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Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- Critical pedagogy (1)
- Critical thinking (1)
- Culturally relevant pedagogy (1)
- Culturally responsive pedagogy (1)
- Dual language learners (1)
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- Emergent bilingual learners (1)
- English Language learners (1)
- English language learners (1)
- Field experience (1)
- Great Man Theory (1)
- Indigenous knowledge; teacher education (1)
- Literacy (1)
- Middle school (1)
- Native science (1)
- Preservice teachers (1)
- Professional Development (1)
- Rural Education (1)
- Science education (1)
- Social studies (1)
- Teacher Education (1)
- Teacher education (1)
- White pre-service teachers (1)
Articles 1 - 6 of 6
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Emerging Teacher-Leaders For English Learners: A Professional Development Model In Rural Florida, Raisa Ankeny, Nidza Marichal, Maria Coady
Emerging Teacher-Leaders For English Learners: A Professional Development Model In Rural Florida, Raisa Ankeny, Nidza Marichal, Maria Coady
School Leadership Review
This paper describes an ongoing Professional Development (PD) program that aimed to prepare teacher-leaders for rural English learner (EL) students. We delineate the theoretical underpinnings of the PD design and describe the two-year graduate coursework program with onsite coaching in rural schools in detail. We define rurality and the context of ELs in the rural partner school district and describe the PD coursework, which was adapted to meet the local rural educational needs of the participants. At its outset, participants reflected on the overall PD through online discussions, surveys, and focus group interviews. Data revealed that the participants found the …
Exposing Preservice Teachers To Emergent Bilinguals, Deborah J. Williams Ed.D., Jim Ewing
Exposing Preservice Teachers To Emergent Bilinguals, Deborah J. Williams Ed.D., Jim Ewing
Journal of Multicultural Affairs
This study followed a case study design and employed qualitative methods to explore monolingual preservice teachers’ (PSTs) attitudes toward learning to teach emergent bilinguals (EBs) in a dual language school. We sought to support and observe PSTs as they applied strategies learned in methodology courses to students in the field. Three overarching themes emerged from PSTs’ videotaped focus group interviews, weekly reflections, and field notes. Responses that supported Theme 1 suggested PSTs desired to teach EBs for a variety of reasons and Theme 2 supporting responses showed that PSTs confidence levels increased as they interacted with EBs. Responses that supported …
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 …
Building Capacity For Quality Leadership With English Language Learners, John Leonard, Betty Alford, Neill Armstrong
Building Capacity For Quality Leadership With English Language Learners, John Leonard, Betty Alford, Neill Armstrong
School Leadership Review
Waxman, Téllez, and Walberg (2004) advocated that school leaders must assist staff developers in providing English language learner (ELLs)-related professional development that includes “demonstration of theories of language, sustained coaching, and evaluation programs measuring teacher implementation and impact” (p 2-3). These professional development goals are central to the leader’s purposeful expansion of teachers’ knowledge, skills, and dispositions concerning the unique needs of ELLs and communicating the importance of the effective curricular integration of well-planned and embedded strategies designed to meet the needs of the often marginalized ELL population. School leaders must be willing to provide a systematic program of professional …
Native Science In Practice: Cases For Broadening Understanding And Engagement Of Science In Education As A Plea For Future Generations, G. Sue Kasun, Dave López
Native Science In Practice: Cases For Broadening Understanding And Engagement Of Science In Education As A Plea For Future Generations, G. Sue Kasun, Dave López
Journal of Multicultural Affairs
We make a departure from the U.S.’s traditional “science education” in recognition of several stark realities—from the genocidal practices that have eliminated so many indigenous populations in the U.S. to the problems our planet faces, such dire environmental degradation. We are faced daily with a dissonance of knowing our planet needs our respect and care while at the same time bearing witness to “modern” lifestyles based in property rights and individualism. We engage Native science—which encapsulates all of Western science and expands upon it by including the spiritual and emotional realms as well as the physical and mental dimensions of …
What About The Little People?: Empowering Middle School Students To Discard The Great Man Theory, Sarah Straub
What About The Little People?: Empowering Middle School Students To Discard The Great Man Theory, Sarah Straub
MLET: The Journal of Middle Level Education in Texas
This paper attempts to address the promotion of critical thinking in our middle school students as they reflect on the widely-accepted White Eurocentric perspective of history that has been traditionally taught in school. In this article, the incomplete treatment of history is identified as Carlyle’s Great Man Theory. The hope is that educators can be critical of the curriculum they are teaching so as to promote critical perspectives in their own students. History is not just the story of Great Men – it is a collective story of which many of us have a partial understanding. Specifically, this article addresses …