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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 22 1 HipHop Scholastics: Effective Teacher Professional Learning Garcia, Itoco. - : eScholarship, University of California, 2016 In: Garcia, Itoco. (2016). HipHop Scholastics: Effective Teacher Professional Learning. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/1d71h84k (2016) Abstract: AbstractHipHop Scholastics: Effective Teacher Professional LearningbyItoco GarcíaDoctor of EducationUniversity of California, BerkeleyProfessor P. David Pearson, ChairMeeting the needs of culturally and linguistically diverse students in order to improve their academic engagement and achievement is a central challenge to American education. A Critical Race analysis and synthesis of academic research on teacher professional learning, Culturally Relevant Pedagogy (CRP), and the mismatch between schools and students revealed: problems of practice and obstacles to changing them, limitations, a conceptual framework for effective professional learning and a vehicle for changing from current to more promising practices. Problematic beliefs including: teacher’s frames of reference; deficit thinking; and low expectations; combine with problematic practices such as rejection of student language and lack of: reflection; culturally relevant materials; and critical comprehension strategies to create a cultural mismatch, low student engagement, and low academic achievement in Urban Bay Unified Schools where this study took place and I worked as a principal. Teacher professional learning on CRP surfaced as a method for change. The theory of action suggested sequential professional development on systematic reflection, student academic engagement, and critical literacy would: improve teacher’s awareness of student academic engagement and linguistic affirmation; improve teacher’s perceptions of students; increase the use of critical literacy, culturally relevant materials and systematic reflection and more closely align schools with students thereby impacting student academic engagement and achievement. This participant action design study focused on an intervention that took place over ten sessions spanning four months consisting of four elementary teachers from the same school that yielded the process data. Participants were given surveys, interviewed, and observed by researchers both before and after the intervention to determine any impact on their beliefs and practices. Outlining each participant’s learning process supported a cross comparison of teachers to better understand how the impacts might have occurred. The intervention impacted systematic reflection, awareness of student academic engagement, perceptions of students, and the use of culturally and linguistically responsive practices like HipHop and linguistic affirmation. Research design challenges lessened the impact on critical literacy and may have contributed to confirmation bias. Future applications of the conceptual framework and iterations of the intervention design might (a) inform teacher professional learning on transitioning underlying beliefs from deficit to positive; (b) shift practice towards more culturally relevant materials and the use of HipHop; and (c) inform research on student academic engagement. The implications of this work might contribute to research on teacher learning by adding systematic reflection, reflective journaling and guided meditation to existing ideas about optimal form. Mechanisms that surface teacher trauma and help heal compassion fatigue in teacher professional learning are critical areas for future study and may be key in making it effective. Investigating sequential professional learning in systematic reflection, student academic engagement, critical literacy and the use of HipHop to examine implicit bias, improve empathy and shift practice to improve student engagement and achievement is a compelling area for future research as well. Keyword: Critical Literacy; Culturally Relevant Pedagogy; Education; HipHop Education; Multicultural education; Student Academic Engagement; Systematic Reflection; Teacher education; Teacher Professional Learning URL: http://www.escholarship.org/uc/item/1d71h84k BASE Hide details 2 Inquiry and Wonder in the University Classroom ... Gilbert, Andrew. - : Innovations in Teaching & Learning Conference Proceedings, 2016 BASE Show details 3 Developing intercultural awareness using digital storytelling Ribeiro, Sandra. - : Taylor & Francis, 2016 BASE Show details 4 Understanding first-year students' transition to university: A pilot study with implications for student engagement, assessment, and feedback Blair, Alasdair. - : Sage, 2016 BASE Show details 5 Management Accounting – Combining Blended Learning and Mobile Apps to Enhance the Flipped Classroom Concept King, Daniel In: Teaching and Learning in a Digital Context (2016) BASE Show details 6 International students in transnational mobility : intercultural connectedness with domestic and international peers, institutions and the wider community Thi Tran, Ly; Pham, Lien. - : Routledge, 2016 BASE Show details 7 Evaluation of the Collaborative Design Process and Classroom Implementation of a Place-Relevant Lesson in Ninth Grade Earth Science Classrooms Van der Eb, Marina In: Electronic Theses and Dissertations (2016) BASE Show details 8 Creating Spaces of Imaginative Engagement for Gifted High School Honors and Advanced Placement English Students Bradshaw, Patty T. In: Electronic Theses and Dissertations (2016) BASE Show details 9 International students in transnational mobility: intercultural connectedness with domestic and international peers, institutions and the wider community Tran, Ly Thi; Pham, Lien. - : Taylor & Francis, 2016 BASE Show details 10 Making Student Engagement Visible: Using Self-Determination Theory to Examine How Two Social Studies Teachers Support Students’ Needs for Autonomy, Competence, and Relatedness Schewe, Audrey In: Middle and Secondary Education Dissertations (2016) BASE Show details 11 Engaging All Students: Strategies to Promote Meaningful Learning and Increase Academic Performance Haagenson, Heidi; Schlangen, Casandra In: Masters of Arts in Education Action Research Papers (2016) BASE Show details 12 Helping Third-Grade Students with Task Management in a Montessori Classroom Fabel, Jessica H. In: Masters of Arts in Education Action Research Papers (2016) BASE Show details 13 Lo‐tech tools as episteme: rethinking student engagement in the writing process and beyond Finer, Bryna Siegal; Shelly, Lynn; Gatta, Oriana. - : University of Bedfordshire, 2016 BASE Show details 14 The Impact of Transdisciplinary Threshold Concepts on Student Engagement in Problem-Based Learning: A Conceptual Synthesis Savin-Baden, Maggi In: Interdisciplinary Journal of Problem-Based Learning (2016) BASE Show details 15 Stable Beginnings in Engineering Design McCormick, Mary E; Hammer, David In: Journal of Pre-College Engineering Education Research (J-PEER) (2016) BASE Show details 16 A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships Crimmins, G; Nash, G; Oprescu, F I. - : Routledge, 2016 BASE Show details 17 Strategies for Integrating Digital Technology in Classrooms to support English Language Learners’ Learning and Engagements Fan, Valerie Shu-Yuan. - 2016 BASE Show details 18 Dual-Credit Program Leadership and Student Engagement Christian, Melanie A In: Electronic Thesis and Dissertation Repository (2016) BASE Show details 19 Plastic with personality: Increasing student engagement with manikins Power, Tamara; Virdun, Claudia; White, Haidee. - : Churchill Livingstone, 2016 BASE Show details 20 Student-Centered Analyses of Classroom Perceptions and their Prediction of Student Disengagement Demers, Joseph. - 2016 BASE Show details Page: 1 2

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