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Dive into the research topics where Cary A. Buzzelli is active.

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Featured researches published by Cary A. Buzzelli.


Teaching and Teacher Education | 2001

Authority, Power, and Morality in Classroom Discourse.

Cary A. Buzzelli; Bill Johnston

Abstract This paper examines the complex relationships among authority, power, and morality in classroom discourse. We begin by suggesting that teacher authority is an ever-present feature of classroom interaction. We further point out how theoretical and empirical research has demonstrated convincingly that teaching nearly always involves unequal power relations and at the same time is fundamentally moral in nature. We then outline Bernsteins (Pedagogy, symbolic control and ideology: Theory, research, critique, Taylor & Francis, Bristol, PA, 1996) notion of pedagogic discourse as a means of clarifying the relations among authority, power, and morality as they are played out in classroom discourse. We analyze an extract from a transcript of a writers chair activity in a third-grade US classroom, focusing on two dilemmas of authority that the teacher faced in this activity; we suggest that these dilemmas can be best conceptualized in terms of Bernsteins twin notions of regulative discourse and instructional discourse, the two components of pedagogic discourse which reflect the twin notions of power and morality. Finally, we consider the implications of the analysis for a deeper understanding of the moral dimension of classroom discourse.


Child Care Quarterly | 1993

Morality in Context: A Sociocultural Approach to Enhancing Young Children's Moral Development

Cary A. Buzzelli

This paper addresses how Vygotskian views on childrens transition from other-regulation to self-regulation might be used to illustrate how children internalize moral norms and then use the norms in guiding their own behavior. First, Martin Hoffmans research on induction, Diana Baumrinds work on parenting styles, and Lawrence Walkers studies of the role of family interaction in the development of moral reasoning will be examined with the focus on the processes these researchers consider fundamental to childrens internalization ofmoral norms. Next, comparisons will be drawn between these processes and those of Vygotskys sociocultural view as outlined by Diaz, Neal, & Amaya-Williams (1990). Finally, it will be proposed that incorporating Vygotskys sociocultural theory with Bakhtins concept of dialogicality extends our understanding of the process through which children internalize interpersonal dialogue and transform it into an internal dialogue which they use as part of a self-regulatory function in guiding their behavior.


Journal of Science Teacher Education | 2012

Bridging the Gap Between Preservice Early Childhood Teachers’ Cultural Values, Perceptions of Values Held by Scientists, and the Relationships of These Values to Conceptions of Nature of Science

Valarie L. Akerson; Cary A. Buzzelli; Jennifer L. Eastwood

This study explored preservice teachers’ views of their own cultural values, the cultural values they believed scientists hold, and the relationships of these views to their conceptions of nature of science (NOS). Parallel assignments in a foundations of early childhood education and a science methods course required preservice teachers to explore their own cultural backgrounds and their perceptions of the cultural backgrounds of scientists. The Schwartz Values Inventory was used to measure preservice teachers’ personal cultural values and those they perceived of scientists. The Views of Nature of Science version B questionnaire and interviews assessed teachers’ conceptions of NOS. Copies of student work were collected and sought for themes indicating how preservice teachers perceived scientists’ cultural values and how those perceptions changed over time. We found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their own cultural values and those they perceived scientists held, though they did not change their own cultural values. We found that preservice teachers’ NOS conceptions improved, and that they were related to both their cultural values and those they perceived scientists held. Preservice teachers who indicated the fewest differences between their own cultural values and those they perceived scientists held the most informed conceptions of NOS.


