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Full-Text Articles in Education
Linguistically Responsive Leaders: Working With Multilingual Students And Their Families, Aprille Phillips, Joan Barnatt, Kara Viesca
Linguistically Responsive Leaders: Working With Multilingual Students And Their Families, Aprille Phillips, Joan Barnatt, Kara Viesca
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The demographic composition of the United States (US) has transformed since the early 1990s with immigrant arrivals from Mexico and Central America. Education leaders frequently exit preparation programs without content focused on opportunities around working successfully with multilingual students. This qualitative case study explores the implementation of online learning modules focused on engaging multilingual students and their families that were embedded into advanced leadership preparation coursework. Utilizing data (e.g., classwork, fieldnotes, semi-structured interviews) collected from 10 participants, findings include recommendations for stronger preparation on multilingual learners and flexible learning experiences that encourage the application of knowledge in professional practice.
Disrupting Evasion Pedagogies, Kara Mitchell Viesca, Tricia Gray
Disrupting Evasion Pedagogies, Kara Mitchell Viesca, Tricia Gray
Department of Teaching, Learning, and Teacher Education: Faculty Publications
As we have researched in schools and reflected on our own teaching, we have come to recognize the lie and our untruthfulness that permeates many of our cultural scripts (Gutierrez et al., 1995) and practices as teachers. It is within these cultural scripts and practices that inequity is perpetuated and humanizing learning evaded. Thus, what we term evasion pedagogies, serve to sustain the status quo and are powerful tools to maintain oppressive projects like white supremacy, heteronormativity, gender binaries, patriarchy, ableism, classism, and linguicism. In this piece, we examine the notion of evasion pedagogies as a powerful lie in practice …
The Equity And Engagement Challenges Of Teaching Reading In Middle School, Edmund T. Hamann, Stephanie Malone
The Equity And Engagement Challenges Of Teaching Reading In Middle School, Edmund T. Hamann, Stephanie Malone
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The point is to look at midlevel and high school students—those often encapsulated by the term ‘adolescent literacy’—and to ask what it is that makes those students less likely to engage in productive reading practice. That may at first look like a psychological question about motivation, which makes the challenge seem like it is something inside the student that needs attention or ‘fixing’. But the orientation here is instead more sociological. If we talk about instruction, in this case reading instruction, it is intrinsically interactive, between teacher and student most obviously, but also interactive between students and their peers (e.g. …
Role(S) Of Higher Education In Helping Diverse And Excellent Public Schools Gain Recognition, Edmund T. Hamann, Mark Larson
Role(S) Of Higher Education In Helping Diverse And Excellent Public Schools Gain Recognition, Edmund T. Hamann, Mark Larson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Often education researchers enter schools only to depict inequity and weak practice, but the same empirical skills that illuminate challenges can, under a different premise, illuminate excellence. This brief, laid out as a dialogue between university-based researcher, Dr. Edmund Hamann, and urban high school principal, Mark Larson, describes how graduate students helped a diverse public high school document its excellence and win National Education Policy Center (NEPC) recognition as a 'School of Opportunity'. Although this case is unique in specific detail, other school/higher education partnerships could clearly function like this one did. Good schools may not have staff to document …
Children, Mathematics, And Videotape: Using Multimodal Analysis To Bring Bodies Into Early Childhood Assessment Interviews, Amy Noelle Parks, Mardi Schmeichel
Children, Mathematics, And Videotape: Using Multimodal Analysis To Bring Bodies Into Early Childhood Assessment Interviews, Amy Noelle Parks, Mardi Schmeichel
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Despite the increased use of video for data collection, most research using assessment interviews in early childhood education relies solely upon the analysis of linguistic data, ignoring children’s bodies. This trend is particularly troubling in studies of marginalized children because transcripts limited to language can make it difficult to analyze embodied power relations between majority researchers and minority children. This article responds to this problem by outlining a theoretical position on power and bodies, describing multimodal analysis strategies, and using these strategies to analyze the subject positions available during a mathematical assessment interview for three African American preschool child-participants and …
Good Teaching? An Examination Of Culturally Relevant Pedagogy As An Equity Practice, Mardi Schmeichel
Good Teaching? An Examination Of Culturally Relevant Pedagogy As An Equity Practice, Mardi Schmeichel
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The adoption of educational policy measures to close the achievement gap, as well as the significant amount of scholarship dedicated to the subject, are just some of the indicators that reflect the tremendous concern in education about the academic performance of students of color. Within research aimed at promoting equitable practices in education, culturally relevant teaching has emerged as a good teaching strategy to improve achievement. Using genealogical methods to examine the ways in which culture has become relevant to classroom practice, the author argues that the perceived difference from white students that made it possible to conceive of children …