An analysis of cultural diversity and recurring themes in preservice teachers’ online discussions of Epstein’s six types of parent involvement

2013 ◽  
Vol 24 (2) ◽  
pp. 164-180 ◽  
Author(s):  
Laura Nathans ◽  
Carol Revelle
Keyword(s):  
Parent Involvement ◽  
Preservice Teachers ◽  
Cultural Diversity ◽  
Online Discussions

scholarly journals Teaching while Black: Best Practices for Engaging white Pre-service Teachers in Discourse Focused on Individual & Cultural Diversity in Urban Schools

2020 ◽  
Vol 15 (1) ◽  
pp. 116-134
Author(s):  
Kisha Porcher
Keyword(s):  
Preservice Teachers ◽  
Best Practices ◽  
Cultural Diversity ◽  
Urban Schools ◽  
White Students ◽  
Teacher Education Program ◽  
Classroom Environments ◽  
Underlying Principle ◽  
Self Study ◽  
Black Professors

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (S-STEP). I describe strategies that Black professors can use to engage white preservice teachers in discourse about individual and cultural diversity in urban schools. The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, specifically Black professors, experience hostile classroom environments. These experiences occur mostly within white-dominated institutions when students experience a shift of power from a white professor to a professor of color. This shift is intensified when the topics of the course focus on equity and social justice in urban schools. Practitioners of color are encouraged to explore ways in which these and others can be incorporated in courses that prepare white teachers to teach diverse populations in urban schools.

Using Culturally and Linguistically Diverse Electronic Storybooks in ESL Teacher Education

2015 ◽  
pp. 209-237
Author(s):  
Ho-Ryong Park ◽  
Deoksoon Kim
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Use ◽  
Lesson Plan ◽  
Linguistically Diverse ◽  
Online Discussions ◽  
Electronic Storybooks ◽  
Speakers Of Other Languages ◽  
Based Instruction ◽  
Task Based Instruction

In this chapter, a qualitative approach used to investigate the experiences and learning of 110 preservice teachers in English for speakers of other languages (ESOL) courses when they read electronic storybooks for their school projects. During their online class, participants were asked to read one culturally and linguistically familiar electronic storybook (e-storybook), develop a reading lesson plan, and participate in two online discussions after reading four culturally and linguistically familiar or unfamiliar e-storybooks. After these discussions, the participants revised their lesson plans. The findings provide insight into what ESOL preservice teachers learn and the strategies they use in reading e-storybooks. The participants revised the original lesson plan based on these reading experiences and learned about their future students who will study English as a second language. The article concludes by discussing the influence of this online task-based instruction on ESOL preservice teachers' learning and technology use in teacher education courses.

Promoting High-Order Thinking in Online Discussions

2010 ◽  
pp. 236-259 ◽  
Author(s):  
Anne Scott
Keyword(s):  
Preservice Teachers ◽  
Teacher Education Program ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Learning Opportunities ◽  
High Order ◽  
Online Discussions ◽  
Written Responses ◽  
Large Groups ◽  
High Order Thinking

Asynchronous online discussions potentially maximise the learning opportunities in tertiary education. In this chapter the design, implementation and evaluation of online discussions for developing high-order thinking skills with large groups enrolled in a preservice teacher education program are discussed. The development and evaluation of a tool indicates it is possible to examine the intellectual quality of online discussions and considering these written responses in terms of awareness, regulation and evaluation provides the facilitator with useful insights about students’ thinking. A framework for auditing the activities facilitating the online discussions for potential learning opportunities is also recommended. Findings indicate that preservice teachers do engage in productive professional discourse which transform their learning when appropriate activities are used.

scholarly journals The linguistics in othering: Teacher educators’ talk about cultural diversity

1970 ◽  
Vol 8 (1) ◽  
Author(s):  
Anne Birgitta Nilsen ◽  
Sandra Fylkesnes ◽  
Sølvi Mausethagen
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Cultural Diversity ◽  
Social Exclusion ◽  
Analytical Study ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Critical Discourse ◽  
Linguistic Awareness ◽  
Binary Oppositions

‘Othering’ can be conceptually defined as the manner in which social group dichotomies are represented in language via binary oppositions of ‘us’ and ‘them’. The article aims to contribute to a methodological approach for differentiating the concept of othering in educational settings. We will introduce new ways of conceptualising othering based on findings from an empirical critical discourse analytical study of how teacher educators talk about the term ‘cultural diversity’. The study is based on transcriptions of interviews with Norwegian teacher educators. The findings illustrate that teacher educators talk about cultural diversity using seven different ways of othering. These ways of othering are important because teacher educators’ discourses influence preservice teachers, in turn, influencing their future teaching in schools. We argue that a critical linguistic awareness of the ways in which pupils are ‘othered’ is an important tool in counteracting social exclusion and promoting social justice and equity.

(Re)Assessing Student Thinking in Online Threaded Discussions

2013 ◽  
pp. 265-280
Author(s):  
Felicia Saffold
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Online Discussion ◽  
Teacher Educator ◽  
Thinking Skills ◽  
Student Thinking ◽  
Online Discussions ◽  
Discussion Forums ◽  
Threaded Discussions ◽  
Online Discussion Forums

A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be an effective pedagogy for classes where complex, often controversial issues such as social justice, equity, and white privilege are discussed.

scholarly journals Factor Analysis of the Attitude Toward Parent Involvement Survey With Preservice Teachers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110305
Author(s):  
Laura Nathans ◽  
Amber Brown
Keyword(s):  
Parent Involvement ◽  
Preservice Teachers ◽  
Factor Analysis ◽  
Factor Structure ◽  
Predictive Validity ◽  
Concurrent Validity ◽  
Knowledge Assessment ◽  
Assessment Scores ◽  
Parent Involvement Survey ◽  
Attitude Subscale

This study involved validating the structure of the Attitude Toward Parent Involvement Survey ( ATPIS). The survey was administered 1,729 times to preservice teachers along with Knowledge assessments at the beginning and end of a course on parent involvement. An exploratory factor analysis was conducted to validate the factors using more sophisticated statistical software. The analysis was conducted to validate the structure of the instrument and compare the factor structure with the factor structure obtained in a previous factor analysis. The main dimensions that the survey evaluated were parent involvement activities initiated by the teacher and parent involvement activities initiated by the parent. It replicated the original three factors and showed a strong fit. Fit statistics supported the three-factor structure in a confirmatory factor analysis. The three factors were Partners in Learning, Teacher-Initiated Activities, and Parent-Initiated Activities. Concurrent and predictive validity were assessed through correlating ATPIS scores and knowledge assessment scores at pre-and posttest. Results yielded limited evidence for concurrent validity at posttest and predictive validity. Current post-Knowledge assessment scores were correlated in four instances with current post-Attitude subscale scores (concurrent validity) and two pre-Attitude subscale scores were correlated with two post-Knowledge assessment subscale scores (predictive validity). The fact that the measure is valid and contains reliable subscales suggests its usefulness for identifying students who would involve parents once they became teachers. The 20-year-old measure needs revision to include family engagement and diversity.

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