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Teacher Education Quarterly, v42 n2 p65-85 Spr 2015

Torey Hayden's teacher stories are first-person accounts of being a teacher in classrooms for students with emotional and behavioral disorders. Hayden's books offer readers a real-world look at the joys and challenges of teaching children whose lives are marked by emotional and behavioral disorders, child abuse and trauma, anger and defeat. Hayden's first book was "One Child" (Hayden, 1980), the story of Sheila, a silent, troubled girl who tied a three-year-old boy to a tree and critically burned him. "One Child" was followed by "Somebody Else's Kids" (Hayden, 1982); "Murphy's Boy" (Hayden, 1983); "Just Another Kid" (Hayden, 1986); "Ghost Girl" (Hayden, 1992); "The Tiger's Child" (Hayden, 1995); the sequel to "One Child", titled "Beautiful Child" (Hayden, 2002); and "Twilight Children" (Hayden, 2006). Hayden's nonfiction narratives are especially helpful for understanding relationships (Marlowe, 2012). Her stories emphasize relationship skills, intuition, and the social milieu in changing children's behavior and give voice to the synergistic power of relationships between a teacher and her students. A series of studies (Marlowe & Maycock, 2000, 2001; Marlowe, Maycock, Palmer, & Morrison, 1997) examined the short-term influence of Hayden's teacher stories on preservice teachers' attitudes. These studies documented that reading, discussing, and writing about Hayden resulted in positive attitude changes over the course of a 15-week semester. Marlowe and Disney (2007) conducted a 10-year follow-up survey examining practicing teachers' perceptions of the long-term influence of reading Hayden's teacher narratives in preservice teacher education. Participants (N=132), who had an average of 5 years of teaching experience, reported that Hayden's stories were a positive influence in preparing them to teach, in forming their teacher attitudes and identity, and in developing their own relationship skills. However, these data were returned anonymously, and individual responses could not be tracked to determine changes in participant beliefs. The purpose of this study is to replicate and extend Marlowe and Disney's research by conducting a 20-year follow-up survey.

Descriptors: Special Education, Special Education Teachers, Teacher Education, Teaching Methods, Story Telling, Personal Narratives, Disabilities, Emotional Disturbances, Behavior Problems, Psychological Patterns, Preservice Teachers, Student Teacher Attitudes, Interpersonal Competence, Certification, Introductory Courses, Surveys, Education Majors, Attitude Change, Attitudes toward Disabilities, Teacher Characteristics, Statistical Analysis, Semi Structured Interviews

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Autor: Hoffman, Elin Meyers; Marlowe, Michael J.; Scharf, Kate Hoffman; Disney, Gayle H.; Macer, Alison; Poling, Daniel; Queen, Amber

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=438&id=EJ1090417







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