Parent Engagement Through Abriendo Caminos/Opening Pathways

2018 ◽  
pp. 227-241
Author(s):  
Mónica Hernández-Johnson ◽  
Rosemary Q. Flores
Keyword(s):  
Students Of Color ◽  
Teacher Shortage ◽  
Parental Engagement ◽  
Teaching Profession ◽  
Community Initiatives ◽  
Research Recruitment ◽  
Research Institution ◽  
Parent Partnerships ◽  
Hands On ◽  
Urban Public School

“Abriendo Caminos/Opening Pathways for Students of Color Into the Teaching Profession: Giving Back to the Community Through Teaching,” funded by an educational improvement grant, was designed to address the teacher shortage and demographic diversity gap between students and teachers in a largely urban public school district in the Southwestern United States. The research team at a large, minority-serving public research institution set to address the teacher shortage and diversity gap in three distinct ways—research, recruitment, and registration/retention—with a strong parental engagement component in every stage. Research shows that the engagement of multicultural families/families of color in schools and surrounding community initiatives may more expediently and reliably translate into improved student educational outcomes than does that involvement focused largely on their children's performance in school. This chapter delineates practical hands-on methods to develop stronger parent partnerships using a social justice lens.

Parent Engagement Through Abriendo Caminos/Opening Pathways

2021 ◽  
pp. 548-563
Author(s):  
Mónica Hernández-Johnson ◽  
Rosemary Q. Flores
Keyword(s):  
Students Of Color ◽  
Teacher Shortage ◽  
Parental Engagement ◽  
Teaching Profession ◽  
Community Initiatives ◽  
Research Recruitment ◽  
Research Institution ◽  
Parent Partnerships ◽  
Hands On ◽  
Urban Public School

“Abriendo Caminos/Opening Pathways for Students of Color Into the Teaching Profession: Giving Back to the Community Through Teaching,” funded by an educational improvement grant, was designed to address the teacher shortage and demographic diversity gap between students and teachers in a largely urban public school district in the Southwestern United States. The research team at a large, minority-serving public research institution set to address the teacher shortage and diversity gap in three distinct ways—research, recruitment, and registration/retention—with a strong parental engagement component in every stage. Research shows that the engagement of multicultural families/families of color in schools and surrounding community initiatives may more expediently and reliably translate into improved student educational outcomes than does that involvement focused largely on their children's performance in school. This chapter delineates practical hands-on methods to develop stronger parent partnerships using a social justice lens.

scholarly journals Changing the Story: Implications of Narrative on Teacher Identity

2019 ◽  
Vol 3 (1) ◽  
pp. 3
Author(s):  
Geah Pressgrove ◽  
Melissa Janoske ◽  
Stephanie Madden
Keyword(s):  
Public Education ◽  
Focus Groups ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teacher Shortage ◽  
Teaching Profession ◽  
Qualitative Approach ◽  
Community Level ◽  
Reputation Management ◽  
Communication Interventions

This study takes a qualitative approach to understanding the connections among narrative, professional identity, and reputation management in public education. Through 15 interviews and five focus groups with high-achieving teachers and administrators, researchers explored the narratives these educators share to understand and improve the story of the teaching profession. Central to the findings are societal, organizational, and community-level factors that have led to a reputation crisis for the profession of teaching and thus contribute to the national teacher shortage. Ultimately, this study points to the notion that a shift in the perception of the value of teaching and teachers can be affected when narratives are understood and the principles of reputation management are applied. Communication interventions that provide a path forward are discussed.

scholarly journals A Genre-Literature Review Investigation: Improving Black & Brown Men Recruitment and Retention Rates in the Grow Your Own Program and College of Education Partners

2021 ◽  
Vol 2 (2) ◽  
pp. p1
Author(s):  
Sunni Ali
Keyword(s):  
Literature Review ◽  
Teaching Profession ◽  
Retention Rates ◽  
State University ◽  
Recruitment And Retention ◽  
Men Of Color ◽  
Grow Your Own ◽  
Teaching Programs ◽  
The University ◽  
Urban Public School

Researchers for several years have investigated effective ways to increase the recruitment and retention rates of minority educators, specifically black-and-brown men. Without question, schools need this teaching population, particularly in urban public-school settings. Scholars assert that minority learners’ educational outcomes improve when they engage and interact with men of color (Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd, & Pianta, 2011). Also, every student benefit from having more diversity in the classroom (Delpit, 2011; Foster, 2018). Researchers have indicated several effective ways to successfully recruit and transition these students from teaching programs into schoolhouses. Through qualitative and ethnographic data collection, scholars assert that effective intervention strategies and relational social and cultural connective approaches improve these teaching students’ chances of becoming effective classroom practitioners. The genre-literature review captures the importance of Grow Your Own and its partners, such as Northeastern Illinois, the University of Illinois at the Chicago Campus (UIC), and Chicago State University. The injection of responsive measures and approaches into their teaching programs will continue to advance men of color students’ pre-professional outcomes entering and succeeding in the teaching profession.

