scholarly journals Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner

2021 ◽  
Vol 15 (3) ◽  
pp. 11-29
Author(s):  
Melissa Arabel Navarro Martell
Keyword(s):  
Dual Language ◽  
Teacher Educator ◽  
Lessons Learned ◽  
English Learner ◽  
Language Usage ◽  
Learning And Teaching ◽  
Math And Science ◽  
Critical Autoethnography ◽  
K 12 ◽  
A Current

Language usage in US K–12 classrooms and beyond continues to be an issue of equity (Navarro Martell, 2021; Palmer et al., 2019). Teachers expect racialized students who appear to be Latinx to know and perform as if their native language is Spanish, mientras a otros se les celebra sus intentos de usar el español; otro idioma colonizador. Some educators know language can be used as a tool to teach content y que muchos adultos translenguamos mientras navegamos espacios profesionales y personales, not because of our lack of mastery of English or Spanish, pero porque tenemos la habilidad y el poder de navegar y vivir en varios idiomas. Entonces, why are many educators determined to force students to use only one language at a time cuando el translanguage es tan común (Martínez et al., 2015)? This essay provides reflections and lessons learned of one immigrant, formerly labeled “English learner,” who was once a fourth and eighth grade math and science dual language teacher. Inspired by critical autoethnography, this manuscript is written by a current math and science bilingual methods teacher educator and supporter of translanguaging in the P–20+ classroom.

An Interview with Associate Professor Margaret Plunkett

2020 ◽  
pp. 47-53
Keyword(s):  
Primary Education ◽  
Gifted Education ◽  
Teacher Educator ◽  
Associate Professor ◽  
Professional Experience ◽  
Teaching Excellence ◽  
Learning And Teaching ◽  
National Office ◽  
Vice Chancellors

Associate Professor Margaret Plunkett, Federation University, Australia, has over 30 years' experience in education. She currently coordinates and lectures in a range of courses and programs in both secondary and primary education, related to gifted education and professional experience. Margaret has won a number of awards for teaching excellence including the Monash Vice Chancellors Teaching Excellence Award (Special Commendation, 2010); the Pearson/ATEA Teacher Educator of the Year Award (2012); and a National Office of Learning of Learning and Teaching (OLT) Citation in 2014.

INCORPORATING TECHNOLOGY INTO K-12 OUTREACH: LESSONS LEARNED FROM AN AUGMENTED REALITY SANDBOX

2016 ◽  
Author(s):  
Peter J. Voice ◽  
◽  
Thomas Howe ◽  
Heather L. Petcovic
Keyword(s):  
Augmented Reality ◽  
Lessons Learned ◽  
K 12

Lessons learned from a search for common ground

2021 ◽  
Vol 102 (5) ◽  
pp. 29-32
Author(s):  
Rick Hess ◽  
Pedro Noguera
Keyword(s):  
School Choice ◽  
Common Ground ◽  
Social And Emotional Learning ◽  
Lessons Learned ◽  
Policy Makers ◽  
Teachers College ◽  
Social And Emotional ◽  
Education Leaders ◽  
K 12 ◽  
Common Understanding

In 2020, Rick Hess and Pedro Noguera engaged in a long-running correspondence that tackled many of the biggest questions in education — including topics like school choice, equity and diversity, testing, privatization, the achievement gap, social and emotional learning, and civics. They sought to unpack their disagreements, better understand one another’s perspectives, and seek places of agreement or points of common understanding. Their correspondence appears in their book, A Search for Common Ground: Conversations About the Toughest Questions in K-12 Education (Teachers College Press, 2021). In this article, they reflect on the exercise, what they learned from it, and what lessons it might offer to educators, education leaders, researchers, and policy makers.

Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Donita Shaw ◽  
Elena Andrei
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educator ◽  
The United States ◽  
Methods Course ◽  
Learning And Teaching ◽  
Analysis Methodology ◽  
Preparatory Program ◽  
Literacy Methods

AbstractBuilding upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.

