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Articles 1 - 16 of 16
Full-Text Articles in Education
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Journal of English Learner Education
This au courant, research-based article offers specific program ideas for teachers during this unprecedented time when supporting our ELLs is especially needed.
Creating A Foundation Of Well-Being For Teachers And Students Starts With Sel Curriculum In Teacher Education Programs, Deirdre Katz, Julia Mahfouz, Sue Romas
Creating A Foundation Of Well-Being For Teachers And Students Starts With Sel Curriculum In Teacher Education Programs, Deirdre Katz, Julia Mahfouz, Sue Romas
Northwest Journal of Teacher Education
During the COVID-19 crisis, it has become clear how unprepared our educational systems are to provide social and emotional support through distance learning. Despite the demands for teachers to support the social and emotional development of their students, our universities are behind the curve in providing coursework to develop their knowledge and skills in these areas. This paper calls us to imagine teacher education with Social and Emotional Learning (SEL) as a cornerstone in teacher preparation programs. We outline the importance of SEL curriculum in preservice education and suggest a multifaceted approach to teacher preparation.
Disrupting The Deficit Gaze: Equity Work With University Supervisors, Maika J. Yeigh
Disrupting The Deficit Gaze: Equity Work With University Supervisors, Maika J. Yeigh
Journal of Educational Supervision
Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to disrupt the status quo. This conceptual article describes one EPPs attempt to support teacher candidates “disruption” of instances where a mentor teacher used a deficit-lens toward students and/or their families. Clinical supervisors were offered professional development to support teacher candidates and guide them to disrupt in ways that maintained the professional relationship …
Assisting Students And Families During The Covid-19 Crisis: Diversity & Equity In Action Through A Educator-Family-Community Health Worker Intersection, Eric J. López, Oscar J. Muñoz, Eva Menchaca-López
Assisting Students And Families During The Covid-19 Crisis: Diversity & Equity In Action Through A Educator-Family-Community Health Worker Intersection, Eric J. López, Oscar J. Muñoz, Eva Menchaca-López
Northwest Journal of Teacher Education
The current COVID-19 crisis has exposed new and existing issues related to access and equity for our students and families. The following article discusses a model for interconnecting educators, families, and community health workers (CHW) that can integrate diversity and equity for practitioners and educator preparation programs. Integrating CHWs provides a unique opportunity to utilize their cultural responsive skills and knowledge. Implications for practitioners and educator preparation programs are discussed.
Teaching With Oer During Pandemics And Beyond, Jennifer Van Allen, Stacy Katz
Teaching With Oer During Pandemics And Beyond, Jennifer Van Allen, Stacy Katz
Publications and Research
Purpose – Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond. Design/methodology/approach – Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts. Findings – The authors define …
A Case Study Of The Experiences Of Black Female Faculty At Research-Intensive Schools Of Social Work, Lashawnda N. Fields
A Case Study Of The Experiences Of Black Female Faculty At Research-Intensive Schools Of Social Work, Lashawnda N. Fields
Arts & Sciences Electronic Theses and Dissertations
Representation has improved over the past 40 years among Black female faculty members in social work schools; however, low academic rank and distribution of this demographic across institutions is one way in which predominately White institutions (PWI) of higher education perpetuate racial inequalities. Higher education, in general, continues to result in negative experiences and poor outcomes for Black female faculty members such as time to tenure, low academic rank, and feelings of isolation. However, little is known about the experiences of this demographic in schools of social work, particularly those identified as research-intensive (R-1) Carnegie-designated institutions of higher education. This …
Queering The Curriculum: Establishing Equity For Lgbtqia Students And Educators In Michigan, Miranda Findlay
Queering The Curriculum: Establishing Equity For Lgbtqia Students And Educators In Michigan, Miranda Findlay
All NMU Master's Theses
This project examines the state of Michigan’s efforts in creating an equitable learning and working environment for LGBTQIA K-12 students and educators, explicitly focusing on 11th and 12th grade English Language Arts (ELA) standards. In the first chapter, I evaluate the relationship between queer theory and pedagogy and illuminate the need to implement queer pedagogy in teaching K-12 ELA classes. The following chapter reviews the progressive state of California for its promotion of culturally responsive pedagogy and its inclusion of LGBTQIA topics in its K-12 curriculum. The third chapter analyzes Michigan legislature and policies to highlight gaps that …
The Potential Impact Of Online Learning On Economically Disadvantaged Students, Anthony M. Tartaglia
The Potential Impact Of Online Learning On Economically Disadvantaged Students, Anthony M. Tartaglia
Education Doctorate Dissertations
Opportunity gaps have consistently been prevalent in the United States’ education system and that continues today. The struggle to provide economically disadvantaged students the equity necessary to ensure opportunities exist, similar to those present for students of economic advantage, remains a pervasive dilemma for which there are few solutions. As technology continually changes the global marketplace, it is doing the same to education. Educators have an enormous impact on the lives of their students, both in and out of the classroom and through their instruction, there are techniques available to ensure that students remain engaged. One such method is by …
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. …
Reflections On Developing A Cross-Institutional Team, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Reflections On Developing A Cross-Institutional Team, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Graduate School of Education
Today’s educators need to develop the knowledge, skills, and disposition to support all students in deeper learning. Educator Preparation Laboratory (EdPrepLab) works to strengthen educator preparation in the United States by building the collaborative capacity of preparation programs, school districts, and state policymakers. Through cross-programmatic sharing of innovative practices, including models and artifacts of educator preparation practice, EdPrepLab’s network of preparation programs helps build leadership and high-quality practice through collaboration, research, and documentation.
