Teacher education and multicultural courses in North Carolina

2019 ◽  
Vol 13 (2) ◽  
pp. 155-168 ◽  
Author(s):  
John Andrew Williams III ◽  
Tehia Starker Glass
Keyword(s):  
North Carolina ◽  
Multicultural Education ◽  
Students Of Color ◽  
Teacher Candidates ◽  
New Teachers ◽  
Culturally Diverse ◽  
Content Type ◽  
The North ◽  
Diverse Learning ◽  
Education Courses

Purpose Teacher effectiveness in diverse school environments depends highly on the multicultural education courses provided by Educator Preparation Programs (EPP). Research measuring new teachers’ (i.e. teachers having 0-3 years of teaching experience) effectiveness as a result of EPPs’ multicultural education courses is limited. The purpose of this study was to examine if any association occurred between the number of multicultural courses offered to pre-service teacher candidates by EPPs and their graduates rating of effectiveness, as it pertains to creating a culturally diverse classroom environment. Design/methodology/approach Using data from the North Carolina Department of Public Instruction (NCDPI) and public EPPs course catalogs for North Carolina, this descriptive study investigates multicultural education course offerings and recent teacher graduate data for North Carolina for 2015, as it pertains to creating culturally diverse learning environments for students of color. Findings The results indicate that multiple EPPs in North Carolina are not providing multicultural courses for their pre-service teachers, and that novice teachers in North Carolina are lacking the ability to produce diverse learning environments for students of color at a high capacity as defined by the North Carolina Teacher Effectiveness definition. Research limitations/implications Data were retrieved from 2015. In the current year, EPPs could have boosted their offerings of multicultural courses since that time. Social implications It is anticipated that the lack course offerings by EPPs will directly reflect new teachers’ ability to create respectful learning environment for students of color, suggesting that EPPs may be counterproductive towards teacher candidates’ understanding of race in the classroom. Originality/value This study’s originality exists in its ability to begin to connect new teachers’ productivity with regards for promoting diversity or multiculturalism and the multicultural courses offered by EPPs.

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

scholarly journals Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen Garden Program

2015 ◽  
Vol 9 (1) ◽  
pp. 2-9 ◽  
Author(s):  
Karen Block ◽  
Lisa Gibbs ◽  
Susie Macfarlane ◽  
Mardie Townsend
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
Focus Groups ◽  
Culturally Diverse ◽  
Evaluation Study ◽  
Children And Families ◽  
Content Type ◽  
Kitchen Garden ◽  
Diversity And Inclusion ◽  
Diverse Groups

Purpose – The purpose of this paper is to present emergent findings from an evaluation of the Stephanie Alexander Kitchen Garden (SAKG) Program showing that the program promoted appreciation of cultural diversity and inclusion of culturally diverse groups. Design/methodology/approach – The findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post-comparison evaluation study. Focus groups and interviews were held with school principals, teachers, program specialist staff, parents, volunteers and children at the program schools. Findings – In a culturally diverse school, the program enhanced the school’s capacity to engage and include children and families from migrant backgrounds. In less diverse settings, the program provided opportunities for schools to teach children about cultural diversity. Research limitations/implications – Assessing the program’s impact on multicultural education was not a specific objective of this study, rather these findings emerged as an unanticipated outcome during interviews and focus groups that explored participants’ views on important changes to schools associated with the program. Thus, the quantitative component of the evaluation did not assess the extent of this program impact and further research is recommended. Practical implications – The program may have particular value in culturally diverse schools, providing benefits in terms of engagement of children and families and potentially, in the longer term, associated improvements in learning outcomes. Social implications – These findings suggest that the program can help to promote social equity and inclusion for culturally diverse groups. Originality/value – This paper highlights critical equity implications associated with school-based programs’ capacity to include culturally and linguistically diverse groups.

scholarly journals Apparent Loss of Vibrio vulnificus from North Carolina Oysters Coincides with a Drought-Induced Increase in Salinity

