The document discusses narratives from educators on systemic barriers faced by vulnerable students during the pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of technology access and inflexible scheduling; 2) Educators broke rules to support students' mental health and connection; 3) Relationships between teachers and students are important for a caring "lived curriculum"; 4) Streaming practices often disadvantage marginalized students and their voices are needed for reform; 5) Resilience is linked to identity and breaking down barriers, not just lessons, for student success. Recommendations focus on enhancing equity training, building a culture of care, and developing community partnerships.
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.
Shipp, jeremiah gateway to cultural competence focus v8 n1 2014William Kritsonis
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; Hall of Honor, Prairie View A&M University/Members of the Texas A&M University System.
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.
Shipp, jeremiah gateway to cultural competence focus v8 n1 2014William Kritsonis
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; Hall of Honor, Prairie View A&M University/Members of the Texas A&M University System.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William 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.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
The case for continuing education, community-based research and engaged scholarship as a means to provide education for the public good in Canada and elsewhere
Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program 4P...YogeshIJTSRD
This study aimed to assess the academic performance of the Pantawid Pamilyang Pilipino Program 4Ps beneficiaries of the Grade VIII Students in Dipolog City Division South District. To find out the significant relationship between the factors affecting the academic performance and the academic performance and final grade in the previous grade level of Pantawid Pamilyang Pilipino Program 4Ps beneficiaries. Employing documentary, descriptive correlation method of research, frequency count, percentage, weighted mean, ANOVA and Pearson r from 181 students of Grade VIII in Dipolog City South District Dipolog City. On the other hand, results revealed that students academic performance was satisfactory in terms of the final grade in the previous grade level. A conclusive statement drawn based on the results of the research found no significant relationship between all factors affecting academic performance and the academic performance of 4Ps beneficiaries. Sarah Mae C. Aranas | Marilyn G. Barbaso | Genevieve Q. Bermudez | Joan Abigail N. Pelpinosas | Edelene A. Tecson "Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries in Dipolog City Division South District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40078.pdf Paper URL: https://www.ijtsrd.com/management/management-development/40078/academic-performance-of-the-grade-viii-pantawid-pamilyang-pilipino-program-4ps-beneficiaries-in-dipolog-city-division-south-district/sarah-mae-c-aranas
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
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 ...
De los santos, stephanie bain the lecture method is d e-a-d focus v10 n1 2016William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William 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.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
The case for continuing education, community-based research and engaged scholarship as a means to provide education for the public good in Canada and elsewhere
Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program 4P...YogeshIJTSRD
This study aimed to assess the academic performance of the Pantawid Pamilyang Pilipino Program 4Ps beneficiaries of the Grade VIII Students in Dipolog City Division South District. To find out the significant relationship between the factors affecting the academic performance and the academic performance and final grade in the previous grade level of Pantawid Pamilyang Pilipino Program 4Ps beneficiaries. Employing documentary, descriptive correlation method of research, frequency count, percentage, weighted mean, ANOVA and Pearson r from 181 students of Grade VIII in Dipolog City South District Dipolog City. On the other hand, results revealed that students academic performance was satisfactory in terms of the final grade in the previous grade level. A conclusive statement drawn based on the results of the research found no significant relationship between all factors affecting academic performance and the academic performance of 4Ps beneficiaries. Sarah Mae C. Aranas | Marilyn G. Barbaso | Genevieve Q. Bermudez | Joan Abigail N. Pelpinosas | Edelene A. Tecson "Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries in Dipolog City Division South District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40078.pdf Paper URL: https://www.ijtsrd.com/management/management-development/40078/academic-performance-of-the-grade-viii-pantawid-pamilyang-pilipino-program-4ps-beneficiaries-in-dipolog-city-division-south-district/sarah-mae-c-aranas
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
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 ...
De los santos, stephanie bain the lecture method is d e-a-d focus v10 n1 2016William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
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.
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
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Tr...Janice K. Jones
Dr Janice K. Jones discusses the conduct and outcomes of her narrative autoethnographic participatory research in a non-traditional and play based learning context in rural Australia, and considers implications for policies and practices of education arising from
Similar to Narratives of systemic barriers & accessibility summary of article 1 (20)
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.
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”.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Narratives of systemic barriers & accessibility summary of article 1
1. Narratives of Systemic Barriers &
Accessibility:
POVERTY, EQUITY, DIVERSITY
& INCLUSION, AND THE CALL
FOR A POST -PANDEMIC NEW
NORMAL
A Summary Only – Not to be Cited
2. The Situation:
“Despite policies, declarations and goals set in place,
Canada still faces dire issues of youth and family poverty
that sustain conditions of social and economic
marginalization. The pandemic, unfortunately, has
magnified exponentially pre-existing disparities for
diverse student populations living in poverty.” (p.3)
Vulnerable populations include students from low-
income & single-parent families, students from
immigrant, refugee, ethnic minority & Indigenous
backgrounds, students with diverse gender identities &
sexual orientations, and students with special needs
(OECD, 2020a)
3. Pandemic
Problems
Lack of social contact – particularly impactful for
vulnerable students: Those from broken families, abusive
homes, foster care, suffering from food insecurities, or
lacking housing (OECD, 2020 a) (p.9)
Many students lack access to vital necessities offered by
school systems, and within their communities at large (i.e.,
counselling, social and medical services… Illustrates the
need for a comprehensive & equity-oriented mental health
strategy (Jenkins, Gadermann, and McAuliffe, 2020)
Mental health challenges are magnified for oppressed
students due to aspects of their identity, such as their
gender, income, ethnicity & socioeconomic status (DCP,
2015) (p.9)
4. Poverty in
Education
It’s imperative that we “reframe out thinking & push
past preconceived notions of class, race, culture &
stereotypes of what it means to be poor. We must focus
on conditions of poverty, rather than attributing the
problem to students and families who experience
poverty.” (DCP, 2015, p.1)
Poverty is the root cause of many systemic
barriers…ranging from students’ lack of technology to
systemic biases, prejudices held against marginalized
and/or oppressed youth; these barriers set the
precedent for students’ access to curriculum knowledge
(e.g., the type of curriculum work assigned) & academic
success (e.g., academic achievement in terms of grades
attainment). (p.10)
5. The ‘Hidden
Curriculum’ is
Problematic.
Curriculum inequities illustrate how the hidden barriers
students from low-income [families] have to overcome
have a lasting impact on their educational & career
aspirations, and success. (p.12)
Streaming is a discriminatory practice rooted in biases ,
especially for BIPOC students, but also for gender, age,
race, ability, language, socio-economic variables, family
dynamics, dwellings, home support, & students’ behaviour
in class; it amounts to PROFILING. (p.12)
There’s a disturbing correlation, an intrinsic connection
between 1) systemic streaming that offers limited and
fewer academic opportunities for students, and 2) a child’s
SES. (p.14)
6. “Superstars” vs
“Dropouts”
The practice of streaming students “is one way the public
education system serves to restrict access to some
advanced forms of knowledge and legitimates political, and
economic inequality.” (Clandfield et al, 2014, p.298) (p.17)
Jarvis & Okonofua (2020) looked at biases of school leaders
and its affect on discipline and managing white/black
misbehaviours in class, and found principals endorsed
more severe discipline for black students after the second
misbehaviour compared with white students. (p.18)
Resilience training is put forward as a supposed solution to
support marginalized and vulnerable youth, but the
system, itself, is a barrier, preventing them from achieving
to their fullest potential. (p.20)
7. Post-Pandemic:
We’re Primed
for a New
“Normal”
(p.21)
The ACDE’s 5 Markers for education’s new ‘normal’:
1. Addressing mental health, post-pandemic
2. Ensuring the prioritization of Indigenous Education
equity, post-covid.
3. Capacities and capabilities related to ensuring on-
going PD for new and experienced teachers
4. Connectedness & cohesion associated with teachers’
participation in community-based, post-pandemic
initiatives & educational research
5. Resilience & transformation through investment in
research within the fields of education, human capital,
embracing innovation, leadership & knowledge transfer
8. A ‘Lived
Curriculum’
(p.22)
Current study is a ‘lived curriculum’ of teachers working
alongside students during covid-19 where relational stories
inform an urgent need for schools to recreate systems of
care, equity, diversity and inclusion for all.
Narrative Inquiry – use of a 3 dimensional inquiry space to
describe facets of narrative, storied experiences as
research is conducted
3-dimensional space helps researchers attend to:
temporality – pre-, during, and post-pandemic
sociality – interactions between teachers & students,
which help to deepen the understanding of each story
told
place – the topological setting – makes each narrative
tangible
9. Narrative
Inquiry & the 3
Rs (p.23)
Narrative Inquiry is the research form as well as the research
method; that is, it is both method and phenomenon (Connelly &
Clandinin, 2000)
Storied data was deconstructed using the 3 Rs –
Narrative Reveal (used to help excavate participants’ stories
that surface in the living and telling of experiences of teaching in
systems that have barriers affecting under-represented
students.)
Narrative Revelation (shows, once a story has surfaced, how it
can be interrogated further against systemic issues in schools, to
gain further perspective of students’ and teachers’ lived
curriculum.) &
Narrative Reformation (shows how lived narratives of educators
can begin to help reform newer understandings through an
awakened mindset towards change.)
Using the 3 Rs helps untangle how teaching & learning get
enacted when assumptions also get enacted in classrooms,
schools and larger communities.
10. Ethic of Care
Nel Noddings (1995) advocates for the reorganization of
school curriculum to encompass themes of CARE in the
classroom. (p.24)
Not superficial – it’s a teacher’s vocation to ensure
students feel cared-for and learn to reciprocate that
from of care towards others. (p.24)
Ethical Standard of Care (OCT, 2016) = compassion,
acceptance, interest & insight for developing students’
potential; positive, professional, empathetic (p.25)
There is a profound connection between care and
commitment to student success. (Noddings, 1995)
(p.25)
11. Identity &
Teacher-Learner
Relationships
It’s important to foster both student & teacher
identities within the realm of an ethic of care.
(p.26)
An educator who doesn’t know themselves
can’t know who their students are; therefore,
an educator’s identity is fundamental to
knowing each unique student and advocating
for their individual needs through equitable
practices that address vulnerable & oppressed
students. (p.26)
12. Method &
Participants
Qualitative study approach – experiential narratives (p.26)
Narrative Inquiry – contributing method; case study lens (p.27)
School site – large, suburban high school; mixed SES, mostly
white with 20% of the population identified as Black,
Indigenous, Asian, or Indian (p.28)
Participants: Kelsie - retiring HS teacher; Catherine – in charge
of equity and inclusivity for her board (p.28)
13. Data Sources &
Analysis
Interview (2 hrs), conversation, emails (10) (p.28)
Background context – data from 2015-20 relating to
barriers in schools et al. (p.28)
Question: How has schooling been successful, or not,
during this global pandemic, and in already challenging
circumstances for the most vulnerable students? (p.29)
A bottom-up approach was used to analyze data; multiple
data sources were sought & open-ended interview
questions used; narratives that explored participants’ core
values – to more deeply understand narratives (p.29)
Culled all sources, ready and coded the issues, identified
patterns, & then collapsed those into themes (Creswell,
1998, 2005) (p.30)
14. Limitations &
Findings (pgs.
30-31)
Limitations –
Small sample size
Story as a portal to meaning & significance in Narrative
Inquiry
Findings – 5 Themes
1) Pandemic Spotlight on Systemic Barriers:
Uncovering What was Always There
2) Breaking Rules to Create a New ‘Normal’
3) Lived Curriculum – Teacher-Learner Relationships
4) Students at the Table: A Move for Reforming
Streaming Practices
5) Resilience: Connection to Identity & Breaking
Down Barriers
15. 1) Pandemic
Spotlight on
Systemic
Barriers:
Uncovering
What was
Always There
(p.32)
Kelsie identified decades-long shortcomings:
Schools need to provide the requisite tools
for learning (i.e., chromebooks & internet)
to ensure equitability and level the playing
field
Scheduling needs to be reimagined at the
high school level
Children need a schedule – reduces anxiety,
adds structure
16. 2) Breaking
Rules to Create
a New ‘Normal’
(p.33)
Kelsie - We might need to think outside the
box
Abandoning curriculum planning to have class
discussion about feelings and coping with
Covid-19
17. 3) Lived
Curriculum –
Teacher-Learner
Relationships
Catherine – what teachers believe about
students can either cripple or empower them
(p.34)
Kelsie – If you share your stories with your
students, to some degree, they see you as a
person, they connect with you , which affords
you the opportunity to have greater influence
– don’t be afraid to show you’re human. (p.35)
18. 4) Students at
the Table: A
Move for
Reforming
Streaming
Practices (p.35)
Catherine – the ‘applied’ courses have been
offered to ‘behaviour problem’ kids, & the
academic courses to the kids who do their
homework (p.35)
Kelsie – we label kids & then limit them (p.36)
Catherine – kids need to be included in the
conversations about their educational
pathways (p.36)
19. 5) Resilience:
Connection to
Identity &
Breaking Down
Barriers
Kelsie – We’re seeing a different type of resilience;
we’ve had to disconnect from everything we’ve
normally done & find a whole new way of reconnecting.
Our education system is important to the fabric & fibre
of our country, teachers are essential for this – we’re
teaching our students to cope in a different way. (p.36)
Catherine – Resilience gets a lot of lip service, but our
efforts are undermined by systemic barriers, policies
and rules. The identity piece is huge; knowing yourself
& being comfortable enough to share and build trust &
connections with your students; show them what
resilience looks like & break down barriers for them.
(p.37)
20. Discussion of
Findings
Pencils & paper are no longer the basic necessities
required for learning – now it’s a chromebook &
internet, bandwidth & tech tools because of the
pandemic; it’s highlighted outdated systems that tout
middle-income assumptions that all families have access
to tools & technology, which is the furthest from the
truth: Technology is not accessible to at least 1 in 7
Ontario students because of low-income living, alone.
(p.38)
The pandemic has forced a recognition of the
inequities, & ‘leveling the playing field’ has been
required (p.39)
Question: Is it ‘breaking the rules’, or ‘breaking down
barriers’? (p.39)
21. Discussion of
Findings (con’t)
Catherine – a lived curriculum gives value to student’ experienced
context, where educators need to take note of, and honour, that
context, rather than judge the capability of a learner with implicit
bias or stereotypical understandings of students’ lives (p.39)
Catherine – sees herself, and teachers, as human beings who
assist students “in the next step to wherever they’re going in life.”
(p.39)
Catherine – believed streaming devalued and oppressed students
and families; she advocates for students to be present at the
table, sharing their own stories, to talk openly & intimately about
their hopes & dreams for their own pathway, and for teachers to
support, rather than dismiss by assumption, the possible pathways
for students. (p.40)
22. Discussion of
Findings (con’t)
(p.41)
Those of us with white privilege can’t presume to
understand their experiences. We need to listen, and
learn.
Kelsie – students need their relationship with their
teacher to be grounding to help foster resiliency
Catherine – there’s a danger in teaching & preaching
resilience to (especially minoritized) students of
reducing it to ‘lessons on empathy’ in the face of
systemic barriers; it hinders success
Catherine’s Solution: Identity – knowing it well, being
comfortable enough to share & build trust &
connections with students; model resilience and break
down barriers
23. Discussion of
Findings (con’t)
Resilience for all students can only work if it is
immersed in identity: Identity of students’
lived contexts & learning; identity of teachers
& their understanding of their own context,
vis-à-vis their students’ context of living ; and
breaking down barriers to be able to realize
the full potential of resilience, which is to be
able to have a pathway to success for all
students. (p.41)
24. Recommendations
(p.42)
3 Pillars of Opportunity:
1) Enhancing professional practice
2) Building a school culture of care
3) Developing partnerships & relationships
25. 1) Enhancing
professional
practice (p.42)
Offer/mandate PD in equity , diversity& inclusion, poverty, anti-
racism, gender, sexual orientation, disadvantaged learners,
language learners & immigrant experiences
Implement equity-based action research projects by practicing
teachers alongside youth to promote an equity-rich & resilient-
positive conceptualization of students
Offer tutoring & peer tutoring within schools by teachers, teacher
candidates, trained volunteers & specialists, for students requiring
academic support, including support for accessibility to learning
tools (e.g., technology)
Educate with high expectations, rather than lowering the bar on
implicit bias; teach using HOTS (Higher Order Thinking Skills)
26. 2) Building a
school culture
of care (p.43)
Begins with knowing intimately the environment, make-up, and people
within the community where educators serve; believing that it’s a privilege
to service a community of learners within their community helps to create
a safe, engaging, & inviting school culture
Recommendations:
Reconsider school rules & policies that strip dignity from youth
Address systemic barriers & discrimination as an educational system, &
in classrooms. Pay attention to the lives of students & offer reprieve for
those living in challenging circumstances
Consider resources & school policies – we can’t assume that everyone
has equal access to resources
Implement innovative, school-based strategies for educators & leaders,
such as parent-teacher-student meetings where the student has voice
and is affirmed for their learning
Consider more funding for youth with disabilities, challenges, trauma-
related learning disadvantages, etc. that offers sustained learning in a
caring community
27. 3) Developing
partnerships &
relationships
(p.44)
Engage youth with determination, continued effort & rigour;
successful teachers do not give up on their students; successful
schools do not give up on their communities
Pay attention to the life narrative of youth and use HOTS to enrich
their learning; connect through TRIC (Trust, Respect, Integrity &
Care) to respect student dignity
Enrich & foster social services & health-related community
agencies for both physical & emotional well-being of youth
Combine an ethic of care with a pathway to resilience that is
understood through the life experiences of each student, by
listening to, and understanding contexts that are not always
similar to your own
28. Conclusion
The pandemic has amplified existing barriers &
disparities faced by our most vulnerable youth. (p.44)
Study findings reaffirm that the following inequities are
pervasive in school systems:
Access to technology
The academic streaming of youth
Perpetuating stereotypes & systemic biases that
serve as an impediment to student success beyond
high school
Complexities associated with proposing resilience
training as a ‘catch-all’ solution for students,
especially those most vulnerable & minoritized (p.45)
29. Conclusion
(con’t) (p.45)
Fundamentally, there remains an undeniable
& intrinsic connection between resilience &
the identity of both students & educators
Deepen the relationship, deepen the potential
for influence