Teaching in the Restorative Window: Authenticity, Conviction, and Critical-Restorative Pedagogy in the Work of One Teacher-Leader

2018 ◽  
Vol 88 (1) ◽  
pp. 103-125 ◽  
Author(s):  
SARAH M. FINE
Keyword(s):  
Critical Pedagogy ◽  
Restorative Justice ◽  
Teacher Leader ◽  
Emotional Needs ◽  
Social Emotional ◽  
Veteran Teacher ◽  
Frame Work ◽  
Attention To Students

In this article, Sarah M. Fine uses portraiture to explore the undertheorized question of what it means to teach in ways that align with the values of the restorative justice framework. The piece centers around the work of Nora, a veteran teacher-leader who explored this question in the context of her own classroom and, as a result, shifted her practice in significant ways, making it more deliberate in its attention to students' social-emotional needs, more project based in its design, and more critical in its stance. In turn, these shifts helped restore and transform students' relationships to the content under study, as well as to each other and to Nora. This portrait provides a richly textured picture of what it means to be—and become—a restorative teacher and suggests that there are powerful synergies between the restorative justice frame-work and the tradition of critical pedagogy.

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

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.

Lived experiences of Puerto Rican university students displaced to South Florida after Hurricane Maria

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tunde Szecsi ◽  
Hasan Aydin ◽  
Debra Giambo
Keyword(s):  
Puerto Rico ◽  
University Students ◽  
The United States ◽  
South Florida ◽  
Education Administration ◽  
Emotional Needs ◽  
Structured Interviews ◽  
Social Emotional ◽  
Community Agencies ◽  
Qualitative Phenomenology

Abstract The purpose of this study is to document the experiences, services, and programs provided to displaced university students from Puerto Rico and to offer recommendations to educational and community agencies regarding effective integration after a natural disaster. Through in-depth semi-structured interviews, this qualitative phenomenology study consisted of collecting oral histories of six displaced university students from Puerto Rico who relocated to Southwest Florida after Hurricane Maria. The analysis of the data indicated three themes, including (1) trauma after hurricane, (2) challenges and needs during relocation, and (3) conflicting feelings about the homeland and the United States. Although immediate, basic needs were met soon after relocation, in-depth, social-emotional needs, such as dealing with trauma and becoming acculturated in the new culture, remained unanswered. Recommendations are provided to higher education administration, professionals in education, and community agencies.

Service Animals and Pet Therapy in Schools: Synthesizing a Review of the Literature

2021 ◽  
Vol 31 (1) ◽  
pp. 1-23
Author(s):  
Virginie Abat-Roy
Keyword(s):  
Program Implementation ◽  
Cultural Context ◽  
Study Data ◽  
Pet Therapy ◽  
Emotional Needs ◽  
Negative Effects ◽  
Social Emotional ◽  
Current State ◽  
The Social ◽  
State Of Research

As the academic and social-emotional needs of students in schools continue to increase, so too does the presence of dogs in educational spaces. This article aims to present an overview of past and present animal-assisted intervention practices in school settings. This comprehensive literature review examines the current state of research within this field of study. Data from 29 publications were selected according to strict inclusion and exclusion criteria. The results highlight three categories in which the presence of dogs in schools have an impact: social-emotional, cognitive, and physiological. Challenges to program implementation include health risks, cultural context, and negative effects on the animal. Due to the lack of school-based research, more study is needed, especially in order to understand the effect of dogs on the social-emotional learning of students. Finally, the welfare and training of the animals involved should be taken into consideration, and regulations regarding handler and animal training should be enforced.

Analysis of Latino award winning children’s literature

2017 ◽  
Vol 38 (5) ◽  
pp. 507-522 ◽  
Author(s):  
Jeff Gomm ◽  
Melissa Allen Heath ◽  
Pat Mora
Keyword(s):  
Children's Literature ◽  
Mental Health Professionals ◽  
Children’S Literature ◽  
Latino Children ◽  
Emotional Needs ◽  
Cultural Groups ◽  
Social Emotional ◽  
Children's Book ◽  
Children's Picture Books ◽  
Award Winning

In this article, we offer information about the specific challenges US Latino immigrant children face. We then determine which of these challenges are included in 72 award winning children’s picture books, specifically created for and/or about Latino children. Our analysis offers information to assist school-based mental health professionals, children’s librarians, educators, and parents in prescriptively selecting books that align with Latino children’s social emotional needs. Additionally, we analysed each book’s proportion of Spanish/English text and described the book’s targeted age level and Horn Book Guide rating. From our perspective, books containing colorful illustrations that include Latino children, realistic situations, familiar Spanish words and phrases, and true-to-life characters help Latino children engage and identify with these stories. Children’s book author Pat Mora also explains her perceptions of quality children’s literature. Although this article is specific to Latino children’s literature, implications are offered that generalize to other ethnic and cultural groups that are typically underrepresented in children’s literature.

Innovative Instructional Methods Integrating 21st-Century Competencies

2021 ◽  
pp. 272-292
Author(s):  
Robin Williams
Keyword(s):  
Student Engagement ◽  
21St Century ◽  
Instructional Methods ◽  
Innovative Technology ◽  
Emotional Needs ◽  
Social Emotional ◽  
Instructional Tools ◽  
Global Connections ◽  
Quality Professional Development ◽  
Supporting Teachers

Innovative instructional methods integrating 21st century competencies need to be taught strategically by educators in virtual, hybrid, and traditional classroom settings. Several challenges with engaging students in virtual and hybrid environments have emerged. However, findings have indicated that implementing innovative technology tools and teaching methods can enhance student engagement. Addressing students' social-emotional needs before expecting them to master the 21st-century competencies is crucial; therefore, understanding synchronous and asynchronous instructional tools is necessary to enhance student engagement. Because the digital divide among students living in poverty continues to grow during the pandemic, developing global connections is critical. Therefore, high-quality professional development is essential to supporting teachers to become innovators.

Social Emotional Needs

2014 ◽  
Vol 37 (4) ◽  
pp. 264-265 ◽  
Author(s):  
Tracy L. Cross
Keyword(s):  
Emotional Needs ◽  
Social Emotional

Social Emotional Needs

2011 ◽  
Vol 34 (4) ◽  
pp. 64-65
Author(s):  
Tracy L. Cross
Keyword(s):  
Emotional Needs ◽  
Social Emotional

scholarly journals The Association Between Perception of Caring and Intrinsic Motivation: A Study of Urban Middle School Students

2019 ◽  
Vol 200 (1) ◽  
pp. 48-61 ◽  
Author(s):  
Dorothy Reppy ◽  
Karen H. Larwin
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
Emotional Needs ◽  
Social Emotional ◽  
School Students ◽  
Government Programs ◽  
Urban Middle School ◽  
The Social ◽  
Urban Middle School Students

Spanning the course of two decades, educational leaders have invested government finances into the social-emotional needs of adolescents. Government programs provide student questionnaires to survey the scholastic climate from students’ perceptions. Previous research discusses the correlation between students’ perception and their success in school due to fulfillment of their transescent needs. This research study ventured to distinguish a possible correlation between urban middle school students’ perceptions of feeling “cared-for” and their intrinsic motivation. Results suggest that today’s urban student benefits from feeling cared-for both personally and academically.

Sign in / Sign up

Export Citation Format

Share Document