Mi Familia

2018 ◽  
pp. 169-191 ◽  
Author(s):  
Howard L. Smith ◽  
Kalpana Mukunda Iyengar
Keyword(s):  
Title I ◽  
Thematic Analysis ◽  
Cultural Theory ◽  
Title I School ◽  
Writing Assignments ◽  
Cultural Wealth ◽  
Predominantly Hispanic ◽  
Children's Writing ◽  
Student Values ◽  
Affective Impact

This chapter discusses the results of a writing activity during Family Literacy Night at a predominantly Hispanic, Title I school in the Southwest. This study, based on Socio-Cultural Theory (Moll, 2013), demonstrates the efficacy of asset-based approaches for instruction and assessment versus more traditional deficit models of minority education. As an analytic, the researchers applied the six Capitals from the Community Cultural Wealth (CCW) model (Yosso, 2005) to the children's writing samples. This framework revealed a variety of strengths common to Latino and bilingual households including the metalinguistic skill of translanguaging. Data was processed through Holistic Content Analysis (Lieblich, 2005) followed by thematic analysis (Falk & Blumenreich, 2005) supported by CCW. Results underscore the importance of out-of-school literacies and their affective impact on children from underserved communities. Moreover, results argue for more home- and community-based writing assignments to reveal student values, desires, and emotions, which encourage the joy of writing.

Teacher Migration: Extension and Application of the Population Ecology Model to Explore Teacher Transfers in a Reform Environment

2016 ◽  
Vol 49 (5) ◽  
pp. 459-485
Author(s):  
Craig Hochbein ◽  
Bradley Carpenter
Keyword(s):  
School District ◽  
School Improvement ◽  
Title I ◽  
Population Ecology ◽  
Teacher Selection ◽  
Replacement Policy ◽  
School Improvement Grant ◽  
Title I School ◽  
Teacher Migration ◽  
And Migration

This article assesses the association between the Title I School Improvement Grant (SIG) program’s personnel replacement policy and teacher employment patterns within an urban school district. Hannan and Freeman’s population ecology model allowed the authors to consider schools within districts as individual organizations nested within a larger organization. The data are drawn from employment records of 2,470 teachers who worked in 19 high schools in a single school district from 2006 to 2011. The personnel replacement policy of the Title I SIG program appears to have reinforced, and in some cases intensified, existing patterns of teacher selection, retention, and migration.

scholarly journals Montessori Education and a Neighborhood School

2020 ◽  
Vol 6 (1) ◽  
pp. 1-18
Author(s):  
Mary D Burbank ◽  
Melissa M. Goldsmith ◽  
Jennifer Spikner ◽  
Koeun Park
Keyword(s):  
Early Childhood ◽  
Title I ◽  
Educational Experiences ◽  
Title I School ◽  
Underserved Students ◽  
Montessori Education ◽  
Neighborhood School ◽  
Grade 3 ◽  
Project Data ◽  
The Impact

Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

Teaching as Literacy

2013 ◽  
pp. 118-133
Author(s):  
Krista Steinke ◽  
Valerie C. Bryan
Keyword(s):  
Teacher Education ◽  
Title I ◽  
Teacher Attrition ◽  
Recent Literature ◽  
Meta Analysis ◽  
Title I Schools ◽  
High Poverty ◽  
Title I School ◽  
Pedagogy Of The Oppressed

This chapter is a qualitative meta-analysis that discusses the growing trend of teacher attrition in Title I schools. Recent literature on teacher attrition was reviewed and analyzed in combination with literacy theories. This study describes teaching as a form of literacy that the teacher must learn and is based primarily on Gee’s (1989) ideas of discourse acquisition, Freire’s (1993) Pedagogy of the Oppressed, and Delpit’s (1995) The Politics of Teaching a Literate Discourse. The researchers explain, through the lens of literacy theories, how viewing teaching as a form of literacy can help us to understand the problem of attrition. Analyzing the problems faced by these teachers through these theories can provide individuals in the field of education with the means for understanding the challenges that often prevent well-meaning and talented teachers from becoming successful in the high-poverty setting. This study has the potential to bring to light the problem of teacher attrition in Title I schools throughout the nation and promote improvements in teacher education to better prepare upcoming teachers for the challenges that they will face in the Title I school.