2012 ◽  
Vol 78 (11) ◽  
pp. 3885-3889 ◽  
Author(s):  
Brett A. Froelich ◽  
Tiffany C. Williams ◽  
Rachel T. Noble ◽  
James D. Oliver
Keyword(s):  
North Carolina ◽  
Water Column ◽  
Vibrio Vulnificus ◽  
Severe Drought ◽  
Estuarine Ecosystem ◽  
Content Type ◽  
Negative Results ◽  
The North ◽  
Apparent Loss ◽  
Elevated Water

ABSTRACTDespite years of successful isolation ofVibrio vulnificusfrom estuarine waters, beginning in 2007, it was extremely difficult to cultureV. vulnificusfrom either North Carolina estuarine water or oyster samples. After employing culture-based methods as well as PCR and quantitative PCR for the detection ofV. vulnificus, always with negative results, we concluded that this pathogen had become nearly undetectable in the North Carolina estuarine ecosystem. We ensured that the techniques were sound by seeding North Carolina oysters withV. vulnificusand performing the same tests as those previously conducted on unadulterated oysters.V. vulnificuswas readily detected in the seeded oysters using both classes of methods. Furthermore, oysters were obtained from the Gulf of Mexico, andV. vulnificuswas easily isolated, confirming that the methodology was sound but that the oysters and waters of North Carolina were lacking theV. vulnificuspopulation studied for decades. Strikingly, the apparent loss of detectableV. vulnificuscoincided with the most severe drought in the history of North Carolina. The drought continued until the end of 2009, with an elevated water column salinity being observed throughout this period and withV. vulnificusbeing nearly nonexistent. When salinities returned to normal after the drought abated in 2010, we were again able to routinely isolateV. vulnificusfrom the water column, although we were still unable to culture it from oysters. We suggest that the oysters were colonized with a more salt-tolerant bacterium during the drought, which displacedV. vulnificusand may be preventing recolonization.

scholarly journals Gaps and barriers along the North Carolina agri-food value chain

2016 ◽  
Vol 118 (2) ◽  
pp. 301-317 ◽  
Author(s):  
Carol S. Kline ◽  
Leah Elizabeth Joyner ◽  
Jon F Kirchoff ◽  
Alleah Crawford ◽  
Stephanie Jilcott Pitts ◽  
...  
Keyword(s):  
North Carolina ◽  
Value Chain ◽  
Food Distribution ◽  
Content Type ◽  
The North ◽  
Critical Issues ◽  
Food Distributors ◽  
Two Stages ◽  
The Impact ◽  
Food Value

Purpose – The purpose of this paper is twofold: first, to formulate an exhaustive list of the issues, gaps, and barriers at each level of the agri-food value chain in North Carolina (NC), and second, to identify the issues of greatest importance to its members. Design/methodology/approach – This research employed the Delphi technique in two stages of input. The first round of input was designed to create a comprehensive list of issues for each of nine “stages” of the agri-food value chain. In round two, the issues were prioritized. Findings – The top ten responses of each stage were aggregated into themes that represent the most critical issues identified by respondents: connectedness within the value chain, access to markets and marketing, affordability/availability of food and food distribution, farm profitability, societal awareness, and education about healthy, local food, and supporting institutions. Originality/value – The findings could be used by practitioners to inspire innovation in food-related products, programs, processes, organization, and marketing. The findings can help farmers, institutions, food distributors, policy makers, and other members of the agri-food value chain to make decisions about food distribution and access in NC and in other states facing similar issues and circumstances. The findings of this research also have further reaching implications, such as the connectivity of members along the agri-food value chain, the impact of a strong agri-food value chain on agritourism and the potential value of state marketing initiatives.

scholarly journals Middle school nutrition knowledge tool development and evaluation in North Carolina