Journal of Elementary Science Education | 2007

Relationships of preservice early childhood teachers’ cultural values, ethical and cognitive developmental levels, and Views of Nature of Science

Valarie L. Akerson; Cary A. Buzzelli

This study explored relationships between preservice early childhood teachers’ views of nature of science (NOS), cognitive developmental levels, and their cultural values. Using the Views of Nature of Science Questionnaire (VNOS-B) and interviews, we assessed views of NOS. The Learning Context Questionnaire (LCQ) was used to determine the cognitive levels. Using the Schwartz Values Inventory, we determined cultural values. We analyzed the preservice teachers’ views of NOS by searching for patterns in responses to the VNOS-B by Perry position on the LCQ. We used SPSS to find significant correlations between cultural values and associated subscales’ cognitive levels. We found that though preservice teachers at all Perry positions held misconceptions about NOS, there were patterns of views by position; those at the position of dualism described their views in terms of one right truth, while those at the multiplicity position described their views in terms of analyzing evidence from many different interpretations.


International Journal of Early Childhood | 2004

The Art of Storytelling for Cross Cultural Understanding.

Ali Al-Jafar; Cary A. Buzzelli

SummaryUnderstanding and appreciating other cultures has long been a goal of many early childhood education programs. Yet, helping children develop an understanding and appreciation of other cultures is not easily achieved. The purpose of this study was to examine the use of fairytales and storytelling with young children to promote cultural understanding and peace education. We were interested specifically in understanding how children in a rural school in America would understand a Kuwaiti fairytale. After hearing two versions of the Cinderella tale, a familiar version and a Kuwaiti version, the children wrote their own story. The children’s stories reflected elements from both fairytales, yet showed each child’s unique interpretation of major themes, thus creating a dialogical narrative. Such experiences, we believe, can promote children’s understandings and appreciation of other cultures.RésuméLa compréhension et l’appréciation d’autres cultures est, depuis longtemps, un objectif de nombreux programmes d’éducation des jeunes enfants. Aider les jeunes enfants à acquérir cette compréhension et cette appréciation n’est cependant pas unt tâche aisée. Cette étude s’est fixé pour but d’examiner l’utilisation des contes dans le but de favoriser la connaissance d’autres cultures et l’éducation à la paix chez les jeunes enfants. Nous avons étudié en particulier comment des enfants d’une école rurale aux Etats-Unis pouvaient comprendre un conte de fée du Koweit. Après avoir entendu raconter deux versions du conte de Cendrillon, l’une familière, l’autre koweitienne, les enfants ont rédigé leur propre version de l’histoire. Les textes des enfants reflètent des éléments de deux sources, tout en mettant en évidence que chaque enfant avait interprété les principaux thèmes de façon unique et personnelle, créant de la sorte un récit dialogique. Nous pensons que de telles exercices peuvent favoriser chez les enfants une connaissance et une appréciation de cultures différentes.ResumenComprender y valorar otras culturas ha sido por largo tiempo el objetivo de muchos programas de educación para niños. Sin embargo, ayudar a que los niños desarrollen una comprensión y valoración de otras culturas no se logra facilmente. El propósito de este estudio fue examinar el uso de cuentos e historias para promover una comprensión cultural y una enseñanza de la paz en los niños. Nuestro interés especifico fue entender cómo niños de una escuela rural en Estados Unidos comprenderían un cuento Kuwaiti. Después de escuchar dos versiones del cuento de la Cenicienta, la versión común y la versión Kuwaiti, los niños escribieron su propio cuento. Los cuentos de los niños reflejaron elementos de las dos versiones del cuento, mostraron la interpretación de los temas centrales de cada niño y por lo tanto, crearon una narrativa de diálogo. Este tipo de experiencias, creemos, puede promover en los niños la comprensión y la valoración de otras culturas.


Journal of Genetic Psychology | 1992

Popular and Rejected Children's Social Reasoning: Linking Social Status and Social Knowledge

Cary A. Buzzelli

The relationship between childrens social status/sex and their moral judgements was examined. Sixty-four second- and third-grade children (33 boys, 31 girls) who were identified as popular or rejected by peer sociometric measures were shown pictures of children engaged in moral and second-order transgressions. The children were asked to rate each event on (a) the degree of seriousness for other and self, (b) the amount of punishment for other and self, and (c) rule alterability. The children were also asked for justification of the transgressions (why they thought the transgressions were wrong). The popular and rejected children differentiated between moral and second-order transgressions based upon criterion ratings and justifications. Differences emerged between the popular and the rejected childrens ratings and justifications for moral transgressions, suggesting that childrens moral judgements are related to social experiences associated with peer acceptance and rejection.


