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Teacher Education and Professional Development
Stephen F. Austin State University
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- Teacher Education (2)
- Attrition (1)
- Communities of Color (1)
- Community Cultural Wealth (1)
- Critical Race Theory (1)
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- Doctoral (1)
- Education Debt (1)
- Education Policy (1)
- Global Competencies (1)
- Interdisciplinary Approach (1)
- Policy (1)
- Preservice Education (1)
- Race in Education (1)
- Retention (1)
- Rural (1)
- School Turnaround Policy (1)
- Social Justice (1)
- Social Studies (1)
- Sustainable Development (1)
- Teacher Quality (1)
- Teaching for Discomfort (1)
- Turnaround Leadership (1)
- Turnaround Schools (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
The Rise Of Critical Race Theory: Current Perspectives And Policies On Crt In Education, Nate Scholten
The Rise Of Critical Race Theory: Current Perspectives And Policies On Crt In Education, Nate Scholten
Journal of Multicultural Affairs
In this policy brief on Critical Race Theory (CRT), I operationalize the theory, trace its origins in legal scholarship, discuss its rise within the field of education, and highlight current policies that have responded to this rise. While many see CRT as a helpful lens to view seemingly unnoticeable manifestations of oppression and injustice, others view the use of the construct as divisive, unnecessary, and detrimental to teaching and learning. After detailing the discourses on either side of this debate, I conclude this brief by drawing on Kumashiro’s (2004) notion of teaching for discomfort and the approach of action civics …
The Race, Social Class, And Place-Based Gap In Rural Turnaround Policy: A Policy Brief, Karynecia E. Conner
The Race, Social Class, And Place-Based Gap In Rural Turnaround Policy: A Policy Brief, Karynecia E. Conner
Journal of Multicultural Affairs
Abstract: For teachers, leaders, and policymakers To understand the factors that contribute to the successful implementation of rural school turnaround, there is a need to understand how turnaround leadership implements school improvement in different types of communities of color (Wright, 2019). Studies examining the implications of school turnaround in minoritized educational contexts have solely examined urban school contexts to exclude rural contexts (Mette & Stanoch, 2018). Rural schools of color undergoing turnaround face the fundamental unique educational challenges of rural schools and the education debt that has accumulated over time for people of color (Ladson-Billings, 2006). There is a greater …
Book Review Of Beyond Provincialism: Promoting Global Competencies In Teacher And Educator Preparation, David Sandles
Book Review Of Beyond Provincialism: Promoting Global Competencies In Teacher And Educator Preparation, David Sandles
Journal of Multicultural Affairs
With an increased emphasis on intercultural and global competence, teacher preparation programs around the world are stridently searching for growth opportunities for students in these areas. An important resource to this discussion is Beyond Provincialism: Promoting Global Competencies in Teacher and Educator Preparation, which supplies readers with scholarly, pragmatic approaches to developing students’ knowledge quotients with salient ideas that revolve around food insecurity, school improvement, communities of practice, mathematics education, internationalization of the curriculum, place-based education, and distance learning. Expertly linking these global issues to the United Nation’s Sustainable Developmental Goals (SDGs), the authors seek to educate educator preparation …
Reporting Of Doctoral Student Attrition: A Policy Brief, Cece Lively
Reporting Of Doctoral Student Attrition: A Policy Brief, Cece Lively
Journal of Multicultural Affairs
Roughly half of all doctoral students in the United States will never complete their degree requirements (Council of Graduate Schools, 2020). That staggering number is larger for ethnic minority and female students, particularly for Black students who have the lowest completion rate (47 percent) and who make up only 13 percent of doctoral degrees (Lovitts, 2001). Additionally, retention rates for online students are an additional 10 to 20 percent lower than students who attend in-person (Rovai & Wighting, 2005). Thus, ethnic minority students in online doctoral programs are at a higher risk of not finishing their degrees compared to other …