Mentoring and Supervision for Women of Color Leaders in North American Higher Education

2020 ◽  
Vol 5 (1) ◽  
pp. 18-45
Author(s):  
Elena Sandoval-Lucero ◽  
Tamara D. White ◽  
Judi Diaz Bonacquisti
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Women Leaders ◽  
Women Of Color ◽  
Cultural Theory ◽  
Professional Lives ◽  
Supervisor Training ◽  
Cultural Wealth ◽  
Black Women Leaders ◽  
Mutual Empowerment

Reflecting on their mentoring and supervision experiences as Latina and Black women leaders in higher education, this article proposes that Women of Color employees are more effective when supervisors give them space to draw upon their own rich histories and cultural wealth in their professional lives. Viewed through the lens of Relational Cultural Theory, which grew out of the work of Jean Baker Miller and colleagues providing culturally relevant, affirmative supervision is a growth-fostering experience for both employee and supervisor. The tenants of RCT include authenticity, growth-fostering relationships, mutual empathy, and mutual empowerment as aspects of supervision that are particularly effective for employees with multiple intersected identities working in higher education spaces. The authors make recommendations for supervisor training that would allow supervisors to draw upon the cultural capital of their diverse employees to provide healing from oppression and build resilience through validation of cultural assets and approaches to leadership.

“Everybody Knows Everybody”: Adolescents’ Perceptions of What Helps Them Succeed in a Rural Title I School

2021 ◽  
pp. 074355842110438
Author(s):  
Erin M. West ◽  
Staci M. Zolkoski ◽  
Justin R. Lockhart ◽  
Jessica M. Holm ◽  
Josh Tremont
Keyword(s):  
Title I ◽  
Low Income ◽  
Interpretative Phenomenological Analysis ◽  
School Size ◽  
School Administrators ◽  
Future Research ◽  
Parental Consent ◽  
Title I School ◽  
Black African ◽  
Study Participants

The current study explored adolescents’ perceptions of what contributes to their experiences of success in a rural Title I school through interpretative phenomenological analysis (IPA). Participants included adolescents who were enrolled at a rural Title I Middle/High School in the southern United States. The single campus school district serves approximately 185 students from Prekindergarten to grade 12. Approximately, 73% of the students are identified as At-Risk, 88% of the students are economically disadvantaged, and 100% of the students qualify for free or reduced lunch. Ten students from this school, with assent and parental consent, participated in the current study. Participants’ ages ranged from 13 to 18, and the students represented different genders (seven males, three females) and various racial and ethnic backgrounds (three Black/African American, four Latinx, two White, and one Biracial). Results from the current study suggest low-income adolescents in a rural Title I school perceived (a) school size, (b) family support, and (c) their own internal drive to succeed as contributing to their success at school. These themes, their corresponding subthemes, and representative participant statements are included. Implications for school administrators, teachers, and counselors along with directions for future research are discussed.

Mentoring and Supervision for Women of Color Leaders in North American Higher Education

2021 ◽  
pp. 358-381
Author(s):  
Elena Sandoval-Lucero ◽  
Tamara D. White ◽  
Judi Diaz Bonacquisti
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Women Leaders ◽  
Women Of Color ◽  
Cultural Theory ◽  
Professional Lives ◽  
Supervisor Training ◽  
Cultural Wealth ◽  
Black Women Leaders ◽  
Mutual Empowerment

Reflecting on their mentoring and supervision experiences as Latina and Black women leaders in higher education, this article proposes that Women of Color employees are more effective when supervisors give them space to draw upon their own rich histories and cultural wealth in their professional lives. Viewed through the lens of Relational Cultural Theory, which grew out of the work of Jean Baker Miller and colleagues providing culturally relevant, affirmative supervision is a growth-fostering experience for both employee and supervisor. The tenants of RCT include authenticity, growth-fostering relationships, mutual empathy, and mutual empowerment as aspects of supervision that are particularly effective for employees with multiple intersected identities working in higher education spaces. The authors make recommendations for supervisor training that would allow supervisors to draw upon the cultural capital of their diverse employees to provide healing from oppression and build resilience through validation of cultural assets and approaches to leadership.

Arithmetic for First Graders Lacking Number Concepts

2008 ◽  
Vol 14 (7) ◽  
pp. 389-394
Author(s):  
Constance Kamii ◽  
Judith Rummelsburg
Keyword(s):  
Title I ◽  
First Graders ◽  
Number Concepts ◽  
Title I School ◽  
School Year ◽  
One Year

Among the first graders who came to our Title-I school one year, we found twenty-six children who had no understanding of number concepts. In the assessment at the beginning of the school year, these children could not conserve number with eight counters. They could count out four chips, but when we hid some of the chips and asked, “How many am I hiding?” the children gave random answers, such as, “Ten.” Our challenge was that we were required by law to teach an hour of arithmetic to these children every day despite the fact that they had not yet developed an understanding of number concepts.

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