Journal of Science Teacher Education | 2010

The Relationship Between Preservice Early Childhood Teachers’ Cultural Values and their Perceptions of Scientists’ Cultural Values

Valarie L. Akerson; Cary A. Buzzelli; Jennifer Eastwood

This paper describes research that compares preservice early childhood teachers’ cultural values and the values they believe are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz (1992) Adv Exp Soc Psychol 25:331–351) preservice early childhood teachers cultural values were assessed, followed by an assessment of the values they believed were held by scientists. Schwartz postulated that cultural values could be aggregated into 11 domains (universalism, benevolence, tradition, self-direction, stimulation, hedonism, achievement, power, conformity, spirituality, and security). Paired T-tests indicated significant differences between preservice early childhood teachers’ cultural values from those they believed scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security. The discussion explores the meaning of these results and provides implications for early childhood science teacher education.


Language and Education | 2002

Expressive Morality in a Collaborative Learning Activity: A Case Study in the Creation of Moral Meaning

Bill Johnston; Cary A. Buzzelli

In this paper we consider the way moral meanings are created, expressed, and negotiated in the actions and words of participants as they engage in a collaborative science activity. The paper offers an analysis of two extracts from a video recording of a third-grade classroom in which two students, Jessica and Alan, work with each other and with a visiting teacher in conducting an experiment that concerns the refraction of light. Following Jackson et al. (1993) we explore the central role of expressive morality, the subtle and elusive ways in which moral messages inhere in all aspects of classroom interaction, including the teachers tone of voice, gestures, proxemics, and choice of language. Our examination of the activity addresses the question: what kinds of moral relations are being created in this classroom? In addressing this question, we pay particular attention to the moral nature of the teachers relation (Noddings, 1984, 1992) and interactions with each of the children; and the moral consequences of competence (or lack of it) in the forms of discourse that are privileged in the activity.


Archive | 2015

How Human Capital Theory Sells Early Education Short: Revaluing Early Education through the Capabilities Approach

Cary A. Buzzelli

Early childhood education programs, particularly Head Start, have been both the hope and frustration of early childhood education advocates, policy makers, and early childhood educators. The hope was, and is, that early childhood programs increase school readiness and lead to successful school experiences for young children living in poverty. The frustrations are, and have been, in the results of program evaluations, which find little evidence to support program effectiveness. Initial evaluations were disappointing at best (Westinghouse, 1969). Results from the recently released report on the third grade follow-up to the Head Start Impact Study (US Department of Health and Human Services, 2012) did find some positive effects for children who attended for one year. However, when comparisons were made at the end of first and third grades between children who had attended and those who had not, most differences had dissipated. The authors note that long-term or “sleeper” effects could emerge for these cohorts in the future years as has been found for participants in the Perry Preschool Program (Heckman, 2008; Schweinhart & Weikart, 1997). These studies found significant differences between children enrolled in the Perry Preschool Project and those in the control group.


Contemporary Issues in Early Childhood | 2015

The capabilities approach: Rethinking agency, freedom, and capital in early education*:

Cary A. Buzzelli

This article presents an overview of the human capital approach to human development and how it has been used for evaluating early education programs. It critiques the human capital approach by considering how its focus on measurable returns on economic investments limits an understanding of the full and complex contribution of early education to young children’s development and well-being. The capabilities approach described by Amartya Sen and Martha Nussbaum provides a more thorough framework for understanding the influence of early education on young children’s development and well-being. The article proposes that integrating the human capital approach within the capabilities approach addresses the critiques of the human capital approach and provides a more inclusive context for understanding and assessing the full contribution of early education to children’s development and well-being. It concludes with the implications that such integration has for assessment practices in early childhood.

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Kevser Koc

University of Gaziantep

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Michael Jopling

University of Wolverhampton

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