Reflections On Developing A Cross-Institutional Inquiry Project, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Reflections On Developing A Cross-Institutional Inquiry Project, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Graduate School of Education
Jennifer Robinson, Executive Director of the Center for Pedagogy at Montclair State University and Rebecca Cheung, Director of the Principal Leadership Institute at the University of California, Berkeley, are helping to lead a collaborative inquiry group comprised of three different institutions: Montclair State University, University of California, Los Angeles (UCLA), and University of California, Berkeley (UC Berkeley). This brief captures protocols and processes they used to support effective collaboration in the design of their inquiry project proposal.
Edpreplab As A Learning Community, Jessica Charles, Rebecca Rufo-Tepper
Edpreplab As A Learning Community, Jessica Charles, Rebecca Rufo-Tepper
Graduate School of Education
As part of EdPrepLab’s work to strengthen educator preparation in the United States, network members from across the country partnered to form inquiry groups—each comprised of a cross- or intra-institutional team—focused on collaboratively exploring a topic related to deeper learning and equity. This brief summarizes the proposals of each group and highlights the line(s) of inquiry, scope of work, and intended outcomes of each project.
Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard
Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard
Reading Horizons: A Journal of Literacy and Language Arts
Teacher educators must prepare preservice teachers (PSTs) to become equitable practitioners who honor the voices and experiences of their future students. In this article, we advocate for centering equitable teaching in literacy education courses and making explicit how to disrupt traditional perspectives of teaching diverse students. This qualitative study investigated PSTs’ perceptions and attitudes about teaching diverse students after a series of modeled lessons. Analysis revealed that over the course of the semester PSTs either continued to focus on barriers related to equitable teaching, began to discuss new possibilities for teaching, or were ready to enact the practices they had …
Taking Your Teaching To The Next Level Through The Use Of Oer, Nicole N. Williams
Taking Your Teaching To The Next Level Through The Use Of Oer, Nicole N. Williams
Publications and Research
Faculty creation, adaptation, and adoption of open educational resources (OER) can be used to enrich every aspect of the professor-student teaching relationship. Adding to the body of OER available allows faculty to rethink every aspect of what they teach and refine how they present that information. Having the ability to edit and adapt existing OER provides faculty with the benefits of collaboration, but without the scheduling concerns that often plague collaborative efforts. OER creation can be as simple as licensing handouts and presentation slides for sharing, or as involved as redesigning an entire course. Putting one’s own stamp on OER …
“There Is Subjectivity, There Is Bias”: Teacher Candidates’ Perceptions Of Equity In Data Literacy For Teaching, Heather Whitesides, Jori S. Beck
“There Is Subjectivity, There Is Bias”: Teacher Candidates’ Perceptions Of Equity In Data Literacy For Teaching, Heather Whitesides, Jori S. Beck
Teaching & Learning Faculty Publications
Research on equity in data literacy for teaching has lagged yet is of critical importance to ensuring new teachers are prepared to serve diverse students. Our multiple case study conveyed four elementary teacher candidates’ understandings of this construct and their reaction to instruction in this domain. Data collection included interviews, item analysis, and concept maps. Our participants developed a broader view of data by the end of the course, but often did not recognize inequitable data practices like tracking which conveys a misalignment between beliefs and practices. We explored implications for policy and practice based on our findings.
Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff
Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff
MERC Publications
This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …