Donavon's story provides three key lessons for schools based on his experience as an urban high school student. First, listening to student voices can provide valuable perspectives on improving teaching and learning. Second, supportive relationships with caring teachers who have high expectations can help students build resilience. Third, including student voices in school decision-making can strengthen student engagement and school climate.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Culture, Gender and Technology Enhanced Learning (Richter & Zelenkauskaite, I...Richter Thomas
PrePrint of: Richter, T. & Zelenkauskaite, A. (2014). Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the 8th IADIS International Conference e-Learning 2014, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Lisbon, Portugal, pp. 3-12.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary faculty’s relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Faculty’s literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
Learner and Instructional Factors Influencing Learning Outcomes within a Blen...Zalina Zamri
This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Culture, Gender and Technology Enhanced Learning (Richter & Zelenkauskaite, I...Richter Thomas
PrePrint of: Richter, T. & Zelenkauskaite, A. (2014). Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the 8th IADIS International Conference e-Learning 2014, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Lisbon, Portugal, pp. 3-12.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary faculty’s relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Faculty’s literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
Learner and Instructional Factors Influencing Learning Outcomes within a Blen...Zalina Zamri
This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The interplay between gender and student classroom participation a case study...Dr.Nasir Ahmad
A number of research studies have found differences between male and female students’ classroom participation. Some researchers link these differences to students’ gender, asserting that female students’ low participation is the result of male students’ active classroom participation. The purpose of this qualitative case study was to explore differences between students’ gender and their classroom participation and to investigate the ways through which students gender manifest itself in disadvantaging other students. Four students – both male and female – were interviewed using a semi-structured interview schedule; two classroom observations were conducted, having different classroom gender compositions. Apart from the students two teachers of the observed classes were also interviewed, for gaining a better understanding of the differences between male and female students’ classroom participation and the reasons that disadvantage a specific gender. Findings suggest and confirm that university climate presents less friendly environment to female students.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Hines, mack the interactive effects of race nfmij v7 n1 2010William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
The interplay between gender and student classroom participation a case study...Dr.Nasir Ahmad
A number of research studies have found differences between male and female students’ classroom participation. Some researchers link these differences to students’ gender, asserting that female students’ low participation is the result of male students’ active classroom participation. The purpose of this qualitative case study was to explore differences between students’ gender and their classroom participation and to investigate the ways through which students gender manifest itself in disadvantaging other students. Four students – both male and female – were interviewed using a semi-structured interview schedule; two classroom observations were conducted, having different classroom gender compositions. Apart from the students two teachers of the observed classes were also interviewed, for gaining a better understanding of the differences between male and female students’ classroom participation and the reasons that disadvantage a specific gender. Findings suggest and confirm that university climate presents less friendly environment to female students.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Hines, mack the interactive effects of race nfmij v7 n1 2010William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Allena Anderson & William Allan Kritsonis, PhD
Dr. S. Marie McCarther, University of Missouri - Kansas CityWilliam Kritsonis
Dr. S. Marie McCarther, University of Missouri - Kansas City - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
Metropolitan Center for Urban Education 726 BroadwayDioneWang844
Metropolitan Center for Urban Education
726 Broadway, 5th Floor | New York, NY 10003-6680
212 998 5100 | fax 212 995 4199 | www.steinhardt.nyu.edu/metrocenter
Culturally Responsive
Classroom Management
Strategies
METROPOLITAN CENTER FOR URBAN EDUCATION
October 2008
2 | P a g e
This brief was developed by the Metropolitan Center for Urban Education under contract with the New York State Education Department, contract #007052.
Authorization for reproduction is hereby granted to the system of public and state-approved private schools, institutions of higher education, and programs
funded by the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department.
“Classroom management refers to those
activities of classroom teachers that create a
positive classroom climate within which
effective teaching and learning can occur”
(Martin & Sugarman, p.9, 1993). Research on
student-directed management approach,
which is rooted in the belief that students
have the primary responsibility for controlling
their behavior and are capable of controlling
their behavior, identify teachers adopting the
following classroom management concepts:
student ownership, student choice,
community, conflict resolution, natural
consequences, and restitution (Levin, 2000).
These concepts are operationalized in the
routines of how students enter the classroom,
what students are tasked to do upon entering
a classroom (e.g., “do now”), how desks and
tables are arranged (i.e., cooperative groups
versus rows), and the ways in which learning
is shared via communication between
students. Research over the past 30 years
indicates these rituals and routines as
cornerstones of classroom management are
critical to effective teaching and learning. In a
poorly managed classroom, teachers struggle
to teach and students usually learn less than
they should, and there are abundance of
discipline issues (Martin & Sugarman, 1993;
Rose & Gallup, 2004) while a well-managed
classroom provides an environment in which
teaching and learning can flourish (Marzano,
et. al., 2003).
Classroom Management and
Disproportionality
Instituting classroom management principles
has implications for the learning progress of
all children, especially low-performing, poor,
special education, and racial/ethnic minority
children (Saphier and Gower, 1997). Cultural
competence of simply soley middle-class,
White students can exacerbate the difficulties
that teachers may have with classroom
management. Definitions and expectations of
appropriate behavior are culturally influenced,
and conflicts are likely to occur when teachers
and students come from different cultural
backgrounds (Weinstein, Tomlinson-Clarke
and Curran, 2004). Misreading behaviors or
communication patterns of culturally and
linguistically diverse students (i.e., White,
Black, Latino ...
School of Education and Human Development at the University of.docxanhlodge
School of Education and Human Development at the University of Colorado Denver
source
CLDE Faculty Publications
Culturally and Linguistically Diverse Education
(CLDE) Faculty Scholarship
2011
Mindful Reflection as a Process for Developing
Culturally Responsive Practices
Barbara Dray
University of Colorado Denver, [email protected]
Debora Basler Wisneski
Follow this and additional works at: http://source.ucdenver.edu/clde_publications
Part of the Bilingual, Multilingual, and Multicultural Education Commons
This Article is brought to you for free and open access by the Culturally and Linguistically Diverse Education (CLDE) Faculty Scholarship at source. It
has been accepted for inclusion in CLDE Faculty Publications by an authorized administrator of source. For more information, please contact
[email protected]
Recommended Citation
Dray, B. J. & Wisneski, D. B. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING
Exceptional Children, 44(1), 28-36.
http://source.ucdenver.edu?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/785?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
mailto:[email protected]
Becoming a culturally responsive edu-
cator has been at the forefront of the
movement to reduce inappropriate
referrals to special education and dis-
proportionate representation of stu-
dents of color within special education
(Fiedler, Chiang, Van Haren, Jorgensen,
Halberg, & Boreson, 2008; National
Center for Culturally Responsive Edu-
cational Systems, 2005). However, for
many educators, working with a
diverse student population can be more
difficult when the student comes from
a background that is unfamiliar to the
teacher (Harry & Klingner, 2006). As
teacher educators who prepare educa-
tors for inclusionary settings in diverse
urban areas, we have noticed that
issues often arise when a teacher or
teacher candidate attempts to make
meaning of behavior in the classroom,
particularly a behavior that concerns
student engagement, classroom man-
agement, or discipline of students with
whom the teacher has a cultural dis-
connect. Teachers are not often aware
of how diversity affects the way that
they interpret students’ actions and the
ways that they interact with their stu-
dents. Teachers may misi.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.com
1. Donavon’s Story:
One Urban High School Student’s Voice – Many Lessons for
Improved Schools
S. Marie McCarther, EdD
University of Missouri-Kansas City
ABSTRACT
This article explores one student’s understanding of teaching and learning in the place we
call school in an urban metropolitan district located in the heart of America. The
methodology drew upon video-taped interview and observation to identify instructional
best practice strategies that enhance what students love and dislike about school. Findings
suggested that students can contribute to meaningful discussion to improve learning,
increase achievement, and foster improved school climate and that students know good
instruction as active and engaging, building on their strengths and talents, and involving
them in making choices about what and how to learn.
Key Words: student voice, student-teacher relationships, culturally relevant instructional
practices
“I love school and the opportunity it gives to me.” (Donavon, 2008)
Many of the headlines in newspapers today tout educational reform that is devoted to
cognitive initiatives that focus on increasing the learning outcomes of students and give little
attention to affective efforts that seek to listen to the voices of students and hear their stories
about schools. This stuck state that emphasizes reform policies and programs that disregard the
very students they are intended to serve by denying the importance of relationships, emotions,
and feelings has not produced the achievements it sought (Davis, McCarther, Friend, &
Caruthers, 2010). While the federal legislation, No Child Left Behind Act, (NCLB) (2001)
increases the federal responsibility for student achievement, it assigns states responsible for
utilizing scientifically based research to develop curricula and assessments that reflect specific
standards identified by each state. Clearly, schools are directly accountable for cognitive reform,
rather than affective reform.
The parent study from which this exploration stems suggests that quality education and
improved academic achievement for students must also be supported by policies and practices
that encourage educators to connect to the lives of their students, to have high expectations of
them, and to interact with them in ways that build mutually supportive relationships which
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2. promote learning (Davis, et.al., 2010). Learning is a recursive process dependent on both
cognitive and social productions that demand affective participation:
Feelings and actions are also important. We must deal with all three forms of learning.
These are acquisition of knowledge (cognitive learning), change in emotions or feelings
(affective learning), and gain in physical or motor actions of performance (psychomotor
learning) that enhance a person’s capacity to make sense out of their experiences.
(Novak, 1998, p. 9)
Theoretical and Conceptual Framework
Resilience
Students of color have not fared well in the present environment. An analysis of student
achievement, graduation rates, and other measures of academic performance have demonstrated
failure for students of all backgrounds, but most significantly children of Latino, African-
American, and Native American families, as well as poor European American families, and,
more recently, Asian and Pacific American immigrant students (Nieto, 2002). White students are
more likely to earn a high school diploma than their African-American and Hispanic peers (U.S.
Census, 2003).
Educational resilience, defined as the ability to succeed academically despite adversity,
focuses on the protective factors within individuals, within school systems, and within the
environmental context that function to overcome risk factors (O’Connor, 2002; Davis, 2007).
Current educational reforms, centered on policies and programs tied to cognitive reform, deny
the impact of resilience and its importance in the educational process. Connecting curriculum
and instruction to the known, to the everyday lives of students, having high expectations, and
interacting in mutually supportive relationships with students are the experiences that negate
adversity and promote learning. These are the experiences that help students “overcome and even
become strengthened by experiences of adversity” (Grotberg, 1997, p. 2).
Student Voice
Including each student’s voice in the educational experience creates important
instructional opportunities to identify their strengths and for students to build upon existing
constructed meanings for active engagement in the learning process and the school community.
Britzmean (1990) defines voice as “the individual’s relationship to the meaning of her/his
experience and hence, to language, and the individual’s relationship to the other” (p. 14).
Understanding the concept of voice in terms of traditionally silenced or marginalized groups in
schools, such as students of color or students from poverty backgrounds, values the lived
experience of others (affective), not the objective view of experience (cognitive). For this
exploration, the lived experiences of an urban high school student was expressed through his
voiced stories and captured through video-taped interview.
Capturing students’ voices as part of the research process of narrative inquiry “carves out
spaces for the embodied voices of the silenced (the stress on the last two letters is important here,
since it signifies an active process of control, regulation, and policing) to be articulated” (Apple
1998, p. x). Hence, researchers discover the realities of students’ lives and the meanings they
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3. attach to these experiences. Sometimes thought of as stories people tell of their lives in
communities, organizations, schools and other spaces which they may occupy, narrative might
be both a methodology and the phenomenon of study (Clandinin & Connelly, 1994; Chase, 2005;
Creswell, 2007). Clandinin and Connelly (1994) explain the similarities and differences between
narrative inquiry and stories:
It is equally as correct to say inquiry into narrative as it is to say narrative inquiry. By this
we mean that narrative is both phenomenon and method. Narrative names the structured
quality of experience to be studied, and it names the patterns of inquiry for its study. To
preserve this distinction, we use the reasonably well-established device of calling the
phenomenon story and the inquiry narrative. Thus we say that people by nature lead
storied lives and tell stories of those lives, whereas narrative researchers describe such
lives, collect and tell stories of them, and write narratives of experience. (p. 416)
Shuman (2005) further described storytelling as “an aspect of the ordinary . . . . touted as a
healing art . . . a means for transforming oppressive conditions by creating opportunity for
suppressed voices to be heard or for creating opportunities to listen to those voices” (Shuman,
2005, p. 5). In other words, narratives are a mode of inquiry that, according to deMarrais and
Lapan (2004), is “both a process, a narrator or participant telling or narrating, and a product, the
story or narrative told” (p. 104). Schools are one of the few remaining places where people from
diverse backgrounds can come together and make meaning of their lives through the sharing of
stories from unique voices.
Methodology
The methodology employed in this heuristic narrative inquiry drew upon video-taped
interview and observation to unlock the story of one urban high school senior. Listening to the
voice of the participant as he sought to make meaning of his schooling experiences in an urban
school is the essence of this inquiry. The interview format was semi-structured and consisted of
four questions that allowed for more focused, two-way conversation and communication
between the researcher and informant (Merriam, 1998): (a) What do you love about school? (b)
What do you hate about school? (c) What would you change if you were in charge of the school?
and (d) What would you like to say to teachers? As dialogue emerged, the interview became
more contextualized and reflected meaningful experiences of the participant. Guided by the
theoretical framework and research questions, the study led to the telling of the participant’s
experiences which served as data, leading to what Polkinghorne (1995) described as “analysis of
narratives” (p. 12) to identify themes to inform the work of educators and other stakeholders in
the school improvement process.
Identification of the participant was accomplished through the purposeful selection of one
urban high school in the Kansas City metropolitan area. A sampling procedure was open to
schools that provided, as Strauss and Corbin (1990) suggest, the “greatest opportunity to gather
the most relevant data about the phenomenon under investigation” (p. 180). The student returned
the consent form and was interviewed. The video tape was analyzed and common and/or
interesting themes and patterns were identified. Recurring themes related to student voice that
emerged included instructional experiences, multicultural content, relationships, and teacher
expectations for behavior and academics.
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4. Findings
The Importance of Student Voice
Siddle-Walker (2001) asserts that attention to the affective is an important dimension of
the teaching-learning process. It may be understated that for many children in today’s urban
settings, academic achievement is most promising when there are strong adult-child relationships
in place and where children know and believe they are in an institution where people care about
them and all of their needs. Yet, it is often the case that the suppression of personal experiences
within schools and teacher education programs often contributes to the absence of reflective
practices, relationships, and overall caring which reproduces technocratic and corporate
ideologies that sustain the official narrative of culture (e.g., Irvine & York, 1995; Gay, 2003;
McLaren, 2003). It is within this environment that low expectations for academic success and
deficit thinking are likely to influence educators’ decisions about policies, programs, and
instructional focus.
This inquiry sought to determine the role of institutional caring on the part of an urban
high school and its effect on the perceptions of school by one urban high school student. With
this in mind, this study sought to give voice to one student through telling his specific “stories
about school.” Findings from the interview transcription, data coding, and analysis suggested
that this student’s perceptions of one urban high school indicate a definite understanding of what
good instruction is to him. He wants instruction that is active and engaging, builds on his
strengths and talents, and includes him in choices about what and how to learn. He wants caring
teachers who have high academic expectations and a desire to connect with him within his lived
environment.
Donavon’s Story
The following is narrative from one urban high school student. The details in the case
study are factual and are based on an interview with an African-American senior high school
student named Donavon (The name has been changed to protect anonymity). The enrollment at
the high school that Donavon attended consisted of 98.3% African-American students in grades
9 through 12. The attendance rate was 67%, meaning that on average, on any given day, one-
third of the students may be absent from school. There was a high degree of poverty, with 73.9%
of the students eligible for free or reduced-price lunch. The drop-out rate for the 2007-08 school
year was 33.7% (DESE, 2008).
Through an analysis of narrative, such as in this case, findings demonstrated that the
stories the participant told about school were connected to resiliency. Here is Donavon’s story:
I come from a family where all my aunts and uncles are successful. They are CEOs and
professionals. And, well, my brothers and sisters kind of messed up. My uncle, who is
like my father to me, he really shows me the type of person who I want to be. My brother
got arrested, my sisters dropped out of school, and that made him sad. I see myself as the
last hope. School is more of life and changing the mentality of my family. We need to get
more people off the streets and staying in schools. I try and find ways to stay in school as
long as I can so I just go home to eat, study, and go to sleep. (Donavon, 2008)
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5. Donavon begins his story with evidence of both resources and risk factors in his life. According
to Swanson, Cunningham, and Spencer (2003), young African-American males may be impacted
by multiple risk factors:
The societal stereotypes, in conjunction with numerous social, political, and economic
forces, interact to place African-American males at extreme risk for adverse outcomes
and behaviors, and suggest clear implications for the continued structural conditions that
characterize life in the United States for ethnic minorities. (p. 609)
These risk factors may be overcome through supportive relationships, such as the one Donavon
describes with his uncle, who serves as a positive role model for “the type of person” Donavon
desires to become (Donavon, 2008). In addition, the school as an institution has the potential to
provide support for increasing resiliency in students. Henderson and Milstein (2003) provided
six strategies for schools to include in their programs to improve resilience among students:
(1) promote elements of a positive school culture; (2) set clear and consistent boundaries;
(3) teach life skills; (4) provide caring and support; (5) set and communicate high expectations,
and (6) provide opportunities for meaningful participation (p. 53-57).
