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Teacher Education and Professional Development

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Full-Text Articles in Education

Ctl Impact Report (Fy23), Center For Teaching & Learning Aug 2023

Ctl Impact Report (Fy23), Center For Teaching & Learning

CTL Publications

The Sacred Heart University CTL was founded in 2022 as an integrated scaffold of teaching and learning support. Its founding brought together instructional development for SHU faculty with academic support services for SHU undergraduate and graduate students. In this report, we share our center’s reach and impact during FY23 (July 1, 2022 – June 30, 2023), marking the first full academic year in which the CTL has operated in its current model.

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Transforming Educators' Trauma-Informed Knowledge And Skillset: Exploring The Impact Of A Trauma-Informed Intervention On Educators' Attitudes, Knowledge, And Understanding Of Trauma, Ashley Favello Aug 2023

Transforming Educators' Trauma-Informed Knowledge And Skillset: Exploring The Impact Of A Trauma-Informed Intervention On Educators' Attitudes, Knowledge, And Understanding Of Trauma, Ashley Favello

Doctor of Education in Educational Leadership (Ed.D.)

The dissertation followed an improvement science framework to address a specific problem of practice using a mixed methods convergent design. The dissertation in practice investigated the effects of training on teachers’ proficiency in trauma-informed practice and teachers’ perspectives on training and support for students who have experienced trauma. The intervention was conducted across seven elementary schools and consisted of four professional development sessions and observation opportunities with an individual coach. This action research and mixed methods explanatory sequential design included quantitative data assessing teacher knowledge and self-efficacy pre- and post-intervention. It also included teachers’ application of strategies in the classroom …

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Faculty Peer Coaching: Collaborative Partnerships For Instructional Development, Kristin N. Rainville, David G. Title Apr 2023

Faculty Peer Coaching: Collaborative Partnerships For Instructional Development, Kristin N. Rainville, David G. Title

Education Faculty Publications

Teaching in higher education can be a lonely endeavor. Oftentimes, professors find themselves alone trying to work out solutions to emerging issues of student engagement or academic struggles. As colleagues, Kristin and David came together to talk about the ways in which our experiences in leadership, coaching, and instructional design and effective teaching could support our colleagues in their development as instructors. What if we designed an opportunity and invited faculty to participate in a peer coaching community? We could provide the group with professional development about teaching and coaching, as well as space, partners and a learning community for …

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Creating A Context For Graduate Student Learning Through Constructivist Inquiry: Introduction To Academia As Learning Through Play, Lindsay M. Keazer Jan 2023

Creating A Context For Graduate Student Learning Through Constructivist Inquiry: Introduction To Academia As Learning Through Play, Lindsay M. Keazer

Education Faculty Publications

In this article, I explore the impact of receiving mentorship into research and theory of the field that was guided by a social constructivist learning lens. I reflect on the ways that my conception of research and research agenda were framed subconsciously by early experiences investigating my secondary mathematics teaching practice under the mentorship of Dr. Terry Wood. Terry mentored through listening, posing questions, creating cognitive conflict, and encouraging my autonomous exploration. What stood out from this process are the parallels between her words about constructivism, applied to the elementary mathematics classroom, and her ways of mentoring me into the …

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Advancing A Theory Of Change In A Collaborative Teacher Education Program Innovation Through Universal Design For Learning, M. Mackey, Sally V. Drew, J. Nicoll-Senft, L. Jacobson Jan 2023

Advancing A Theory Of Change In A Collaborative Teacher Education Program Innovation Through Universal Design For Learning, M. Mackey, Sally V. Drew, J. Nicoll-Senft, L. Jacobson

Education Faculty Publications

This design-based research (DBR) investigates the redesign of a 13-month interdisciplinary teacher preparation program to co-prepare secondary and special education teacher candidates to plan and implement evidence-based practices to meet content and literacy needs of all learners within secondary classrooms. The Theory of Change explores mechanisms for change under the umbrella of Universal Design for Learning (UDL). The UDL framework can support teacher candidates in meeting the needs of students with exceptionalities in the general education classroom, yet few studies have explored the in-depth application of UDL in authentic settings across preparation program duration. DBR methods organize study design, iterative …

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Nurturing Joy And Belonging: Practices For Rehumanizing Professional Learning, Katherine Egan Cunningham, Kristin N. Rainville Jul 2022

Nurturing Joy And Belonging: Practices For Rehumanizing Professional Learning, Katherine Egan Cunningham, Kristin N. Rainville

Education Faculty Publications

In this article the authors describe a professional learning initiative focused on joyful teaching and learning during the COVID-19 pandemic and the techniques that were used to foster a culture of belonging. The authors utilize an integrative framework for understanding, cultivating, and assessing belongingness to suggest implications for school-university partnerships. Finally, the authors pose questions for school-university partnerships to reflect upon to build an intersectional approach to professional learning in a post-pandemic educational landscape.

