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Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- Adult SEL (1)
- Classroom discourse (1)
- Cultural awareness and action (1)
- Cultural competence (1)
- Culturally Responsive Pedagogy (1)
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- Culturally inclusive social-emotional teaching practices (1)
- Early career educators (1)
- Educator bias (1)
- Educator professional learning practices (1)
- High school (1)
- Inclusivity (1)
- Instructional practices (1)
- Literacy pedagogy (1)
- Magnet school (1)
- Middle school (1)
- SEL (1)
- Social-emotional competence (1)
- Social-emotional teaching practices (1)
- Student connectedness (1)
- Teacher candidates (1)
- Teacher education (1)
- Teacher self-efficacy (1)
- Trauma-informed SEL approaches (1)
- Virtual teacher education (1)
- Publication
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Articles 1 - 5 of 5
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
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
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 …
Unlocking Classroom Discourse: Supporting Early Career Teachers In Their Development Of Culturally Inclusive Social-Emotional Teaching Practices, Kelly L. Falvey
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 …
See Me, Hear Me, Teach Me: Addressing Equity, Diversity, And Student Engagement Through Culturally Responsive Teaching, Diana Diiorio
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 …
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 …
The Effects Of Culturally Responsive Pedagogy On Middle School Teachers' Sel Self-Efficacy And Instructional Practices, Caitlin A. O'Keefe
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 …