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Teacher Education and Professional Development Commons™
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- Keyword
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- School administration (2)
- Administrators' capacity (1)
- Anti-black racism (1)
- Black cultural reverence (1)
- Black lives matter in schools (1)
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- BlackCrit (1)
- Collaborative conversations (1)
- Critical multiculturalism (1)
- Culturally sustaining (1)
- Instructional leadership (1)
- Instructional supervision (1)
- Intersectional analysis (1)
- Leader candidates (1)
- Principal preparation (1)
- School accountability (1)
- Social justice (1)
- Socially just pedagogy (1)
- Teacher candidates (1)
- Teachers' trust (1)
- Teaching for Black Lives (1)
- Woke pedagogy (1)
- Publication
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Articles 1 - 5 of 5
Full-Text Articles in Teacher Education and Professional Development
Collaborative Conversations For Culturally Sustaining, Socially Just Pedagogy: Creating A Safe Space For Dialogue And Practice, Sarah N. Newcomer, Kathleen M. Cowin
Collaborative Conversations For Culturally Sustaining, Socially Just Pedagogy: Creating A Safe Space For Dialogue And Practice, Sarah N. Newcomer, Kathleen M. Cowin
Diversity, Social Justice, and the Educational Leader
Given the increasing number of culturally and linguistically diverse students in our nation’s schools (NCES, 2020), we need teachers and school leaders who teach in inclusive and socially just ways. In this qualitative case study (Merriam & Tisdell, 2016), we paired up leader candidates (LCs) and teacher candidates (TCs) in a series of collaborative conversations focused on culturally sustaining, socially just pedagogy (CSSJP) (Authors, 2018), to learn how bringing teacher and leader candidates together may support their understandings of enacting CSSJP. Collaborative conversations may help TCs and LCs share the responsibility of doing the challenging, but necessary, work of enacting …
Eradicating Anti-Black Racism In U.S. Schools: A Call-To-Action For School Leaders, Altheria L. Caldera
Eradicating Anti-Black Racism In U.S. Schools: A Call-To-Action For School Leaders, Altheria L. Caldera
Diversity, Social Justice, and the Educational Leader
This manuscript is a theoretical treatise that examines anti-Blackness in the nation’s schools and contributes to the ongoing discussion about how schools can better serve Black students. It is a three-pronged call-to-action for social justice-oriented school leaders. I urge school leaders to 1) examine anti-Black racism as a distinct form of racial discrimination, 2) imagine ways educators can fully humanize Black children in U.S. schools through a disposition characterized by Black cultural reverence, and 3) connect with existing efforts to counter anti-Black racism in schools. To accomplish these goals, I investigated the historical socio-political context that has shaped the educational …
Woke Pedagogy: A Framework For Teaching And Learning, Altheria Caldera
Woke Pedagogy: A Framework For Teaching And Learning, Altheria Caldera
Diversity, Social Justice, and the Educational Leader
The sociopolitical context of schooling demands that teachers acknowledge the ways their students’ and their own experiences are shaped by the intersections of racism, classism, sexism, heterosexism, and other discriminatory factors. This is especially true during times of heightened civil unrest resulting from pervasive and persistent injustice experienced by minoritized populations. To engage students in pedagogy that connects with their lived experiences and that equips them to critically examine inequities, teachers must refute colorblind pedagogy in favor of woke pedagogy. Woke pedagogy, like critical multicultural education, is defined by teaching practices that integrate critiques of contemporary justice-related issues with academic …
School Administrators As Instructional Coaches: Teachers’ Trust And Perceptions Of Administrators’ Capacity, Yanira Oliveras Ortiz
School Administrators As Instructional Coaches: Teachers’ Trust And Perceptions Of Administrators’ Capacity, Yanira Oliveras Ortiz
Educational Leadership and Policy Studies Faculty Publications and Presentations
Dr. Yanira Oliveras-Ortiz examines the role of school administrators as instructional coaches. In this quantitative study, which is part of larger study, she analyzed the perceptions of 198 teachers about their administrators’ capacity to be instructional coaches as well as the level of trust teachers have on their administrators to serve as evaluators and instructional coaches.
The Impact Of High Stakes Testing On School Leadership, Yanira Oliveras Ortiz
The Impact Of High Stakes Testing On School Leadership, Yanira Oliveras Ortiz
Educational Leadership and Policy Studies Faculty Publications and Presentations
Dr. Oliveras-Ortiz describes principals' view of changing classroom environments because of the state of Texas Assessments of Academic Readiness tests. Further, she shares instructional leadership viewpoints of campus principals and proponents and opponents of high-stakes testing. This mixed method study surveyed and interviewed principals from four large school districts in Texas to understand their perceptions of changes in their leadership practices working under accountability practices.