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Full-Text Articles in Education
In-Site Insight: A Look At Professional Development In Montclair, New Jersey, Joy M. Barnes-Johnson
In-Site Insight: A Look At Professional Development In Montclair, New Jersey, Joy M. Barnes-Johnson
Joy Barnes-Johnson
Motivated by education reform and state-mandated inservice training, New Jersey's Montclair Public School District created a staff development model that uses teachers as resources for their own professional growth. This model utilizes the expertise of an elementary math, intermediate language arts, and secondary science teacher in the formation of a resource team of professional developers. As teachers on special assignment, there source team works closely with key administrative personnel in areas of curriculum, parental involvement, staff development, and overall student achievement. This paper shares the results of the initial phase of this new model of professional staff development in the …
Breaking The Code: Unlocking Scholar Identity In A Policing State, Joy Barnes-Johnson, Timothy Knight
Breaking The Code: Unlocking Scholar Identity In A Policing State, Joy Barnes-Johnson, Timothy Knight
Joy Barnes-Johnson
The scholar identity among children in poor/minority communities is moderated by self-concepts related to power and perceptions of powerful people about the powerless. Mediated by networks, capital is built and maintained within systems and/or fields of influence. Cultural capital promised by education evolves from social capital when structural holes are filled allowing for progress toward fiscal capital. This theoretical paper proposes an empowerment pedagogy that challenges“poverty pedagogies” in preparing inner-city youth.
Est-Afet: Telling Tales From The Urban Science Classroom, Joy Barnes-Johnson
Est-Afet: Telling Tales From The Urban Science Classroom, Joy Barnes-Johnson
Joy Barnes-Johnson
The need to study equitable science teaching practices is exacerbated in urban schools for multiple reasons. Equitable science teaching encompasses many different yet related discourses, each operating with their own strengths and limitations. These streams of discourse originate from education reform models, teacher education reforms, science teaching reforms, science learning initiatives and general models of best practice in STEM education. Minority-serving communities, especially those serving children of African descent, have found it difficult to embrace these for-all initiatives (Mutegi, 2011). Cultural, social and political belief systems at odds with reform models have constrained essentialist perspectives and perhaps commonly held views …