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The Impact of Extracurricular Activities and Attendance on Student Achievement at a Mississippi Community College
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In: Doctoral Dissertations and Projects (2022)
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Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models
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In: Education Sciences; Volume 12; Issue 1; Pages: 59 (2022)
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Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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Caring Campus: An Initiative to Involve Community College Staff in Increasing Student Success
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SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY
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Abstract:
This project centered on culturally and linguistically responsive pedagogy (CLRP) with the intention of increasing opportunities for rigorous academic discourse in middle school humanities classrooms. In collaboration with a team of a co-practitioner-researchers composed of three teachers, an instructional coach, and an administrator, my goal was to examine how we could adapt culturally and linguistically responsive practices to increase academic rigor. The teachers believed culturally responsive teaching is social justice teaching, and they created opportunities to empower students by cultivating relationships with students and adapting curriculum content; however, as committed social justice educators, they did not consistently use pedagogical practices that represented high cognitive demand. Through three cycles of inquiry, their pedagogical approaches improved by (a) participating in a community of practice (CoP) that supported the conditions for adult learning and (b) engaging in a dynamic coaching model that utilized evidence-based classroom observation to guide conversations. As a result, teachers shifted their pedagogical practices toward higher cognitive demand. I present a framework for change in teacher practice that requires focused professional learning incubated in a community of practice (CoP) that is supported with coaching. As practice communities focused on improving the outcomes for vulnerable students and addressing the opportunity gap, we need evidence of how teachers who espouse social justice principles actually enact their principles pedagogically in the classrooms. The findings from this study provide valuable insights into how strong relationships with students and a belief in the power of student voice can lead teachers to higher expectations and cognitive rigor.
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Keyword:
Academic achievement; Coaching; Communities of Practice; Culturally and Linguistically Responsive Pedagogy; Culturally relevant pedagogy; Middle School Humanities; Social justice--Study and teaching; Teacher-student relationships
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URL: http://hdl.handle.net/10342/9080
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6 |
Hope as a Mediator between Professor-Student Rapport and Student Achievement
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In: Doctoral Dissertations and Projects (2021)
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An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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Research on Learner Engagement with Written (Corrective) Feedback: Insights and Issues
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Does class participation predict academic achievement? A mixed-method study
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 148-160 (2021) (2021)
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Stratified Trajectories: Charting Equity Gaps in Program Pathways Among Community College Students
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PISA reading. Mode effects unveiled in short text responses ...
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The structure of teaching practices across countries. A combination of factor analysis and network analysis
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In: Studies in educational evaluation 65 (2020) 100861, 55 S. (2020)
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Attitude towards One-to-One Technology among Student Academic Achievement in Ninth Grade STEM Classes
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In: Doctoral Dissertations and Projects (2020)
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The Self-Efficacy of Rural Middle School Teachers Working with Families in Relation to Student Achievement
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In: Doctoral Dissertations and Projects (2020)
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An examination of the use of computer-based formative assessements
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In: Georgia Educational Research Association Conference (2020)
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Speech-Language Pathology Graduate Students' Performance: GPA, GRE, and Metacognition
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In: SoTL Commons Conference (2020)
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Voices of Success: Exploring Black Male Students’ Perspectives on Their Academic Success
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In: Graduate Theses and Dissertations (2020)
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18 |
Culturally Relevant Science Teaching: A Literature Review
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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Culturally Relevant Science Teaching: A Literature Review
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Worth The Fight? Teachers' Collective Bargaining Agreements And Student Outcomes
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In: Publicly Accessible Penn Dissertations (2020)
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