Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce Through Grow Your Own Programs

2021 ◽  
pp. 0013189X2110497
Author(s):  
Conra D. Gist
Keyword(s):  
High School Students ◽  
Teacher Development ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Local Community ◽  
School Students ◽  
Grow Your Own ◽  
Community Organizers ◽  
Teacher Characteristic ◽  
Dominant Narratives

Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged. This article reframes conventional narratives in teacher education by exploring the ways in which GYO programs offer counternarratives that reimagine teacher development by valuing (a) intersectional views of ethnoracial diversity, (b) resilience as an important teacher characteristic, (c) multiple modes of assessment as evidence of teacher learning, (d) ethnoracially diverse and community-based teacher educators, (e) culturally responsive pedagogy and place-based learning, and (f) local community school commitment.

scholarly journals The Development of English Competency-Based Curriculum Integrated with Local Community for High School Students

2020 ◽  
Vol 10 (1) ◽  
pp. 39
Author(s):  
Goachagorn Thipatdee
Keyword(s):  
High School ◽  
High School Students ◽  
Local Community ◽  
Curriculum Implementation ◽  
Cluster Sampling ◽  
School Students ◽  
English Expression ◽  
Medium Level ◽  
Competency Based ◽  
Quota Sampling

The purposes of this research were to study needs of high school students and teachers on competency-based curriculum integrated with local community for high school students, develop a curriculum based on the needs, implement the developed curriculum, and evaluate the developed curriculum. The samples of the needs study stage consisted of 244 high school students, and 82 teachers in schools located in Ubon Ratchathani, and Warinchamrab Municipalities, gained by quota sampling, and those for the curriculum implementation consisted of 34 high school students studying at Luekamhan Warinchamrab School, in the second semester of academic year 2018, gained by cluster sampling. The research instruments were the developed curriculum, questionnaires for the students and the teachers, a test of English expression, a test of writing, and an attitude evaluation form. The findings revealed the students and the teachers rated their needs on competency-based curriculum at a higher level, the developed curriculum consisted of vision, mission to achieve the students’ competency through the aims, contents, and instructional procedures concentrated on practicing and the evaluation focused on performances, the students had significantly higher learning achievement and writing skills after the curriculum implementation than those before the implementation at the level .01. The developed curriculum was evaluated by the students at medium level of its feasibility.

Utilizing Culturally Responsive Teaching in an SEL Curriculum

2020 ◽  
pp. 152-169
Author(s):  
Ronald D. Morgan ◽  
Sonia Rodriguez ◽  
Sladjana Rakich
Keyword(s):  
High School ◽  
High School Students ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Social Emotional Learning ◽  
Responsive Teaching ◽  
Social Emotional ◽  
School Students ◽  
Equitable Outcomes ◽  
Diverse Groups

Schools are increasing the use of social emotional learning (SEL) curriculum, especially at the elementary level. As this trend continues, it's important to examine the SEL curriculum and the competencies that define it. While there are similar definitions for explaining what's involved in SEL, most educators agree that it's basically the process through which students acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, in order to help them make more responsible decisions. In this chapter, the detailed elements of SEL will be reviewed first, followed by an overview of the basic tenets of culturally responsive teaching. Additional cultural needs that today's elementary, middle, and high school students face will also be addressed in this chapter. The last part of the chapter will discuss the importance of merging SEL and culturally responsive teaching in co-existence in order to develop a stronger curriculum for creating equitable outcomes for diverse groups of students.

Linguistic landscape

2020 ◽  
Vol 6 (1) ◽  
pp. 2-15
Author(s):  
Bernard Spolsky
Keyword(s):  
High School ◽  
High School Students ◽  
Local Community ◽  
Cell Phones ◽  
The State ◽  
Linguistic Landscape ◽  
Digital Cameras ◽  
School Students ◽  
Old City ◽  
The Many

Abstract The paper starts with signs that Cooper and I found in the Old City of Jerusalem. It describes how the term Linguistic Landscape was applied to the recollections of francophone high school students of the signs they had seen. It traces the many collections of photos employing digital cameras and cell-phones, and research that was derived from these collections, including published papers and books, a journal, and an annual workshop. The paper regrets the rarity of details of authorship (but reports who was responsible for the Jerusalem street signs), and the tendency to interpret signs without detailing authorship. Signs provide evidence of the state of literacy, but ignore the sociolinguistic make-up of the local community, missing that for earlier scholars “linguistic landscape” meant speech as well as writing. It regrets the paucity of efforts to provide a theory of public signage, arguing that this could be derived from the field of Semiotics.

Design and Implementation of a Grassroots Precollege Program for Latino Youth

2007 ◽  
Vol 35 (6) ◽  
pp. 821-839 ◽  
Author(s):  
Evelyn Rivera-Mosquera ◽  
Julia C. Phillips ◽  
Paul Castelino ◽  
Juanita K. Martin ◽  
Emily S. Mowry Dobran
Keyword(s):  
High School Students ◽  
Culturally Responsive ◽  
Latino Youth ◽  
Outcome Data ◽  
Multicultural Competency ◽  
University Counseling Center ◽  
School Students ◽  
University Counseling ◽  
Design And Implementation ◽  
Precollege Experiences

This article discusses the design and implementation of a grassroots culturally and linguistically sensitive program designed to promote the pursuit of higher education among Latino youth. Latinos en Camino al Exito Universitario is an example of a culturally responsive program delivered out of a university counseling center as part of the training for multicultural competency for interns. Participants were 30 middle and high school students with supplementary parental involvement. Although outcome data were limited, positive outcomes included increased knowledge and confidence about college and precollege experiences. This article discusses how the program was developed, from recruitment to implementation, and how it was designed to meet the unique needs of Latino youth.

