Normative Commitment's Influence on Learner-centered Practices - Tartt-Walker, Sheba;Castleberry, Michael
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Globally teaching workforces are becoming more diverse. Hence, this brings a plethora of beliefs and values regarding the teaching and learning process to the classroom. In light of the paradigm shift to learner-centered instruction institutions are at risk of encountering "Cultural Incongruence" in the workplace due to differences in belief and value systems. The misalignment of mindsets within the workforce lead to a lack of commitment to school initiatives. This publication explores how the cultural and educational experiences of teachers dictate the implementation of teacher or…mehr

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Produktbeschreibung
Globally teaching workforces are becoming more diverse. Hence, this brings a plethora of beliefs and values regarding the teaching and learning process to the classroom. In light of the paradigm shift to learner-centered instruction institutions are at risk of encountering "Cultural Incongruence" in the workplace due to differences in belief and value systems. The misalignment of mindsets within the workforce lead to a lack of commitment to school initiatives. This publication explores how the cultural and educational experiences of teachers dictate the implementation of teacher or learner-centered practices. In addition, the five elements of Pedagogical Identification Manifestation of teachers are introduced as a guide to measure organizational fit. Lastly, themes that define "Cultural Congruence" in the workplace are delineated.
Autorenporträt
Dr. Sheba Tartt-Walker is the CEO/Founder of Ed Psyc Connect, a PsychoEducational Consultant firm. She holds a doctorate in Bilingual Special Education from the George Washington University. Dr. Michael S. Castleberry is a Professor of Special Education and Disabilities Studies at the George Washington University.