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Full-Text Articles in Education
Unlocking Passion And Setting Students Free: The Impact Of Culturally Relevant Writing Instruction In A Middle School English I Classroom, Adam Whitaker, Trina J. Davis, Mónica V. Neshyba
Unlocking Passion And Setting Students Free: The Impact Of Culturally Relevant Writing Instruction In A Middle School English I Classroom, Adam Whitaker, Trina J. Davis, Mónica V. Neshyba
Journal of Multicultural Affairs
Culturally relevant writing instruction has the potential to validate the voices of students often not heard. Documented disparities in student writing proficiency in grades K-12 indicate a pressing need to employ more effective approaches in facilitating writing instruction. This paper presents the findings of a mixed methods research study that explored eighth grade English I students’ middle school reading and writing preferences, writing experiences, and the impact of culturally relevant writing instruction. Data were gathered from 63 students via reflective journals, writing interest forms, learning logs, and writing artifacts collected throughout a 3-week writing unit. Our findings reveal that writing …
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 …