Bringing Arts Integration to Youth (BRAINY) at Colorado State University

In this chapter, the authors demonstrate how a university Art Education program assists the university art museum and trains students to lead tours for BRAINY (BRinging Arts INtegration to Youth), the museum's educational program for Title I schools. The authors present how they guide student educators to develop tours for BRAINY by applying different interpretive strategies. The impacts that BRAINY creates for the visiting students and local communities include 1) the enhancement of civic engagement for young citizens, 2) high-quality art experiences for Title I schools, 3) the extended community program—Family Day. The impacts on student art educators are 1) knowing how to teach art in different learning contexts that are outside of the classroom, 2) applying the questioning strategies to their classroom teaching for probing art dialogues with students, 3) learning to be prepared but also flexible for unexpected situations. This chapter provides a practical and positive example to address a wonderful collaboration between an art museum, community members, and higher education.

Bringing Arts Integration to Youth (BRAINY) at Colorado State University

In this chapter, the authors demonstrate how a university Art Education program assists the university art museum and trains students to lead tours for BRAINY (BRinging Arts INtegration to Youth), the museum's educational program for Title I schools. The authors present how they guide student educators to develop tours for BRAINY by applying different interpretive strategies. The impacts that BRAINY creates for the visiting students and local communities include 1) the enhancement of civic engagement for young citizens, 2) high-quality art experiences for Title I schools, 3) the extended community program—Family Day. The impacts on student art educators are 1) knowing how to teach art in different learning contexts that are outside of the classroom, 2) applying the questioning strategies to their classroom teaching for probing art dialogues with students, 3) learning to be prepared but also flexible for unexpected situations. This chapter provides a practical and positive example to address a wonderful collaboration between an art museum, community members, and higher education.

A Phenomenological Study of White Female First-, Second-, and Third-Year Teachers in Title I Schools

The purpose of this study was to examine first-year experiences by interviewing second and third-year White female teachers at the beginning of their second or third year teaching, who work in Title I, K-5 schools. The overarching goal in this study was to: (a) identify similarities and differences in first and second-year teacher experiences; and, (b) identify the struggles teachers face inside and outside of the classroom. To achieve the goal of this study, the researcher used a qualitative phenomenological method. Data from this study was viewed with critical race theory, intersectionality, and cultural capital lenses. These lenses were used to identify cultural gaps, and socioeconomic differences between White, middle-class, female teachers and their students in Title I schools. Participants were white, female teachers in their second and third year of teaching at Title I, K-5 schools. Each participant was interviewed between December and March of their second or third year of teaching; therefore, each participant had worked through their entire first year of teaching at a Title I school. Each participant shared their experiences of their first and second year. White middle-class teachers were selected due to the possible differences in cultural capital and socioeconomic level between teachers and students. Additionally, White females represent 80% of teachers in the United States (Tale & Goldring, 2017). Participants at Title I schools are in more need of supports from their peers, mentors, and administration; however, most participants did not receive these supports. Due to the elevated needs of students at low-income schools, new teachers struggled to meet their needs and understand their cultural capital along with their own White privilege.

Disparities on Baseline Performance Using Neurocognitive and Oculomotor Clinical Measures of Concussion

Background: Given the high participation of Black/African American individuals in high school sports, especially high-risk sports for concussion, it is important to note if racial and socioeconomic status (SES) differences exist in baseline performance on clinical measures of concussion. Purpose: To explore the association between race and SES on baseline concussion assessments of neurocognitive performance and oculomotor function in adolescent athletes. Study Design: Cohort study (Diagnosis); Level of evidence, 3. Methods: A total of 564 high school athletes (mean ± SD age, 15.33 ± 1.1 years) completed the baseline Immediate Post-Concussion Assessment and Cognitive Test and King-Devick (KD) battery before the start of their competitive season. Race was defined as either White/non-Hispanic or Black/African American. SES status was determined by whether the individual’s participating high school was a Title I or non–Title I school. A series of multivariable linear regression analyses were conducted to evaluate the association of computerized neurocognitive test scores (verbal memory, visual memory, motor processing speed, and reaction time), symptom severity scores, and KD scores by race and SES. Results: White/non-Hispanic individuals performed significantly better than Black/African American individuals on verbal memory ( P < .01), visual memory ( P < .01), visual motor processing speed ( P < .01), and reaction time ( P < .01) and had a lower symptom score ( P < .01). Regarding SES, individuals from non–Title I schools performed better on visual memory ( P = .05) and reaction time ( P = .02) than individuals from Title I schools. Examination of cumulative KD test reading time revealed that there was no association between race on baseline reading times ( P = .12). There was a significant association between cumulative reading time and SES ( P = .02). Individuals from non–Title I schools performed significantly faster than individuals from Title I schools on KD test time. Conclusion: Overall, race and SES influence neurocognitive and oculomotor concussion baseline performance in high school athletes. These findings add to the growing literature on the influence of race and SES on neurocognitive and oculomotor function baseline concussion assessments; they highlight the necessity for individualized concussion baseline measurements or race-specific normative reference values.

Successful Instructional Reading Practices for African American Male Third-Grade Students

African American male third graders in U.S Title I schools frequently fail to read on grade level. However, in three Title I schools in East Texas, this demographic demonstrated exceptionally high reading ability. This explanatory case study investigated the instructional strategies and practices linked to high reading achievement for these students. The study is grounded in Ladson-Billings’s theory of culturally relevant pedagogy and supported by Vygotsky’s theory of social and cognitive constructivism. The research questions were used to examine the instructional strategies and practices used on each campus that may have resulted in such high reading achievement. This study engenders a deeper understanding of effective instructional reading strategies and practices for African American boys at the elementary level.

The Impact of Immigration Enforcement on the Nation’s Schools

In response to growing concerns about the impact of harsh immigration enforcement policy since the 2016 presidential campaign, we examined its overall impact on the nation’s schools, using survey data completed by over 3,600 educators across the country. Our study results show that immigration enforcement is affecting all students—both those from immigrant homes and those that are not. In particular, Title I schools are the most affected by immigration enforcement. Our results also show that the higher the percentage of White students, the more educators reported immigrant students being exposed to a hostile, anti-immigrant environment. We conclude that the current policy of immigration enforcement significantly dismantles an equitable education for all students and creates a critical threat to their futures.

To Teach or Not to Teach in Title 1 Schools : An Explorative Study on Preservice Teachers Motivation

This study aims to explore preservice teachers' motivations to teach at Title I schools as well as whether their motivations differ based on how far they are in their teacher education program. A total of 128 preservice teachers from two groups with different numbers of field experiences were surveyed. Preservice teachers cited extrinsic, altruistic, intrinsic, and past learning experiences as main reasons motivated them wanting to teach at Title I schools upon graduation. Their motivations might change due to the influences from professional training and social experiences. It was also found that in both groups there were many preservice teachers undecided whether they wanted to teach at Title I schools or not. Implications for research and practice are discussed.