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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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The Impact of CLIL Teacher Education on the Beliefs of In-service CLIL Teachers
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 47-61 (2022)
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Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Preservice Teachers’ Use of Mathematics Tasks In Relation To Their Experiences With, Goals For, and Beliefs About English Learners
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In: Faculty Publications (2021)
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The critical role of sources of efficacy information in a mandatory teacher professional development program : Implementation in a less privileged region of Indonesia
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Russian language maintenance among multilingual teachers in Israeli educational settings
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In: Russian Journal of Linguistics, Vol 25, Iss 4, Pp 1103-1125 (2021) (2021)
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Upper Elementary and Middle School U.S. Teachers’ Views of Grammar and Its Instruction
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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Culturally Collaborative Teaching: A Path Toward Black Student Learning
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In: All Antioch University Dissertations & Theses (2020)
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Abstract:
Inservice teachers’ influence and power are vital components for academic success among Black children. Previous research has shown that when teacher/student interactions are culturally responsive, engaging, and equitable, student learning is positively impacted (Banks, 2001; Gay, 2010; Ladson-Billings, 2011; Sleeter, 2000; Warren, 2018). However, equity gaps between Black and White k-12 students continue to exist within classroom settings (Grant & Sleeter, 2012; Ladson-Billings, 2018). Using a mixed-method approach that includes Repertory Grid Technique underpinned by Personal Construct theory to identify the teaching perceptions of inservice teachers, I gathered data that indicate how k-12 teachers understand what enables Black students to learn. The findings reveal that respondents shared five key constructs as being important to Black students’ learning: “professional and skills development,” “impacts of administrative responsiveness and supports,” “caring,” “trust,” and “inclusion of lived experiences.” However, what is important to note is that my study indicates that neither Black nor White teachers held the entire picture of what enables Black students to learn. By integrating the results of both Black and White teachers’ responses, I theorize a framework which represents a path for Black student learning. I call this framework Culturally Collaborative Teaching, which takes into account both Black and White teachers’ understandings of what the critical factors are when educating Black students. Culturally Collaborative teaching is a framework in which teachers, regardless of their race and cultural background, can integrate and develop a shared set of skills and values. The inclusion of administrator support and understanding of cultural practices, serves as the foundation for positively impacting academic learning for Black students. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/
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Keyword:
and Multicultural Education; Bilingual; Black students; Culturally Collaborative Teaching; culturally relevant pedagogy; Curriculum and Social Inquiry; Education; Educational Methods; equitable education; inservice teacher beliefs; Intermediate; Junior High; k-12 public education; leadership; Middle School Education and Teaching; Multilingual; personal construct theory; professional development; repertory grid technique; Secondary Education; Secondary Education and Teaching
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URL: https://aura.antioch.edu/cgi/viewcontent.cgi?article=1628&context=etds
https://aura.antioch.edu/etds/616
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An Examination of the Use of Computer-Based Formative Assessments
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In: Electronic Theses and Dissertations (2020)
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I Believe I Can Connect: Exploring Teachers' Relational Self-Efficacy and Teacher-Student Relationships
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| 14 |
“I Don’t Love Language; I Love Children”: Students’ Knowledge, Attitudes, and Beliefs about Linguistics and their Choice to Major in Speech-Language Pathology
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In: Excelsior: Leadership in Teaching and Learning (2020)
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Teachers’ beliefs about multilingual pedagogies and the role of initial training
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| 16 |
THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING
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In: Journal of Applied Linguistics and Literature, Vol 5, Iss 1, Pp 1-10 (2020) (2020)
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A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020)
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| 18 |
Map, Foundations, Recipe, Burden: Teachers’ Conceptual Metaphors on Lesson Planning
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 35, n. 4 (2019): Publicação continuada ; 1678-460X ; 0102-4450 (2020)
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| 19 |
Breaking down barriers: An analysis of pre-service health and physical education teachers’ beliefs and preparation for working with LGBTQ students
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Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom
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