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Articles 1 - 5 of 5
Full-Text Articles in Education
Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams
Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams
Journal of Educational Research and Practice
African American male third graders in U.S Title I schools frequently fail to read on grade level. However, in three Title I schools in East Texas, this demographic demonstrated exceptionally high reading ability. This explanatory case study investigated the instructional strategies and practices linked to high reading achievement for these students. The study is grounded in Ladson-Billings’s theory of culturally relevant pedagogy and supported by Vygotsky’s theory of social and cognitive constructivism. The research questions were used to examine the instructional strategies and practices used on each campus that may have resulted in such high reading achievement. This study engenders …
Cooperating Teachers' Perceived Preparedness To Support Science Teacher Candidates For Culturally Sustaining Science Teaching, Keelan Purcell Lofaro
Cooperating Teachers' Perceived Preparedness To Support Science Teacher Candidates For Culturally Sustaining Science Teaching, Keelan Purcell Lofaro
Dissertations and Theses
In the United States, many communities face challenges that require science, technology, engineering, and math (STEM) solutions. Those communities most affected by these challenges often lack opportunities in school to use their funds of knowledge as they develop STEM literacies that would equip them to address these challenges. With new national science standards and increasingly diverse student demographics in classrooms across the United States, teacher educators must utilize strategies that prepare science teacher candidates, who are predominantly White, with pedagogies that can support diverse learners in expanding their STEM literacies from their funds of knowledge. The problem of practice guiding …
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
Journal of Multicultural Affairs
Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual …
The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice, Rebecca Smith
The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice, Rebecca Smith
Northwest Journal of Teacher Education
This article is a reflective overview of five pedagogical practice changes that one teacher educator made after attending a multicultural education conference. The article integrates current research to highlight the educational benefits of innovative, equity-based instructional strategies. The pedagogical changes are explored through the theoretical lens of culturally relevant pedagogy (Ladson-Billings, 1995; Gay, 2010) and culturally sustaining pedagogy (Paris & Alim, 2017) and include: diversifying curriculum, engaging with community partners, collaborating with K-12 practitioners, innovative technology, and self-reflection.
Instructional Reading Practices For Third Grade African American Males, Kimberly Dawn Whaley
Instructional Reading Practices For Third Grade African American Males, Kimberly Dawn Whaley
Walden Dissertations and Doctoral Studies
African American males often struggle to read on grade level. However, 3 East Texas Title I schools demonstrated exceptionally high levels of reading proficiency with this population. This study addressed the knowledge gap of understanding the instructional practices linked to high reading achievement of third grade African American males in Title I schools in East Texas. Guided by Ladson-Billings's theory of culturally relevant pedagogy, which builds upon academic success, cultural competence, and development of critical consciousness, and supported by Vygotsky's theory of social and cognitive constructivism, the reading instructional practices of the 3 schools were investigated. Research questions focused on …