Ye He
University of North Carolina at Greensboro
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Publication
Featured researches published by Ye He.
Journal of Teacher Education | 2010
Colleen M. Fairbanks; Gerald G. Duffy; Beverly S. Faircloth; Ye He; Barbara B. Levin; Jean Rohr; Catherine Stein
As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. We provide four perspectives, each drawn from areas in which we conduct our research, and suggest a need to move beyond knowledge in teacher education. Our aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same. We postulate that self-knowledge and a sense of agency with the intent of purposefully negotiating personal and professional contexts may be as important, if not more important, than the more traditional conceptions of professional knowledge.
Journal of Education for Teaching | 2011
Ye He; Barbara B. Levin; Yongning Li
This study compares the content and sources of the pedagogical beliefs of 106 pre‐service teachers in two teacher education programmes in China and the USA. Qualitative data were collected using an open‐ended survey instrument to compare similarities and differences in the content and sources of participants’ pedagogical beliefs. The findings illustrate ways in which the pedagogical beliefs of pre‐service teachers in both countries are similar and different, and potential sources for these differences are discussed.
The Teacher Educator | 2013
Barbara B. Levin; Ye He; Melony Holyfield Allen
Based on a cross-sectional, longitudinal follow-up study of graduates from our masters-level elementary education program, in this article we examined changes in espoused beliefs elicited in the form of personal practical theories (PPTs) of three graduates with 2, 4, and 6 years of experience teaching in the same partnership school where they did their student teaching. We compared their original PPTs collected during their teacher education program with their current PPTs elicited in follow-up interviews, and then observed their classroom practices. Case summaries of these teachers are presented, and analysis and implications focus on changes in their PPTs, how their PPTs played out in their classrooms, and perceived barriers and supports to enacting their beliefs.
Urban Education | 2017
Ye He; Silvia Cristina Bettez; Barbara B. Levin
To challenge deficit thinking concerning immigrants and refugees in urban schools, we engaged members of local immigrant and refugee communities from China, Mexico, Liberia, and Sudan in focus group discussions about their prior educational experiences, their hopes and aspirations for education, and the supports and challenges they encountered in their perceived reality of PK-12 education in the United States. In an effort to promote asset-based approaches, we employed Yosso’s framework in our analysis to highlight the community cultural wealth and to describe the process of creating an “imagined community” of education shared among our participants.
Journal of Teacher Education | 2008
Barbara B. Levin; Ye He
The Journal of Technology and Teacher Education | 2006
Barbara B. Levin; Ye He; Holly Robbins
Teacher Education Quarterly | 2011
Ye He; Barbara B. Levin
Teaching Education | 2009
Ye He; Jewell E. Cooper
Issues in Teacher Education | 2012
Jewell E. Cooper; Ye He
Archive | 2011
Jewell E. Cooper; Ye He; Barbara B. Levin