Donavon described the activities that he engaged in after the regular school day ended,
including participation in extra-curricular activities, such as the Future Business Leaders of
America (FBLA) and the Debate Club, and seeking teachers who needed extra help in their
classrooms after school so that he could remain in the building as long as possible. When asked
to further explain what he loved and hated about school, Donavon said:
I love the teachers. It’s all about the teachers at this school. I don’t think they get enough
credit for what they do here. They’re more like parents than teachers. They get paid less
to work here than if they worked somewhere else. I’m lucky to have teachers who want
to be here and teach. They could go someplace else, but they choose to stay here to help
me and other kids like me.
I hate the environment. The students disrupt learning – every 20 minutes the teacher has
to yell at a student or they have to kick them out. We may only get 45 minutes of learning
out of a 90 minute class. When the kids who want to learn can’t learn, it destroys the
fabric of the school. (Donavon, 2008)
Donavon went on to describe programs that are not offered in his urban high school and
community perceptions that revealed discrimination against students who attend his school.
At this school, we have less than what other schools have. Other schools have a band. I
used to play in the band at my other school. I was really very good . . . very good at
playing clarinet – in 7th
grade I was playing with the high school band. We were forced to
move here off of income, and my senior year is the first year this school has had a band. I
didn’t have the chance to be where I should be right now. That’s very disappointing.
I would change how people see us as a school – based on what a percentage of students
do in this school. I was in FBLA for a state competition – I placed third. I had three
judges scoring me, and I scored a15 out of 15 from two of the judges, and one judge gave
me a zero. One of my sponsors got upset and asked how that could happen. People said –
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6. it’s your school name. It’s the school you have labeled on your business plan. That got
me frustrated, but I don’t accept that. As long as I know I did well, in my heart, I know it
could have gone to state [competition]. (Donavon, 2008)
Conclusion: Significance to the Field
Resiliency theory is clearly illustrated in Donavon’s story. However, more than this, his
story echoes those of so many who came before him, were with him, and remain after him. For
Donavon, the place called school is where he finds hope, promise, and meaning in his life.
Donavon’s story revealed him seeking desperately to find reasons to stay on the school campus
and off of the streets, and most critically, he expressed a deep personal connection to the adults
in the school house, even though his urban high school is not exemplary by most standards.
Donavon’s story demonstrates that much can be learned working in schools and listening
to student voices. School improvement and educational reforms can benefit from including
student voices in problem identification and problem solution. In her book, Student Voice in
School Reform: Building Youth–Adult Partnerships That Strengthen Schools and Empower
Youth (2008), Mitra explores the emergence of student voice and its impact on school culture and
the learning environment. She proposes a list of advantages that result from including student
voice in schools, including the bolstering of student confidence and sense of belonging,
improving learning, and enhancing school climate. As urban public school leaders continue to
search for winning strategies to turn troubled schools around, Donavon’s story suggests a lesson
of value for consideration: listening to the voices of their students can bring an important and
unique perspective. Joining in partnership with their students, bringing student voices to the table
to problem solve solutions for the improvement of teaching and learning in their schools can
strengthen the bond between teachers, students, and administrators; improve the culture, climate,
and achievement within their schools; and increase students’ self-confidence and feelings of
belongingness (Mitra, 2008). The purpose of this investigation and sharing Donavon’s story is to
examine the lessons from student voices traditionally silenced, in hopes they will be heard today
and benefit tomorrow’s student.
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Author
S. Marie McCarther, EdD is Assistant Professor in the Division of Urban Leadership and Policy
Studies in Education, School of Education at the University of Missouri – Kansas City, Kansas
City Missouri.
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