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Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models
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In: Education Sciences; Volume 12; Issue 1; Pages: 59 (2022)
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| 2 |
Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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Caring Campus: An Initiative to Involve Community College Staff in Increasing Student Success
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SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY
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Abstract:
This project centered on culturally and linguistically responsive pedagogy (CLRP) with the intention of increasing opportunities for rigorous academic discourse in middle school humanities classrooms. In collaboration with a team of a co-practitioner-researchers composed of three teachers, an instructional coach, and an administrator, my goal was to examine how we could adapt culturally and linguistically responsive practices to increase academic rigor. The teachers believed culturally responsive teaching is social justice teaching, and they created opportunities to empower students by cultivating relationships with students and adapting curriculum content; however, as committed social justice educators, they did not consistently use pedagogical practices that represented high cognitive demand. Through three cycles of inquiry, their pedagogical approaches improved by (a) participating in a community of practice (CoP) that supported the conditions for adult learning and (b) engaging in a dynamic coaching model that utilized evidence-based classroom observation to guide conversations. As a result, teachers shifted their pedagogical practices toward higher cognitive demand. I present a framework for change in teacher practice that requires focused professional learning incubated in a community of practice (CoP) that is supported with coaching. As practice communities focused on improving the outcomes for vulnerable students and addressing the opportunity gap, we need evidence of how teachers who espouse social justice principles actually enact their principles pedagogically in the classrooms. The findings from this study provide valuable insights into how strong relationships with students and a belief in the power of student voice can lead teachers to higher expectations and cognitive rigor.
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Keyword:
Academic achievement; Coaching; Communities of Practice; Culturally and Linguistically Responsive Pedagogy; Culturally relevant pedagogy; Middle School Humanities; Social justice--Study and teaching; Teacher-student relationships
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URL: http://hdl.handle.net/10342/9080
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| 5 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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| 6 |
Does class participation predict academic achievement? A mixed-method study
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 148-160 (2021) (2021)
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| 7 |
Stratified Trajectories: Charting Equity Gaps in Program Pathways Among Community College Students
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| 8 |
Attitude towards One-to-One Technology among Student Academic Achievement in Ninth Grade STEM Classes
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In: Doctoral Dissertations and Projects (2020)
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| 11 |
Early alert systems using learning analytics to determine and improve student engagement and academic success in a unit: student and teacher perspectives
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Atif, Amara. - : Sydney, Australia : Macquarie University, 2019
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| 12 |
Reliability of Grading High School Work in English
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In: Practical Assessment, Research, and Evaluation (2019)
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| 13 |
Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement
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In: McLean, L; & Connor, CM. (2018). Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement. SCHOOL PSYCHOLOGY QUARTERLY, 33(2), 272 - 282. doi:10.1037/spq0000225. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/3mg6j8z2 (2018)
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| 14 |
Bambine e ragazzi bilingui nelle classi multietniche di Torino
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| 15 |
The Effects of the Natural Environment and Classroom On-Task Behavior
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| 16 |
Atención educativa al alumnado inmigrante: en busca del consenso ; Educational attention to immigrant students: in search of consensus
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| 17 |
Exploring interpersonal recognition as a facilitator of students’ academic and professional identity formation in higher education
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| 18 |
It Takes Two: Compatibility of Perspectives between Students and Teachers and the Effects Effort has on Student Academic Achievement and Subjective Well-being
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In: Senior Projects Spring 2017 (2017)
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| 19 |
Student engagement in an outperforming urban school as measured through cognitive, behavioral, and emotional indicators ...
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| 20 |
School Counselor's Increasing Academic Success for Hispanic Students: A P-16 Collaborative Approach
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In: National Youth Advocacy and Resilience Conference (2017)
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