2017 ◽  
Vol 47 (3) ◽  
pp. 332-345
Author(s):  
Caroline Hodges ◽  
Ashley Roseno ◽  
Melani W. Duffrin ◽  
Virginia C. Stage
Keyword(s):  
North Carolina ◽  
Health Information ◽  
Item Difficulty ◽  
Reliability And Validity ◽  
Knowledge Score ◽  
School Nutrition ◽  
Nutrition Knowledge ◽  
Eighth Grade ◽  
Content Type ◽  
The North

Purpose This study aims to develop and empirically assess an instrument for measuring nutrition knowledge aligned to the North Carolina (NC) Healthful Living Essential Standards for teaching nutrition. The instrument was critically evaluated and used to assess nutrition knowledge in Eastern NC students. Design/methodology/approach Researchers evaluated 250 students in 16, eighth-grade classrooms using a 22-question researcher-developed nutrition knowledge questionnaire. Assessment questions were aligned with NC Healthful Living Essential Standards, which suggest students should be able to: apply tools to plan healthy nutrition, create strategies to improve dietary intake, create plans for lifelong health, and evaluate health information and products. Survey reliability and validity (face) were evaluated prior to study implementation. Descriptive statistics for individual items, total and individual standard scores were analyzed. Instrument efficacy was evaluated using item-difficulty and discrimination indexes. Findings The survey displayed appropriate levels of item difficulty with three exceptions: two questions were identified as too difficult, and one as too easy. The majority of items also displayed acceptable (>0.20) or excellent (>0.40) discrimination (17 out of 20). Average total nutrition knowledge score was 11.82-3.26 (53.7 per cent). Within aligned standards, students scored highest in creating plans for lifelong health (79 per cent) and lowest in evaluating health information (37.6 per cent). Originality/value Study findings suggest eighth-grade students may only possess half the nutrition knowledge standards expected in the eighth grade. More instrument development is needed to supply researchers with standard means of assessing nutrition knowledge.

The light in their eyes: creating a multicultural education course for doctoral-level students

2020 ◽  
Vol 35 (2) ◽  
pp. 85-100
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Multicultural Education ◽  
Student Teachers ◽  
Doctoral Students ◽  
Culturally Diverse ◽  
Online Discussions ◽  
Public Institution ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Content Type ◽  
Doctoral Level

Purpose The purpose of this study is to investigate the perceptions of graduate students about the need for a multicultural education course at doctoral level in a mid-sized higher education public institution in Southwest Florida. Design/methodology/approach A qualitative case study method was applied with multiple sources of data collected, including semi-structured interviews, observations and students’ written papers, online discussions and assignments that aimed to prepare educators to teach culturally diverse students and challenge their own perceptions about culture, race and other multicultural education-related topics. Findings The findings indicate that, even though the multicultural education course promoted an eye-opening transformational experience for students through their interactions and learning from each other, the students still need further training in multicultural education because of their limited culturally responsive teaching skills. Research limitations/implications Limitations of the study are that both the researchers were deeply involved with the material and the class, as the class professor and one of the students, which might have affected the authors’ perception about the students’ journey in learning about multicultural education. The researchers’ dual-role (as researchers and course professor and graduate assistant) might have influenced the participants’ responses, as they knew they were part of a research project. Thus, the participants’ spontaneity in sharing their opinions and beliefs about multicultural education may have been hampered, perhaps responding what the researchers expected rather than with their authentic perspectives on the topics. Practical implications The implications of this study to teachers, educators and practitioners are that it invites the readers to reflect on their academic preparedness to work with culturally diverse students. For policymakers, the study indicates the need for creating standards that aim to examine in-service graduate student teachers about their self-efficacy, readiness and dispositions to work with culturally diverse students. Originality/value Because of the limited publications on doctoral students learning multicultural education, the authors’ study offers an important insight into the transformational experience of doctoral students learning multicultural education and the implications for improving graduate courses in multicultural education.

scholarly journals Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics

2021 ◽  
Vol 23 (3) ◽  
pp. 7-24
Author(s):  
Leticia Rojas ◽  
Daniel Liou
Keyword(s):  
Social Justice ◽  
Online Education ◽  
Multicultural Education ◽  
Students Of Color ◽  
Teacher Candidates ◽  
Social Justice Research ◽  
Self Study ◽  
Research Findings ◽  
Critical Race Praxis ◽  
Based Instruction

 The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member’s digital critical race praxis (DigitalCrit praxis) as a mediator of her expectations to prepare pre-service teachers for social justice. Research findings have implications for critical multicultural education, digitally based instruction, and teacher preparation.