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Supervision Utilizing Expressive Art Activities: A Road To Group Cohesion And Professional Learning, Mi-Hee Jeon, Charles E. Myers Mar 2022

Supervision Utilizing Expressive Art Activities: A Road To Group Cohesion And Professional Learning, Mi-Hee Jeon, Charles E. Myers

Journal of Counselor Preparation and Supervision

This paper shares research outcomes in which Master’s practicum students participated in supervision utilizing art activities. To explore in-depth experiences of the participants and make sense of their perceptions on art activity-based supervision, Interpretative Phenomenological Analysis (IPA) was chosen as analysis for this study. Semi-structured interviews with the participants were performed and collected as data. As results, two constructs—facilitating group cohesion and professional learning—and five themes corresponding to each construct were identified. In discussion, the power of visualization through art activities, the opportunity to reflect through expressive arts and its influences, and group cohesion facilitated by supervision using art tasks …

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Mentoring Doctoral Students In Counselor Education For Research Competence: A Developmental Perspective, Nayoung Kim, Eunae Han Mar 2022

Mentoring Doctoral Students In Counselor Education For Research Competence: A Developmental Perspective, Nayoung Kim, Eunae Han

Journal of Counselor Preparation and Supervision

Doctoral students in counselor education should develop varying competencies in the degree program including research capabilities. However, there is a dearth of research addressing different characteristics of the students based on their research competence development. This article aims to provide a detailed guideline using a developmental approach that counselor educators may use in research mentorship and doctoral students can refer to in understanding their development and validating their struggles. Specifically, the authors used three themes including (a) tasks, (b) self-efficacy, and (c) researcher identity in the comprehensive framework for counselor educators-in-training researcher development (CFCRD). Implications for counselor educators and counselor …

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Transformative Vocabulary: Fusing Vocabulary Instruction With Citizenship Education, Thomas Broderick Feb 2022

Transformative Vocabulary: Fusing Vocabulary Instruction With Citizenship Education, Thomas Broderick

Certificate of Advanced Studies (CAS) in Literacy

This action research sought ways to maximize secondary social studies teachers’ instructional time and merge their core functions as literacy, content and social-justice instructors. Drawing on a wide literature demonstrating potent correlation between requisite vocabulary knowledge and reading comprehension, this action research investigated the potential interface between explicit literacy instruction, particularly robust vocabulary instruction, and democratic citizenship, while keeping in mind the intent of the Common Core Standards. In other words: is it possible to fuse robust vocabulary instruction to achieve transformative citizenship? Data collection included multiple in-person and digital interviews with veteran K-12 teachers, administrators and university professors about …

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“I Kind Of Pushed Back”: Efficiency And Urgency In A No-Excuses Writing Curriculum, Katie Nagrotsky Jan 2022

“I Kind Of Pushed Back”: Efficiency And Urgency In A No-Excuses Writing Curriculum, Katie Nagrotsky

Education Faculty Publications

Drawing on the concept of structuring contexts (Berchini, 2016) this article explores a white teacher’s understanding of teaching writing in a no-excuses charter management organization network. Through a deductive analysis, the author traces how the teacher’s beliefs about language were shaped by the CMO’s emphasis on efficiency, influencing how he acted on and adapted centralized curriculum and assessment practices. Documenting the ways that whiteness works within the writing curriculum and assessment practices despite stated broader organizational commitments to culturally relevant teaching, the author shows how the curriculum appropriated texts written by People of Color while the assessment practices prioritized correctness …

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Teacher Candidates’ Pivot To Virtual Literacy Field Experiences: The Interplay Of Culturally Responsive Sustaining Pedagogies And Improvisation, Mary Coakley-Fields, Courtney Kelly, Katherine Egan Cunningham, Kori Krafick Jan 2022

Teacher Candidates’ Pivot To Virtual Literacy Field Experiences: The Interplay Of Culturally Responsive Sustaining Pedagogies And Improvisation, Mary Coakley-Fields, Courtney Kelly, Katherine Egan Cunningham, Kori Krafick

