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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 3 |
Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
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In: Journal of College Access (2022)
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| 4 |
Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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| 5 |
Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
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In: Dissertations (2021)
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| 6 |
Literacy Uses and Practices of Schoolchildren Living in a Contemporary Malaysian Context
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In: Australian Journal of Teacher Education (2021)
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| 7 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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| 8 |
Hmong American Charter Schools: An Exploratory and Descriptive Study
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In: Journal of Southeast Asian American Education and Advancement (2021)
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| 9 |
Disconnected youth: the journey to educational re-engagement: the alternative education experiences of Black, Indigenous, People of Color (BIPOC) youth
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In: Theses and Dissertations (2021)
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| 10 |
Ontario High School Science Word List (OHSWL)
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In: Electronic Thesis and Dissertation Repository (2021)
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| 11 |
"The Lady from North Carolina": The Perils and Limitations of External Expertise
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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| 12 |
School Connectedness Though Eyes of Hispanic/Latinx Students and Their Teachers
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In: Doctoral Dissertations (2021)
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| 13 |
Bicultural Identity and Academic Achievement: The Second-Generation Immigrant Student Experience
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In: Theses and Dissertations (Comprehensive) (2021)
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| 14 |
A Systematic Review of Reading Interventions for English Language Learners
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In: Masters Theses & Specialist Projects (2021)
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| 15 |
Student at Middlebury's 8-week Russian Immersion Program
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In: Internship Reflection Papers (2020)
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| 16 |
Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education
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| 17 |
Culturally Collaborative Teaching: A Path Toward Black Student Learning
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In: All Antioch University Dissertations & Theses (2020)
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Abstract:
Inservice teachers’ influence and power are vital components for academic success among Black children. Previous research has shown that when teacher/student interactions are culturally responsive, engaging, and equitable, student learning is positively impacted (Banks, 2001; Gay, 2010; Ladson-Billings, 2011; Sleeter, 2000; Warren, 2018). However, equity gaps between Black and White k-12 students continue to exist within classroom settings (Grant & Sleeter, 2012; Ladson-Billings, 2018). Using a mixed-method approach that includes Repertory Grid Technique underpinned by Personal Construct theory to identify the teaching perceptions of inservice teachers, I gathered data that indicate how k-12 teachers understand what enables Black students to learn. The findings reveal that respondents shared five key constructs as being important to Black students’ learning: “professional and skills development,” “impacts of administrative responsiveness and supports,” “caring,” “trust,” and “inclusion of lived experiences.” However, what is important to note is that my study indicates that neither Black nor White teachers held the entire picture of what enables Black students to learn. By integrating the results of both Black and White teachers’ responses, I theorize a framework which represents a path for Black student learning. I call this framework Culturally Collaborative Teaching, which takes into account both Black and White teachers’ understandings of what the critical factors are when educating Black students. Culturally Collaborative teaching is a framework in which teachers, regardless of their race and cultural background, can integrate and develop a shared set of skills and values. The inclusion of administrator support and understanding of cultural practices, serves as the foundation for positively impacting academic learning for Black students. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/
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Keyword:
and Multicultural Education; Bilingual; Black students; Culturally Collaborative Teaching; culturally relevant pedagogy; Curriculum and Social Inquiry; Education; Educational Methods; equitable education; inservice teacher beliefs; Intermediate; Junior High; k-12 public education; leadership; Middle School Education and Teaching; Multilingual; personal construct theory; professional development; repertory grid technique; Secondary Education; Secondary Education and Teaching
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URL: https://aura.antioch.edu/cgi/viewcontent.cgi?article=1628&context=etds
https://aura.antioch.edu/etds/616
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| 18 |
Truly, Madly, Deeply: Adverbs and ELLs
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In: Faculty Publications (2020)
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| 19 |
Insights into the Lived Experiences of English Language Learners
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In: Dissertations (2020)
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| 20 |
Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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