Browsing by Author "Haneda, Mari"

Now showing 1 - 3 of 3
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    ESL Teachers’ Acting Agentively Through Job Crafting
    (Taylor & Francis, 2018) Haneda, Mari; Sherman, Brandon; School of Education
    Worldwide, countries strive for effective ways to educate migrant children, and the United States is no exception. In this context, this qualitative study examines how a group of ESL teachers in U.S. elementary schools acted agentively and redesigned their work through job crafting (Wrzesniewskum & Dutton, 2001) so as to provide optimal support for English learners. Key findings indicate that, despite institutional constraints, teachers found ways to organize their work to align their practices with their educational goals. In some cases, they were able to negotiate with key school personnel to reconfigure their instructional practices, and in others they created multiple advocacy roles beyond the classroom. Based on our findings, we suggest that, in preparing ESL teachers, attention needs to be paid not only to pedagogy but also to the wider scope of their roles as advocates who navigate the micro-politics of school organization.
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    A Rhizomatic Case Analysis of Instructional Coaching as Becoming
    (Routledge, 2020) Sherman, Brandon; Haneda, Mari; Teemant, Annela; School of Education
    Drawing on rhizomatic theory, we examine the professional development approach of instructional coaching as a space of becoming. Analyzing episodes from a year-long coaching collaboration, we show how teacher/coach interaction can be understood as a complex and shifting network of material and discursive elements that can combine to produce surprising outcomes. Thinking through key rhizomatic figurations of assemblage, rhizomatic lines, and territorialization, we examine coaching across intra-actional events: how happenings in coaching conference extend and intertwine with larger assemblages of the classroom and school. We show how rhizomatic ruptures emerging in practice may open up new possibilities for teachers and students.
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    Ways of Interacting: What Underlies Instructional Coaches’ Discursive Actions
    (Elsevier, 2019-02) Haneda, Mari; Sherman, Brandon; Bose, Frances Nebus; Teemant, Annela; School of Education