Education Faculty Publications

This qualitative investigation examines how teacher candidates enrolled in literacy courses navigated virtual field work experiences during summer and fall 2020. The study is grounded in theories of improvisation as a pedagogical practice and culturally responsive and sustaining approaches to teaching. Data show that teacher candidates took advantage of the affordances of the environment and adapted their practice to suit the new situation by improvising and growing their virtual teaching skillset for culturally responsive literacy instruction. Findings reveal the importance of teacher candidates developing improvisational culturally responsive and sustaining practices, including learning about students’ interests, cultures, and experiences and applying …

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The Journey To Improving Student Connectedness: Exploring Teacher Self-Efficacy, Use, And Perceptions Of Culturally Sustaining Pedagogy, Christopher F. Cipriano Jan 2022

The Journey To Improving Student Connectedness: Exploring Teacher Self-Efficacy, Use, And Perceptions Of Culturally Sustaining Pedagogy, Christopher F. Cipriano

Doctor of Education in Educational Leadership (Ed.D.)

This Dissertation in Practice investigated to what extent professional learning impacted teacher perceptions, instruction, and self-efficacy of Culturally Sustaining Pedagogy (CSP) at a Catholic high school. The dissertation followed an Improvement Science framework to address a specific problem of practice: a lack of universal student connectedness at the high school level. As students begin ninth grade, the connectedness to school many experienced on the elementary level often wanes, with academic, social, and emotional impacts. To build connectedness, the researcher selected a specific change idea focused upon CSP. The intervention consisted of two professional development (PD) sessions and several opportunities for …

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See Me, Hear Me, Teach Me: Addressing Equity, Diversity, And Student Engagement Through Culturally Responsive Teaching, Diana Diiorio Jan 2022

See Me, Hear Me, Teach Me: Addressing Equity, Diversity, And Student Engagement Through Culturally Responsive Teaching, Diana Diiorio

Doctor of Education in Educational Leadership (Ed.D.)

This Improvement Science Dissertation in Practice aimed to investigate how teachers' cultural backgrounds and potential cultural biases were manifested in their teaching and determine the degree to which student engagement is impacted as a result of teachers' proficiency in the use of Cultural-linguistic Responsiveness (CLR). Additionally, this study aims to intervene in the problem of practice (lack of use of Cultural-linguistic Responsiveness strategies) through assessment of the impact of training to increase Cultural-linguistic Responsiveness strategies. By utilizing a convergent mixed-method approach, this study follows a team of devoted school community members as they planned, implemented, studied, and reflected on the …

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"I Am Not Alone": Supporting Teachers Of Color Through Affinity Groups, Marissa J. White Jan 2022

"I Am Not Alone": Supporting Teachers Of Color Through Affinity Groups, Marissa J. White

Doctor of Education in Educational Leadership (Ed.D.)

While research has indicated that teachers of color need to be better supported by building and district administrators to retain higher numbers, the literature lacks the best practices for targeted support specifically for teachers of color. This Improvement Science Dissertation in Practice utilizes a qualitative participatory social justice design to examine the efficacy of affinity groups as a viable practice to support and retain teachers of color. Through a Critical Race Theory (CRT) framework, this study also explores the reflections of teachers of color at a Pre-k – Grade 5 school in a large urban district in a Northeastern state. …

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Analyzing The Effects Of Mathematical Mindsets And Self-Regulation Of Middle School Students To Overcome The Challenges Of Math Anxiety, Bardhyl Gjoka Jan 2022

Analyzing The Effects Of Mathematical Mindsets And Self-Regulation Of Middle School Students To Overcome The Challenges Of Math Anxiety, Bardhyl Gjoka

Doctor of Education in Educational Leadership (Ed.D.)

In the rapidly changing world, schools must prepare students for jobs and careers that may not exist today. Mathematics is one of the core subject areas that help students prepare to meet the demands of the 21st-century. When students are proficient in mathematics, they have the opportunity to build problem-solving skills. Learning mathematics helps students find solutions to a problem logically and develop analytical thinking skills. However, many students struggle with mathematical content and concepts during math lessons and learning activities. Teachers need to create practical age-appropriate lessons focusing on problem-solving skills to help students who fear math and experience …

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Put Your Own Mask On First: A Supportive Group-Based Experience For Teachers Developing Competence In Employing Sel In The Classroom, Karolyn S. Dahlstrom Jan 2022

Put Your Own Mask On First: A Supportive Group-Based Experience For Teachers Developing Competence In Employing Sel In The Classroom, Karolyn S. Dahlstrom

Doctor of Education in Educational Leadership (Ed.D.)

