Neighbourhood farms as new places for participation and grow-your-own

2021 ◽  
pp. 217-222
Author(s):  
Heike Brückner ◽  
Jan Zimmermann
Keyword(s):  
Grow Your Own

scholarly journals Increasing School-Based Mental Health Services with a “Grow Your Own” School Psychology Program

2021 ◽  
Author(s):  
Stephanie L. Schmitz ◽  
Kerri L. Clopton ◽  
Nicole R. Skaar ◽  
Stephanie Dredge ◽  
David VanHorn
Keyword(s):  
Mental Health ◽  
School Psychology ◽  
Mental Health Services ◽  
Health Services ◽  
School Based ◽  
Grow Your Own ◽  
Psychology Program

scholarly journals Grow your own

Nature ◽  
1996 ◽  
Vol 380 (6571) ◽  
pp. 206-206 ◽  
Author(s):  
David Jones
Keyword(s):  
Grow Your Own

Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs

2021 ◽  
Author(s):  
Amanda Kibler ◽  
René Pyatt ◽  
Jason Greenberg Motamedi ◽  
Ozen Guven
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Relevant Literature ◽  
Action Learning ◽  
Teacher Education Programs ◽  
Language And Literacy ◽  
Education Programs ◽  
Grow Your Own ◽  
Mentoring Practices ◽  
Instructional Competencies

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

A Rural “Grow Your Own” Strategy

2017 ◽  
Vol 41 (4) ◽  
pp. 346-352 ◽  
Author(s):  
Ingrid M. Johnson
Keyword(s):  
Grow Your Own

scholarly journals Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines

2018 ◽  
Vol 70 (1) ◽  
pp. 13-25 ◽  
Author(s):  
Conra D. Gist ◽  
Margarita Bianco ◽  
Marvin Lynn
Keyword(s):  
Teacher Development ◽  
Ethnic Diversity ◽  
Teachers Of Color ◽  
Policy Practice ◽  
Making Sense ◽  
Grow Your Own ◽  
Community Activists ◽  
Different Types ◽  
Racial Ethnic ◽  
Recent Policy

Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents mentors) and making sense of findings over a continuum of teacher development (e.g., recruitment, preparation, induction, and retention). Based on a research synthesis within and across GYO program teacher pools, we argue implications for policy, practice, and research that should accompany increased recommendations for expanding GYO models for Teachers of Color.

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