 (2011): 275–95. http://dx.doi.org/10.36510/learnland.v4i2.400.

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Attending to early career teacher attrition as a problem of identity shaping and shifting enabled this narrative inquiry into two beginning teachers’ experiences. We first created a fictionalized survey to show how their experiences could fit neatly into the dominant narratives of early career attrition. We then composed narrative accounts to show each participant’s uniqueness. Seeing beginning teacher attrition through this lens allowed us to become attentive to sustaining moments in these teachers’ lives.

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Hobson, Sarah Reed. "The Power and Possibilities for Understanding Teaching in these Times with Ethnodramatic Inquiries into Teacher Stories: Two Reviews." Art/Research International: A Transdisciplinary Journal 1, no. 1 (2016): 302. http://dx.doi.org/10.18432/r2g59f.

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The following is a review and commentary on two of Charles Vanover’s ethnodramatic performances of the ethnographic interviews of two teachers. At two sessions at two educational conferences, Charles staged verbatim excerpts from each interview to open conversations with teacher educators about the challenges faced by two teachers in Chicago Public Schools. With this review, I explain the structuring behind each performance and the ensuing conversations about teacher challenges and needs in these times. I illuminate how educators can use ethnodramatic inquiries into teacher stories to deepen t

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Brigham, Susan M. "Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers." Articles 46, no. 1 (2011): 41–54. http://dx.doi.org/10.7202/1005668ar.

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In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice.

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Cameron, Paul. "Do Homosexual Teachers Account for about Half of News Stories of Molestations of Pupils? A Boston Globe Replication." Psychological Reports 90, no. 1 (2002): 173–74. http://dx.doi.org/10.2466/pr0.2002.90.1.173.

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Homosexual interaction was involved in 11 (48%) of 23 and 10 (45%) of 22, that is, about half of two nationwide databases of newspaper stories about teachers' sexual involvement with pupils reported by Cameron and Cameron in 1998. Whether this relationship holds at a local level was examined by searching all indexed ‘sex crimes’ in the Boston Globe from 1991 through 1998 for local stories about sex between pupil and teacher. Of the 21 teachers in 20 stories, 11 (52%) interacted homosexually with pupils. Thus it appears that nationally and locally, as reported in newspapers, about half of the m

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38

Chung, Simmee. "A Reflective Turn: Towards Composing a Curriculum of Lives." LEARNing Landscapes 2, no. 2 (2009): 123–38. http://dx.doi.org/10.36510/learnland.v2i2.299.

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This study is part of a larger inquiry (Clandinin & Connelly, 2000), attended to children’s, teachers’, and parents’ narratives of experience situated within institutional, cultural, and social narratives shaping particular school contexts. As one teacher engaged in an autobiographical narrative inquiry alongside her mother’s lived and told stories, she learned curriculum making is intergenerational and woven with identity making. This teacher’s narrative inquiry led her to new ways of knowing, reshaping her practice. The study illuminates the importance of attending to the interwoven, int

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39

Heller, Rafael. "Education in the nightly news: A conversation with Paul Kuttner and Kevin Coe." Phi Delta Kappan 101, no. 4 (2019): 34–37. http://dx.doi.org/10.1177/0031721719892972.

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In this month’s interview, Kappan’s editor talks with Paul Kuttner and Kevin Coe about their recent research into how network television news programs have covered preK-12 education. They found that, over the last 35 years, coverage of education has been rare, well under 1% of total coverage. Stories tend to focus on individual teachers and schools, with less discussion of the big picture behind those stories. The tone of coverage has varied over time, with about 54% overall being negative and 43% positive. Overt criticism of teachers was rare, and teacher voices were included in a slim majori

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40

Grewal, Imandeep K., Amanda Maher, Hanna Watters, Donacal Clemens, and Kaitlyn Webb. "Rewriting Teacher Education: Food, Love, and Community." Journal of Culture and Values in Education 2, no. 3 (2019): 44–60. http://dx.doi.org/10.46303/jcve.03.02.3.

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In this article, we present the intertwining stories of a teacher education learning community who are (re) writing the current dehumanizing narrative of standardization, crisis mongering, and survival of the fittest ethos that continue to harm our learners, teachers, and communities. We argue that when teacher education candidates are repositioned from consumers of theory and methods to inquirers of practice, their collectively constructed knowledge not only illuminates locally significant issues but also disrupts institutional hierarchies. Drawing from narrative inquiry theory and a collabor

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Jao, Limin. "Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book." LEARNing Landscapes 11, no. 2 (2018): 211–22. http://dx.doi.org/10.36510/learnland.v11i2.958.