The opt-out movement and the power of parents

2018 ◽  
Vol 99 (8) ◽  
pp. 36-40 ◽  
Author(s):  
James D. Kirylo
Keyword(s):  
Standardized Testing ◽  
Teacher Educator ◽  
School Age Children ◽  
School Age ◽  
Policy Changes ◽  
Raising Awareness ◽  
Opt Out ◽  
K 12

Largely led by parents of school-age children from around the country, the opt-out movement has gained momentum in resisting the overuse of standardized testing. The author, a teacher educator, former K-12 teacher, and parent, argues that the opt-out movement is raising awareness regarding standardized testing and opening the door toward policy changes.

scholarly journals Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

2021 ◽  
Vol 3 (1) ◽  
pp. 42-68
Author(s):  
Matthew Kabel ◽  
Jiyung Hwang ◽  
Jiwon Hwang
Keyword(s):  
Rural Areas ◽  
Lessons Learned ◽  
Virtual Manipulatives ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Math Fact Fluency ◽  
Fact Fluency ◽  
Classroom Study ◽  
Carry Over ◽  
The Many

As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and teaching. In the current paper, we report on a classroom study conducted to examine whether the previously proven effects of concrete manipulatives can carry over into those of virtual manipulatives when teaching math fact fluency in multiplication and explored the potential for virtual manipulatives in rural classrooms from the teacher’s perspective.  Quantitative and qualitative results both indicated a promising potential for usage of virtual manipulatives, with meaningful implications for practitioners. The educational implications for designing and planning effective instruction incorporating virtual manipulatives are discussed.

Robots Underwater! Learning Science, Engineering and 21st Century Skills

2012 ◽  
pp. 141-167 ◽  
Author(s):  
Elisabeth McGrath ◽  
Susan Lowes ◽  
Mercedes McKay ◽  
Jason Sayres ◽  
Peiyi Lin
Keyword(s):  
High School Students ◽  
Curriculum Design ◽  
Scale Up ◽  
Lessons Learned ◽  
Learning Goals ◽  
Underwater Robotics ◽  
School Students ◽  
Curriculum Redesign ◽  
Core Elements ◽  
K 12

The underwater environment presents novel challenges that can facilitate unique learning experiences for students engaged in robotics programs. Although the number of underwater educational robotics programs is small by comparison to other forms of K-12 robotics initiatives, several do exist, which have varying learning goals, implementation approaches, and tools. This chapter describes an underwater robotics program using LEGO® MINDSTORMS® components and related materials for middle and high school students. The program, known as WaterBotics™, has undergone an extensive, four-year research and development phase and curriculum redesign effort. This chapter describes the theoretical framework of the curriculum design, the components and resources available in the challenge-based curriculum, and lessons learned about teacher practices and their relationship to student learning outcomes in physical science, Information Technology skills, engineering design, and engineering career interest. “Core elements of success” of the program and curricular adaptations are described in the context of a scale-up initiative that is adapting the curriculum for use in informal education settings.

K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

Opportunities in Web-Based Teaching

2000 ◽  
pp. 17-32 ◽  
Author(s):  
Orasa Tetiwat ◽  
Magid Igbaria
Keyword(s):  
Educational Level ◽  
Modern Technology ◽  
Minimum Condition ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Web Based ◽  
Technological Infrastructure ◽  
Good Design ◽  
Learning And Teaching ◽  
K 12

Web-based teaching technology has become a popular tool for many institutions in this decade. It can be used for every educational level from K-12 to higher education and distance education in many different fields. In order to make these opportunities possible, there are many requirements, including sufficient funding, a strong technological infrastructure, hardware and software, good design and interface, operations, maintenance, training, and cooperation of every involved party. When these requirements have been met as a minimum condition, Web-based teaching can provide many benefits to students, teachers, parents, and educational institutions. It is one alternative of modern technology that has been developed to augment traditional learning and teaching at all educational levels.

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