Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction

2021 ◽  
pp. 1-32
Author(s):  
Jody N. Polleck ◽  
Tashema Spence ◽  
Shanita Rapatalo ◽  
Jordan Yarwood
Keyword(s):  
School District ◽  
Literacy Instruction ◽  
Culturally Responsive ◽  
Alternative School

Refugee Children and Parental Involvement in School Education

2018 ◽  
pp. 139-161
Author(s):  
Zlata Kovacevic ◽  
Barbara Klimek ◽  
Iris Sharon Drower
Keyword(s):  
Elementary School ◽  
School District ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Program Model ◽  
Children And Families ◽  
Elementary School District ◽  
Refugee Students ◽  
Refugee Education ◽  
Over Time

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

Need for Culturally Responsive Literacy Instruction in Native American Communities

2016 ◽  
Vol 1 (14) ◽  
pp. 56-68
Author(s):  
Matthew Gillispie
Keyword(s):  
Native American ◽  
Early Literacy ◽  
Literacy Instruction ◽  
Culturally Responsive ◽  
Historical Trauma ◽  
Social Health ◽  
Educational Disparities ◽  
Current Events ◽  
European Colonialism ◽  
Responsive Instruction

Since the time of the European colonialism and Manifest Destiny, all Native American (NA) communities have experienced intergenerational historical trauma stemming from past and current events. The resulting effects of historical trauma on individuals, families, and communities pass from generation to generation, and are hypothesized to be the cause of contemporary social, health, and educational disparities in NA communities. The author first provides an overview of historical trauma and persistent social, health, and educational disparities in NA communities today. This is followed with an introduction to culturally responsive instruction and services, and how this should be applied to NA children and communities. To conclude the article, readers are provided a description and key components of a university personnel preparation project, designed to recruit, educate, and empower future NA and non-NA speech-language pathologists (SLPs) with coursework and experiences related to culturally responsive early literacy instruction and services, as well as resources and examples for current educators and professionals.

A University and School District Principalship Preparation Partnership Program

2020 ◽  
Vol 29 (3) ◽  
pp. 236-255
Author(s):  
George Padilla ◽  
Federico Guerra ◽  
Velma D. Menchaca ◽  
Alejandro Garcia
Keyword(s):  
School District ◽  
School Districts ◽  
Principal Preparation ◽  
Culturally Responsive ◽  
Research Study ◽  
School Leaders ◽  
School Principal ◽  
Rigorous Curriculum ◽  
The University ◽  
Partnership Program

A School District Principal Preparation Partnership Program is designed to establish collaboration between a University and school districts that employ the school leaders graduated by the university. This collaboration improves school principal preparation by integrating relevant school district policies, practices, knowledge, and skills into a rigorous curriculum graduate culturally, responsive, transformative school leaders. The purpose of this mixed research study was to collect data to assess the perceptions of student participants about central aspects of the program. The findings indicate the program is completing many of its goals. However, program areas to improve were also identified and included.

Refugee Children and Parental Involvement in School Education

2019 ◽  
pp. 95-117
Author(s):  
Zlata Kovacevic ◽  
Barbara Klimek ◽  
Iris Sharon Drower
Keyword(s):  
Elementary School ◽  
School District ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Program Model ◽  
Children And Families ◽  
Elementary School District ◽  
Refugee Students ◽  
Refugee Education ◽  
Over Time

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

Teachers’ perceptions and practices of translanguaging for emergent bilinguals in U.S. multilingual classrooms

2021 ◽  
Vol 7 (3) ◽  
pp. 279-307
Author(s):  
Sujin Kim ◽  
Sungshim Choi
Keyword(s):  
Elementary School ◽  
School District ◽  
Empirical Research ◽  
Literacy Instruction ◽  
Emergent Bilinguals ◽  
Bilingual Learners ◽  
Teachers Perceptions ◽  
Emergent Bilingual ◽  
Multilingual Classrooms

Abstract Building on the framework of translanguaging both as individuals’ flexible language practices and classroom pedagogy, this article reports on a case study that examined perceptions and practices of pedagogical translanguaging among a group of teachers from elementary school classrooms with emergent bilingual learners in a Mid-Atlantic U.S. school district. The analysis shows a range of transformations in the teachers’ perceptions and practices as well as their perceived and structural challenges in implementing pedagogical translanguaging for content-integrated literacy instruction. The findings point towards the complexity of pedagogical translanguaging in superdiverse classrooms and address the need for expanded empirical research on pedagogical translanguaging.

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