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This paper describes a mathematics task inspired by a children’s storybook, The Important Book by Margaret Wise Brown, and how secondary mathematics preservice teachers’ (PSTs’) experiences with this reform-based task influenced their development as educators. Findings suggest that PSTs enjoyed the opportunity to be creative and make connections to personal experiences. Engaging in this writing task also affected PSTs’ development as mathematics teachers as it allowed them to think more broadly about mathematics teaching and see the value in reform-based approaches for teaching.

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42

Kooy, Mary. "The telling stories of novice teachers: Constructing teacher knowledge in book clubs." Teaching and Teacher Education 22, no. 6 (2006): 661–74. http://dx.doi.org/10.1016/j.tate.2006.03.010.

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43

Le Fevre, Deidre M. "Creating and facilitating a teacher education curriculum using preservice teachers’ autobiographical stories." Teaching and Teacher Education 27, no. 4 (2011): 779–87. http://dx.doi.org/10.1016/j.tate.2011.01.003.

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44

Oslund, Joy A. "After the Elementary Mathematics Teacher Workshop: Stories of Becoming Complex Instruction Teachers." Elementary School Journal 116, no. 3 (2016): 437–58. http://dx.doi.org/10.1086/684941.

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45

Olson, Jo Clay. "Book Review: An Ambitious Undertaking: Countering Mathematics and Science Teachers' Resistance to Teaching for Diversity: A Review of Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy." Journal for Research in Mathematics Education 40, no. 4 (2009): 466–72. http://dx.doi.org/10.5951/jresematheduc.40.4.0466.

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Inspirational stories about teachers who are able to transform students' lives pepper the literature (e.g., Ladson-Billings, 1994). Ladson-Billings described characteristics of culturally relevant teaching and then explored the stories of three teachers who enacted a personal pedagogy that led to high achievement among African American students. Stories such as these provide insights and can lead teachers to change aspects of their teaching practice. At times, teachers may be transformed by these success stories and radically change their actions. However, when teachers enact a new practice wi

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46

Akram, Tanzeela, and Azhar Majeed Qureshi. "REFLECTIVE PRACTICES OF TEACHER EDUCATORS IN PUNJAB: A NARRATIVE PERSPECTIVE." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1038–47. http://dx.doi.org/10.18510/hssr.2021.93102.

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Purpose of the study: Reflective practices are considered very important and influential for teacher training and professional development. This study was conducted by using a narrative perspective. The main aim of this study was to explore the role of reflective practices in building teacher educators’ professional lives. Their stories were explored to understand what is needed to become an effective teacher educator. Methodology: The current research involved six teacher educators from GCETs selected purposively as research participants. Semi-structured interviews were used as data col

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47

Moxnes, Anna Rigmor, and Jayne Osgood. "Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education." Contemporary Issues in Early Childhood 19, no. 3 (2018): 297–309. http://dx.doi.org/10.1177/1463949118766662.

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This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and,

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48

Sim, Eun-Joo, and Kyeong-Hwa Lee. "Workplace spiritual changes of kindergarten teachers in Currere-based teacher community -Five teachers' stories." Journal of Korea Open Association for Early Childhood Education 21, no. 3 (2016): 337–64. http://dx.doi.org/10.20437/koaece21-3-13.

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49

Brackenreed, Ph. D., Darlene G. "Exceptional Lives: Teachers’ Stories." World Journal of Educational Research 3, no. 2 (2016): 251. http://dx.doi.org/10.22158/wjer.v3n2p251.

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<em>This phenomenological research study explored the perceptions of educators regarding the education of students with low incidence exceptionalities through the use of semi-structured interviews. The purpose of the study was to discover the realities<strong> </strong>of teaching students with low incidence exceptionalities and what, if any, barriers exist in providing the best education possible for these children. All of the participants were educators with experience ranging from Kindergarten to Grade 12 and lived in Ontario, Canada. From the study emerged eight themes: s

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50

Clandinin, D. Jean, Merle Kennedy, Linda La Rocque, and Marni Pearce. "Living the tension: a case study of teacher stories of teacher evaluation." Journal of Education Policy 11, no. 2 (1996): 169–83. http://dx.doi.org/10.1080/0268093960110203.

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