scholarly journals Service-learning Horticulture Students Benefit through Hands-on Science Activities with Elementary School Students

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1136E-1137
Author(s):  
Carl Motsenbocker ◽  
Leanna Smith
Keyword(s):  
Elementary Schools ◽  
Service Learning ◽  
Informal Education ◽  
Science Curriculum ◽  
Teaching Profession ◽  
Master Gardener ◽  
School Students ◽  
Regular School ◽  
Public Elementary Schools ◽  
Hands On

A garden-based science curriculum (Junior Master Gardener) was introduced into public elementary schools as an informal education program conducted by Master Gardener volunteers and service-learning university students. The program was held once a week for 2 hours during regular school hours with fifth grade classes. The service-learning students were enrolled in a senior level horticultural science education class. Students were surveyed pre- and post-program with the Science Teacher Efficacy Belief Instrument (STEBI-B, preservice), a background survey instrument, and weekly journals. There were significant differences in the students' perceived teaching efficacy pre- and post-program. Most of the student's STEBI scores either remained the same or increased over the semester. Overall, the service-learning college students had very positive responses to their experiences as teachers and mentors in public elementary schools. In addition, the students were able to use their horticultural skills and knowledge and they also gained an appreciation for the teaching profession.

scholarly journals A Course-Based Teaching Experience for STEM Undergraduates Improves Student Perceptions of Teaching Self-Efficacy and Attitudes Toward Teaching Careers

2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Seth Bush ◽  
Ashley Calloway ◽  
Emily Bush ◽  
Ed Himelblau
Keyword(s):  
Student Perceptions ◽  
21St Century ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Stem Majors ◽  
Positive View ◽  
Attitudes Toward Teaching ◽  
Hands On ◽  
Eighth Grade Students ◽  
Learn By Doing

In the Learn By Doing Lab, STEM majors teach hands-on science to third- through eighth-grade students visiting the campus. Participants develop confidence in their ability to teach science and a more positive view of the teaching profession. Participants recognize that the experience builds 21st-century competencies.

Solving the teacher shortage

2017 ◽  
Vol 98 (8) ◽  
pp. 8-18 ◽  
Author(s):  
Barnett Berry ◽  
Patrick M. Shields
Keyword(s):  
North Carolina ◽  
Beginning Teachers ◽  
Teacher Recruitment ◽  
Veteran Teachers ◽  
Teacher Shortage ◽  
Teaching Profession ◽  
National Commission ◽  
Induction Programs ◽  
Teacher Shortages ◽  
National Board

Two decades ago, at a time when much of the country faced looming teacher shortages, a number of states invested in comprehensive strategies for strengthening the teaching profession. For example, and drawing upon recommendations from the National Commission on Teaching & America’s Future, both California and North Carolina built statewide teacher recruitment centers, launched new mentoring and induction programs for beginning teachers, and created incentives for veteran teachers to seek national board certification. However, while such efforts were successful, they were gradually dismantled, mainly for political reasons — and it will take effective political advocacy to reinstate them.

scholarly journals Parental engagement in children’s STEM education. Part I: Meta-analysis of the literature

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Carlos C. F. Marotto
Keyword(s):  
Literature Review ◽  
Communication Skills ◽  
Stem Education ◽  
Meta Analysis ◽  
Parental Engagement ◽  
Informal Science ◽  
Science Technology ◽  
Hands On ◽  
And Mathematics

This paper presents a meta-analysis of the literature on parental engagement with children’s formal and informal science, technology, engineering and mathematics (STEM) education. Five recurrent themes have emerged from the literature review: The challenges of supporting parents with children’s STEM education; STEM education as a bridge between school and family; STEM education as a gateway for children’s future economic success; STEM education as a vehicle for promoting student communication skills; and, the role of hands-on inquiry-based activities in enhancing student engagement. We also outline some international informal STEM education initiatives, their scope, challenges and impact.

scholarly journals Phénomènes transpositifs de la didactique dans la profession de professeurTranspositive phenomena of didactics in the teaching profession

2020 ◽  
Vol 22 (4) ◽  
pp. 630-645
Author(s):  
Michèle Artaud
Keyword(s):  
Teaching Profession ◽  
Research Institution ◽  
Didactic Knowledge

RésuméÀ la lumière de la notion de transposition archididactique, nous mettrons en évidence certains éléments du processus de ce type qui transporte de la didactique dans la profession de professeur, et notamment des conditions et des contraintes qui gênent, voire empêchent, ou au contraire favorisent voire permettent l'intégration de certains ingrédients dans l'équipement praxéologique d'un professeur.Mots clés : Transposition Archididactique, Équipement Praxéologique.AbstractThe aim of this paper is to bright out some elements of the process of the archididactic transposition that carry some pieces of didactic knowledge from research institution into teacher profession. The focus will be on conditions and constraints that allow, promote or, on the contrary, compromise, prevent to integrate didactics in the praxeological equipment of teacher.Keywords: Archididactic Transposition, Praxeological Equipment.

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