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- Title
- Cultivating Dynamic Educators: Case studies in teacher behavior change in Africa and Asia.
- Creator
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Mekonnen, Dawit, Fesmire, Marion, Ramos-Mattoussi, Adrienne S., Backman, Stephen, Ramos-Mattoussi, Flavia S.
- Abstract/Description
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The purpose of this case study was to examine the contribution of the pre-service interventions within the Reading for Ethiopia’s Achievement Developed Technical Assistance (READ-TA) program, funded by the United States Agency for International Development (USAID) from October 2012 through December 2017. Of particular interest were revisions of the mother tongue pre-service teacher education program and the related professional development for teacher educators and student teachers (we use...
Show moreThe purpose of this case study was to examine the contribution of the pre-service interventions within the Reading for Ethiopia’s Achievement Developed Technical Assistance (READ-TA) program, funded by the United States Agency for International Development (USAID) from October 2012 through December 2017. Of particular interest were revisions of the mother tongue pre-service teacher education program and the related professional development for teacher educators and student teachers (we use the term teacher educators to refer to the lecturers and instructors at the colleges of teacher education and the term student teachers to refer to the students at colleges of teacher education, also referred to in Ethiopia as “teacher-trainees” and “wouldbe- teachers”). The professional development activities included engagement of these educators in module development, adaptation of the modules and related materials into seven mother tongues,2 and training on the module contents. The objectives of this chapter are to describe the extent to which teacher educators’ involvement across multiple initiatives promoted changes in conceptions of literacy instruction; depth of understanding of literacy content; and student-centered, participatory teaching and learning pedagogy. (For this chapter, the term literacy encompasses reading, writing, speaking, and listening.) To document changes in conceptions, knowledge, and skills, we collected data throughout the life of the project to gather teacher educators’ reflections on learning processes, changes in teaching practices, and student teachers’ readiness to teach the new primary curriculum.
Show less - Date Issued
- 2018-10-01
- Identifier
- FSU_libsubv1_scholarship_submission_1541195255_20bf4559, 10.3768/rtipress.2018.bk.0022.1809
- Format
- Citation
- Title
- Maifones: A Mindfulness-Based Educational Intervention for Orphaned Youth in Atlixco, Mexico.
- Creator
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Martinez-Oronoz, Francisco J. (Francisco Javier), Boyle, Helen N., Abell, Neil, Park, Toby J., Milligan, Jeffrey Ayala, Ramos-Mattoussi, Flavia S., Florida State University,...
Show moreMartinez-Oronoz, Francisco J. (Francisco Javier), Boyle, Helen N., Abell, Neil, Park, Toby J., Milligan, Jeffrey Ayala, Ramos-Mattoussi, Flavia S., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
Show less - Abstract/Description
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Over the past 10 years, there have been significant movements in the area of contemplative education. Of particular interest is how these contemplative education approaches can be leveraged to provide tools for supporting youth in emergency settings, dealing with difficult backgrounds that include violence, conflict, and poverty. Within contemplative education exists the growing mindfulness movement, emerging as an exciting supplement to existing programs that work with vulnerable populations...
Show moreOver the past 10 years, there have been significant movements in the area of contemplative education. Of particular interest is how these contemplative education approaches can be leveraged to provide tools for supporting youth in emergency settings, dealing with difficult backgrounds that include violence, conflict, and poverty. Within contemplative education exists the growing mindfulness movement, emerging as an exciting supplement to existing programs that work with vulnerable populations, focusing on developing positive self, moral, social, and emotional understanding. This paper argues that a mindfulness-based intervention, as a part of an educational program for street children in Mexico could help them deal with their daily stressors and their socioemotional barriers to education, allowing them to truly benefit from the programs being made available to them. Mindfulness, therefore, can be understood as a capability that helps to achieve functionings- real freedoms or opportunities. In this ethnographic case study, for a twelve week period, I lived with a group of youth in situ, at the orphanage where they reside, participating in daily life at the IPODERAC program in Atlixco, Mexico. Two groups of youth between the ages of 12 and 18 were assessed at this all-boys institution. One group was provided an eight-week mindfulness-based curriculum, while the control continued with standard programming. After a year, I returned for four weeks, again living at the orphanage, participating in daily life. The qualitative methods employed were: participant observation, regular recording of field notes on daily life and events, interviews with youth, interviews with their educators, and student journal entries. The supporting quantitative component consisted of a pretest/posttest, using the Child and Adolescents Mindfulness Measure (CAMM) given to both treatment and control groups. The first manner in which the boys lived and understood mindfulness after the intervention was through behavior change and the decision making regulated behavior. The subjects felt that through this practice they could overcome the impulsive behaviors they typically acted with and that they could provide more conscious responses. The boys embodied this idea through self-regulating actions by using mindfulness as a mediator between stimulus and response. The second manner in which mindfulness was lived was through dealing with the difficulties of the sadness, anger, and traumatic memories and remnants of their pasts. Based on the intervention, they were not then free of all emotional problems they face, rather, it pointed to the fact that the boys believe that through these exercises they found a tool for managing their often clouded minds. As a result of the practice, the boys' envisioning of their future was also tied directly to the themes of lived experience, embodiment, self-regulation, and emotional regulation, as the boys felt that in order to reach a point in life where able to keep a job, have better relationships, and most importantly be good fathers and husbands, they had to regulate themselves and their emotions. Therefore, mindfulness became a viable tool to reach that future. Educators corroborated these findings, talking about how the boys would sometimes use a language in the homes at the orphanage to better describe their actions and how they wished to avoid their impulsive behaviors. On the 10-item CAMM, the mean difference in mindfulness gain scores between the two groups was -3.45, with the treatment group demonstrating larger average gains (2.35) than the control group (-1.10). After a t-test it was determined that the difference in gain scores between the treatment group and the control group was significant (p =.019), supporting the claims the boys were reporting. My return a year later found that the mindfulness practice had largely not been sustained, although some did continue the breathing exercises and recollection of the curriculum was largely limited to simply better decision making. This follow up visit and the somewhat disappointing findings from it led to the several recommendations, which could help sustain the positive results documented during the first four months of this study. First, the institutionalization of a plan that involves mindfulness at all level of the organization, especially those working directly with the youth, is imperative. Second, given the trauma that this population of boys has suffered, an increased dosage is likely warranted and particularly important. Third, future studies on the application and impact of mindfulness in contexts such as IPODERAC should continue to be qualitative in nature, in order to get to a deeper understanding of the population and their engagement and understanding of the material. A quantitative assessment is useful in measuring learning gains and is an appropriate supplement to the qualitative work.
Show less - Date Issued
- 2018
- Identifier
- 2018_Fall_MartinezOronoz_fsu_0071E_14842
- Format
- Thesis