The demands for teachers to integrate social-emotional concepts into the classroom have never been higher, yet there is little formal or informal professional development dedicated to developing competence in this domain. This mixed-methods study examined the impact of an ongoing, professional development series on the confidence and competence of teachers to integrate social-emotional instructional strategies into the classroom. Although a small sample size, participants reported increased confidence in integrating SEL concepts, noted the overall quality of their instruction improved, perceived increased support from school administration, and reported the model of professional development delivery as effective. This study suggests the merits …

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Unlocking Classroom Discourse: Supporting Early Career Teachers In Their Development Of Culturally Inclusive Social-Emotional Teaching Practices, Kelly L. Falvey Jan 2022

Unlocking Classroom Discourse: Supporting Early Career Teachers In Their Development Of Culturally Inclusive Social-Emotional Teaching Practices, Kelly L. Falvey

Doctor of Education in Educational Leadership (Ed.D.)

This Improvement Science research study investigates how school districts can support educators with one to three years of experience in developing culturally inclusive social-emotional teaching practices (CISEL). This mixed-methods study aimed to understand the early career teacher experience and their perspectives on CISEL to identify structures that support this area of pedagogical development during the transition from preparation to employment. First, an initial root cause analysis exposed the need for more explicit integration of cultural inclusivity into educator preparation and early career teacher professional learning in the state and district that employs the scholarly practitioner. Secondly, the root cause analysis …

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Moving The Needle: Impacting Teachers' Practices That Support Students' Sel Development, Tammi Y. Dockett-Wilson Jan 2022

Moving The Needle: Impacting Teachers' Practices That Support Students' Sel Development, Tammi Y. Dockett-Wilson

Doctor of Education in Educational Leadership (Ed.D.)

Research has shown how students’ social-emotional development impacts their lives beyond school and the benefits social-emotional development has had on academic growth, as social-emotional development and academics, worked in unison (Locklear, 2020). Therefore, students should receive support in developing their social-emotional learning skills while they are receiving academic instruction (Yoder, 2014b). One suggested way to accomplish this goal is to provide teachers with the knowledge about social-emotional learning, followed by supporting them through their social-emotional learning implementations (Ferguson-Patrick, 2010). This Improvement Science Dissertation in Practice utilized a convergent mixed methods intervention design to interact with the six research partners, who …

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Professional Development Schools And Future Teachers Of America Clubs: A Promising Pipeline, Maureen F. Ruby, Ernesto Davilla Jan 2022

Professional Development Schools And Future Teachers Of America Clubs: A Promising Pipeline, Maureen F. Ruby, Ernesto Davilla

Education Faculty Publications

This paper discusses the opportunity for universities and Professional Development Schools (PDSs) to engage with Future Teachers of America (FTA) clubs and similar groups in secondary schools to ensure the future of the profession. Student leaders and their mentor from an active high school FTA club share their perspectives on the benefits of membership in an active FTA. They aspire to engage in authentic educational experiences through relationships with teacher preparation programs and diverse classroom opportunities. In alignment with the National Association for Professional Development Schools (NAPDS) Nine Essentials, collaboration with FTA clubs is a boundary-spanning opportunity for faculty that …

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A Balancing Act: Analyzing The Effects Of Embedded Versus Isolated Self-Regulation Breathing Techniques On Inattention And Phonemic Segmentation Skill Acquisition In Kindergartners, Kimberly A. Atkinson Jan 2022

A Balancing Act: Analyzing The Effects Of Embedded Versus Isolated Self-Regulation Breathing Techniques On Inattention And Phonemic Segmentation Skill Acquisition In Kindergartners, Kimberly A. Atkinson

Doctor of Education in Educational Leadership (Ed.D.)

Using a mixed-methods convergent design within an Improvement Science framework, this Improvement Science Dissertation in Practice analyzed the effects of embedding self-regulation breathing techniques into the phonemic segmentation lesson versus conducting the techniques prior to the lesson or not at all. The project was conducted across two elementary schools, using six kindergarten educators and classes. The research began with a pre-assessment, followed by two days of applying or withholding the intervention across three groups (no intervention, isolated intervention, embedded intervention), and concluded with a post-assessment. The researcher conducted the academic lessons while the educators conducted inattention behavioral observations. After each …

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Addressing High School Student Stress: Exploring Student And Teacher Perceptions Of A Modified Dbt Steps-A Curriculum, Greg C. Hatzis Jan 2022

Addressing High School Student Stress: Exploring Student And Teacher Perceptions Of A Modified Dbt Steps-A Curriculum, Greg C. Hatzis

Doctor of Education in Educational Leadership (Ed.D.)