Expressions of Authentic Voice: Urban High School Students’ Perceptions of Teaching as a Career Choice While Participating in a Pipeline Program for Aspiring Teachers of Color

2021 ◽  
pp. 001312452110438
Author(s):  
Miriam Marguerita Gomez Witmer ◽  
Jeffrey W. Wimer
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Development ◽  
Students Of Color ◽  
Self Determination Theory ◽  
Teachers Of Color ◽  
School Students ◽  
Pipeline Programs ◽  
Regional University ◽  
Authentic Voice

Students of color do not pursue teaching careers as often as their white counterparts. Project Teacher Development (PTD) is a partnership between a large urban school district and a public regional university to recruit and prepare students of color as future educators. The goal of PTD is to identify, mentor, and inspire high school students to pursue careers in education using Self-Determination Theory (SDT) as an interpretive framework. Results from this longitudinal qualitative study indicate increased awareness of teaching skills and expectations for college. Too often, programs in education expect future teachers of color to divorce themselves from their racial and ethnic identities. Participants in this study expressed authentic voice, which is essential to develop autonomy, relatedness, and competence—the foundational elements of SDT. While the challenges of recruiting and preparing teachers of color remain multifaceted, specialized pipeline programs that maximize success for marginalized students are essential.

Utilizing Culturally Responsive Teaching in an SEL Curriculum

2021 ◽  
pp. 422-439
Author(s):  
Ronald D. Morgan ◽  
Sonia Rodriguez ◽  
Sladjana Rakich
Keyword(s):  
High School ◽  
High School Students ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Social Emotional Learning ◽  
Responsive Teaching ◽  
Social Emotional ◽  
School Students ◽  
Equitable Outcomes ◽  
Diverse Groups

Schools are increasing the use of social emotional learning (SEL) curriculum, especially at the elementary level. As this trend continues, it's important to examine the SEL curriculum and the competencies that define it. While there are similar definitions for explaining what's involved in SEL, most educators agree that it's basically the process through which students acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, in order to help them make more responsible decisions. In this chapter, the detailed elements of SEL will be reviewed first, followed by an overview of the basic tenets of culturally responsive teaching. Additional cultural needs that today's elementary, middle, and high school students face will also be addressed in this chapter. The last part of the chapter will discuss the importance of merging SEL and culturally responsive teaching in co-existence in order to develop a stronger curriculum for creating equitable outcomes for diverse groups of students.

Is Robotics Education and Training Gender Dependent? A Suggestive Robotics Syllabus for Teacher Training

2021 ◽  
Vol 20 (10) ◽  
pp. 42-60
Author(s):  
G S Prakasha ◽  
Joseph Varghese Kureethara ◽  
Anthony Kenneth ◽  
Peter Varkey Muttungal ◽  
Trent Grundmeyer
Keyword(s):  
High School Students ◽  
Science Teachers ◽  
Low Income ◽  
Teacher Educators ◽  
Low Income Countries ◽  
Mixed Method Research ◽  
School Students ◽  
Robotics Education ◽  
Chi Square Analysis ◽  
And Training

Application of robotics is rapidly increasing in all fields of life. Though robotics education became popular in the 21st century, its teaching and training has not gained much importance across the world, especially in developing and low-income countries. There are various reasons for its neglect and one of them could be gender-science stereotypes. Research studies are yet to explore the reasons for its slow emergence. The present study explores the need and training for educational robotics considering the role of students, teachers, teacher-educators and parents, determining whether it is gender-dependent or not. The study also proposes to come up with a syllabus for robotics training. The study employs exploratory, sequential, qualitative-quantitative mixed-method research design and applies purposive sampling techniques. Researchers conducted semi-structured interviews, including five science teacher-educators, five science teachers, and five trainee teachers majoring in sciences to understand the need, scope and benefits of robotics education. They recruited 100 high school students, 50 teacher-educators, and 100 parents to test whether their interest in robotics is gender-dependent through Chi-square analysis. The study revealed the need for robotics education under four themes and seven subthemes. It has been found that the interest of students and parents and the readiness of teacher-educators for robotics education is gender-dependent. The study came up with a suggestive syllabus for robotics training. It recommends that future researchers should focus on the implementation of robotics teaching for teacher and school education.

Fostering Youth Sociopolitical Action: The Roles of Critical Reflection, Sociopolitical Efficacy, and Transformative Student Voice

2021 ◽  
pp. 004208592110684
Author(s):  
Carlos P. Hipolito-Delgado ◽  
Dane Stickney ◽  
Ben Kirshner ◽  
Courtney Donovan
Keyword(s):  
High School Students ◽  
Leadership Development ◽  
Social Action ◽  
Urban Youth ◽  
Student Voice ◽  
Critical Reflection ◽  
School Students ◽  
Community Organizers ◽  
Critical Pedagogies ◽  
Classroom Leadership

Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors of sociopolitical action. We surveyed 158 high-school students and found that critical reflection and sociopolitical efficacy were positively related to sociopolitical action. Additionally, participation in transformative student voice (TSV) and classroom leadership opportunities positively influenced sociopolitical efficacy. We argue that educators and community organizers should promote leadership development and TSV activities to encourage youth sociopolitical efficacy and action.

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