Culturally inclusive science teaching (CIST) model for teachers of culturally and linguistically diverse students

2016 ◽  
Vol 10 (3) ◽  
pp. 322-338 ◽  
Author(s):  
Jiyoon Yoon ◽  
Kyoung Jin Kim ◽  
Leisa A. Martin
Keyword(s):  
International Students ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
English Proficiency ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Content Type ◽  
Face To Face

Purpose This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students. Design/methodology/approach The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons. Findings The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons. Originality/value Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.

scholarly journals Equity Education: A Longitudinal Study Comparing Multicultural Knowledge and Dispositions of Field-Based and Campus-Based Teacher Candidates

2009 ◽  
Vol 7 (4) ◽  
pp. 416-422 ◽  
Author(s):  
Johnnie Thompson ◽  
Linda Bakken ◽  
Wei-Cheng Mau
Keyword(s):  
Multicultural Education ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Repeated Measures ◽  
Positive Attitude ◽  
First Semester ◽  
Diverse Classrooms ◽  
Before And After ◽  
Multicultural Knowledge ◽  
Education Courses

Two groups of teacher candidates, enrolled either in a field-based or campus-based program, were measured before and after their first semester of teacher education courses and again at the end of their student teaching semester. The two groups were compared regarding their knowledge of multicultural education issues, dispositions towards diverse populations, and their perception of confidence in teaching in diverse classrooms. Multivariate analyses of variance (MANOVAs) with repeated measures indicated that there was a significant increase for both groups in multicultural knowledge after the first semester and that this knowledge was maintained throughout their program. Results also indicated that there was a significant increase in a positive attitude toward multicultural education for both groups after their first semester; however, this positive attitude was not maintained. In terms of perceived confidence in teaching, both groups increased after the first semester, and the field-based group continued to increase until the end of their undergraduate program. The findings suggest that the field-based experience continues to impact students' multicultural knowledge and their perceived self-efficacy.

Lessons from the COVID epicenter: how teacher candidates of color and the academy adapted to remote instruction

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Danielle Magaldi ◽  
Harriet Fayne
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Collaborative Problem Solving ◽  
Content Type ◽  
Communities Of Color ◽  
University Level ◽  
The University ◽  
Remote Learning

Purpose Given the challenges of remote learning and the pandemic’s disproportionate impact on communities of color, this paper aims to present the voices of teacher candidates of color working on the frontlines of remote learning in communities of color hard-hit by the pandemic and to understand changes made in the shift to remote instruction for teacher education at the university level. Design/methodology/approach Two teacher candidate narratives are presented as case studies along with findings from a self-study on the changes necessitated by remote instruction in two teacher preparation courses at the university level. Findings Findings underscore teacher candidates’ fortitude amidst compound stress. Emergent themes included flexibility, adapting, reaching out for help, problem-solving and drawing on their own experiences. Themes also included struggle, fatigue and feelings of incompetence. At the university level, teacher education preparation required flexibility and opening up space for collaborative problem-solving. Originality In urban communities of color, pre-pandemic disparities in under-resourced public schools not only persisted but were intensified by the pandemic’s unequal impact on people of color. This study foregrounds the voices and experiences of teacher candidates of color teaching remotely, providing contributions to the field derived from their lived experiences. Their voices are essential data, bringing much needed attention to obstacles of remote teaching in communities of color and to the resourcefulness teacher candidates demonstrated in service of multicultural education.

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