The problem of practice investigated is high school student stress and the many detrimental effects. The setting is a public high school in Southwestern Connecticut in a community that places a high value on academic achievement and college acceptance. A root cause analysis identifies two actionable drivers of change in teacher practices and the lack of student self-management skills. A review of scholarly knowledge and local practices leads to an investigation of strategies to mitigate the problem. This review identifies Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) as a high leverage strategy to address …

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Transforming Educators' Social Emotional Learning (Sel): A Mixed-Methods Study Exploring The Impact Of A Trauma-Informed Sel Intervention To Mitigate Educator Implicit Bias, Kemen Holley Jan 2022

Transforming Educators' Social Emotional Learning (Sel): A Mixed-Methods Study Exploring The Impact Of A Trauma-Informed Sel Intervention To Mitigate Educator Implicit Bias, Kemen Holley

Doctor of Education in Educational Leadership (Ed.D.)

While research has indicated that social emotional learning (SEL) approaches promote essential, long-lasting individual and collective development for students, the literature indicates a lack of evidence that educators are implementing SEL approaches to affirm the assets, lived experiences, and identities of students, particularly those belonging to minoritized groups. This Improvement Science Dissertation in Practice (ISDiP) employed a mixed-methods pragmatic, researchintervention process model that utilized a community-based action research approach to evaluate a trauma-informed SEL professional learning (PL) intervention as a viable practice to mitigate high school educators’ implicit biases. Through an anti-racist, anti-oppression framework, this study sought to determine the …

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Building Emotionally Skilled Teachers: A Mixed-Methods Study Exploring The Impact Of Mbi On Perceptions Of Self-Management, Enhanced Mindfulness, Well-Being, And Stress, Emily Coffin Daigle Jan 2022

Building Emotionally Skilled Teachers: A Mixed-Methods Study Exploring The Impact Of Mbi On Perceptions Of Self-Management, Enhanced Mindfulness, Well-Being, And Stress, Emily Coffin Daigle

Doctor of Education in Educational Leadership (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) aimed to understand to what extent mindfulness-based interventions (MBIs) designed for the school setting aided in the development of middle school teachers’ perceptions of self-management skills and what impact MBIs had on participants’ perceptions of enhanced mindfulness, well-being, and stress. Additionally, the study reported on the indirect impact participation in the mindfulness program had on teachers’ perceptions of classroom management, climate, and relationships with students. Using a mixed-methods design, the researcher investigated the impact of a two-phase mindfulness program designed to provide high-quality professional learning and structured intervention to a group of 20 …

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Our Words Matter: The Impact Of Professional Development On Positive Teacher Language, Jennifer L. Hilderbrand Jan 2022

Our Words Matter: The Impact Of Professional Development On Positive Teacher Language, Jennifer L. Hilderbrand

Doctor of Education in Educational Leadership (Ed.D.)

Research shows that quality student-teacher relationships contribute to students’ academic, behavioral, and social-emotional outcomes. During phase 1 of this Improvement Science study, Buck Mountain Elementary School adults expressed concern with student-adult relationships. Specifically, adults indicated that connectedness with students has deteriorated since the onset of learning in a COVID 19 impacted context. Next, phase 2 investigated the impact of professional development on positive teacher language as an effective strategy to increase quality student-teacher relationships. Using a participatory-classroom action research method, participants engaged in a five-session intervention cycle of professional development focused on positive teacher language to support teachers in rebuilding …

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The Effects Of Culturally Responsive Pedagogy On Middle School Teachers' Sel Self-Efficacy And Instructional Practices, Caitlin A. O'Keefe Jan 2022

The Effects Of Culturally Responsive Pedagogy On Middle School Teachers' Sel Self-Efficacy And Instructional Practices, Caitlin A. O'Keefe

Doctor of Education in Educational Leadership (Ed.D.)

This Improvement Science Dissertation in Practice investigated the impact professional learning in Culturally Responsive Pedagogy had on teacher SEL self-efficacy and instructional practices in a middle school. Educators faced many new challenges with the onset of a global pandemic, increased political polarization, and social unrest fueled by system racism. In the blink of an eye, teachers adapted their instructional practices to teach in full remote, hybrid, and, eventually, in-person instruction with strict COVID-19 guidelines. Teachers noted a decrease in student connectedness and higher disengagement from school. Students’ social and emotional needs grew, and classroom teachers became the triage nurses in …

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Writing: The Lost Literacy… Found!, Tahlya Stevenson Dec 2021

Writing: The Lost Literacy… Found!, Tahlya Stevenson

Certificate of Advanced Studies (CAS) in Literacy

According to the National Assessment for Educational Progress (NAEP, 2012), writing proficiency across the country has been stagnant for the past generation. This “writing crisis” has the potential to impact job preparedness, reading development, and the future of our nation’s students. Additionally, teachers are ill-prepared with the knowledge and time to best teach writing. The purpose of this study was to identify best practices in elementary narrative writing and to explore the effectiveness of implementation in a grade 2 classroom. Experts agree that process writing, use of mentor text, explicit instruction in text structure, and peer feedback increase student writing …

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Preparing Cacrep-Accredited Doctoral Students To Teach, Meredith Lt Montgomery, Mei Tang Feb 2021

Preparing Cacrep-Accredited Doctoral Students To Teach, Meredith Lt Montgomery, Mei Tang

Journal of Counselor Preparation and Supervision

Counselor education literature addresses training of future counselors although little is known about the preparation of doctoral students as teachers. This qualitative thematic analysis utilizes a Social Cognitive Theory (SCT) theoretical framework and a Contextualism philosophical framework to answer the question: How are doctoral students in CACREP-accredited doctoral programs prepared to teach? Faculty (n=6) and students (n=10) from ten CACREP-accredited Counselor Education and Supervision (CES) programs across the United States participated. A narrative description of the process of preparing doctoral students to teach is based on three identified themes: relationship, pedagogy, and effort. Implications include a need for stewardship of …

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Developing As Culturally Responsive Mathematics Teacher Educators: Reviewing And Framing Perspectives In The Research, Kathleen Nolan, Lindsay M. Keazer Jan 2021

Developing As Culturally Responsive Mathematics Teacher Educators: Reviewing And Framing Perspectives In The Research, Kathleen Nolan, Lindsay M. Keazer

Education Faculty Publications

It is essential for teacher educators to develop and model their culturally responsive pedagogies (CRP),for furthering the development of culturally responsive prospective and practicing teachers. To date, no tool has been developed for supporting the self-study and growth of mathematics teacher educators’ CRP. Thus, this article shares the process of identifying, synthesizing, and analyzing key scholarly texts in the field of teacher educator CRP, to extract from the research: a) how the scholars define CRP in the context of their studies (that is, what does CRP mean?) and b) how the scholars elaborate on this definition of CRP through the …

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Teacher Educators Learning With Prospective Teachers: Finding Relevant Mathematics In Our (Their) Lives, Lindsay M. Keazer, Eryn M. Mather Jan 2021

Teacher Educators Learning With Prospective Teachers: Finding Relevant Mathematics In Our (Their) Lives, Lindsay M. Keazer, Eryn M. Mather

Education Faculty Publications

Two mathematics teacher educators (MTEs) discuss the mathematical contexts generated by prospective teachers (PTs) when pushed to look for relevant mathematics in their lives and communities. Through collaborative teacher action research focused on iterations of collecting, categorizing, and discussing PTs’ mathematical contexts, and posing selected examples for PTs’ own examination, layers of learning occurred for both PTs and MTEs. PTs began to craft more personalized, story-like contexts, seemingly noticing more mathematics in their lives. MTEs were unexpectedly pushed to clarify their thinking about what it means to develop contexts that are authentic and relevant, and to contemplate how their actions …

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Cultivating Classroom Libraries That Promote Multicultural Literature: Helping Our Students See Themselves In The Books That They Read, Kori Krafick Dec 2020

Cultivating Classroom Libraries That Promote Multicultural Literature: Helping Our Students See Themselves In The Books That They Read, Kori Krafick

Certificate of Advanced Studies (CAS) in Literacy

The purpose of this study, focusing on diversity in children’s literature, was to assist teachers in choosing quality multicultural literature for students. Quality multicultural literature lacks bias, avoids discrimination, racism, prejudice and sexism, and accurately portrays social issues, historical details, and dialects in both the words and the illustrations. The goal of this project was to provide teachers with criteria to use when evaluating multicultural literature. Howlett and Young’s (2019) instrument for evaluating multicultural literature, Literary Criticism and the Absence of Bias, was used to assess multicultural literature. The survey included questions pertaining to inherent racism, bias, prejudice, and discrimination, …

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