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Emergency remote teaching amid global distress: how did teacher educators respond, cope, and plan for recovery?

Discover Global Society 2024年第1期2卷 1-12页

作者： Gyamerah, Kenneth Asamoah, Daniel Baidoo-Anu, David Quainoo, Eric Atta Amoateng, Ernest Yaw Sasu, Ernest Ofori Faculty of Education Queen’s University Kingston ON Canada Sultan Hassanal Bolkiah Institute of Education Universiti Brunei Darussalam Gadong Brunei Darussalam Faculty of Education Beijing Normal University Beijing China College of Education and Human Development Western Michigan University Kalamazoo United States Ada College of Education Ada Ghana Teaching and Learning Department Conestoga College Institute of Technology and Advanced Learning Kitchener Canada

This study explored the emergency remote teaching experiences of Ghanaian teacher educators during COVID-19. The study employed a basic qualitative interpretive approach and purposively interviewed 25 teacher educators from 15 teacher training institutions. Teacher educators in this study reported that emergency remote teaching (ERT) was a learning opportunity and professional capacity-building experience for them to engage in contemporary pedagogical practices. Teachers also indicated that synchronous and asynchronous remote teaching was helpful for their students, as it provided students with the opportunity to engage in self-paced learning due to their access to learning resources at any time. ERT promoted peer teaching, team teaching, and effective collaboration among teacher educators. However, with little preparation and training for remote teaching and learning, both teachers and students struggled with the remote teaching and learning process. A myriad of challenges were identified including the unsuitability and unfamiliarity of online teaching and learning platforms, a high rate of absenteeism and low student engagement, a lack of parental and school support, and inadequate technological resources. The study revealed that mathematics and science teachers needed advanced technological resources to support student learning. Implications for educational policy and practice are discussed. © Crown 2024.

关键词： COVID-19 Higher education Remote teaching Sub-Saharan Africa Teacher educators

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“Change your approach”: how youth organizers, adult allies, and teacher candidates engage in the praxis of community-based pedagogy within teacher education

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International Journal of Qualitative Studies in education 2024年第1期37卷 190-212页

作者： Kaitlin E. Popielarz Department of Interdisciplinary Learning and Teaching College of Education and Human Development University of Texas at San Antonio San Antonio TX USA

In this paper, I share the process of designing, implementing, and analyzing a community-based methods course alongside youth organizers, adult allies, and teacher candidates (TCs) through a critical qualitative research project. Informed by intergenerational grassroots community organizations, community-based pedagogy is a praxis to center the strengths and needs of local people, places, and ecosystems in the classroom. I discuss the framework and use of community-based pedagogy in a teacher education methods course as informed by youth organizers and adult allies of two local youth-centered grassroots organizations. To further the development of community-based pedagogy, I examine how the facilitation of adult ally trainings by youth organizers in a methods course informed their community organizing endeavors and also encouraged TCs to conceptualize community-based pedagogy in PreK-12 classrooms. The findings and implications identify community-based pedagogy as a possible strategy for schools, communities, and teacher education programs to collaborate for transformative social change.

关键词： Social studies teacher education social justice qualitative research teacher education preparation critical theory/critical pedagogy

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“It’s in [Their] Roots”: A Critical Race Discourse Analysis of Media Accounts Depicting Black Hair Discrimination in K-12 School

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Urban Review 2024年第1期56卷 35-58页

作者： James-Gallaway, Chaddrick D. James-Gallaway, ArCasia D. Griffin, Autumn A. Department of Educational Administration and Human Resource Development Texas A&M University 511 Harrington Tower College Station TX United States Department of Teaching Learning and Culture Texas A&M University College Station TX United States Department of Middle-Secondary Education and Instructional Technology Georgia State University Atlanta GA United States

As many U.S. school administrators create policies around hair, many often neglect to consider racial differences, especially those pertaining to hair care and maintenance styles. News media outlets have recently highlighted the ways schools create and sustain racially biased policies and schooling environments, demonstrating the media’s role in promoting awareness of schools’ mistreatment of Black children. This study examines media reports that shed light on these dynamics, focusing on urban/metropolitan areas in Texas, Louisiana, Florida, and Massachusetts. We ask: What do news media accounts—explicitly and implicitly—reveal about Black children and their families' experiences with hair policies in K-12 schools? We take up critical race discourse analysis to examine selected news media accounts of four recent, high profile (i.e., viral) events of Black students’ experiences with hair policies in K-12 U.S. schools. Analysis of our data revealed that Black students face undue discrimination due to schools’ hair policies, and that they and their families reject antiBlack constructions of Black hair care practices and styles. © The Author(s), under exclusive licence to Springer Nature B.V. 2023.

关键词： AntiBlackness Black hair Critical race discourse analysis Critical race theory educational policy

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Collective criticality: towards sustainable socially just teacher education programmes

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Whiteness and education 2021年第1期6卷 75-91页

作者： Bennett, Jacob Department of Teaching and Learning Vanderbilt University Peabody College of Education and Human Development Nashville United States

Teacher educators report preservice teachers often have difficulty understanding the structural nature of oppression in the United States. A common explanation for this disconnect is the lack of time reserved to discuss such issues within teacher education programmes. When teachers enter P-12 classrooms without an understanding of the ways inequities and oppression perpetuate systemically in the United States, they can act in ways detrimental to their students of colour. In this article, I hope to join the conversation being had by scholars in the field of teacher education who push for programmatic reforms to support preservice teachers in the development of criticality. To do so, I review and seek to reapply selected teacher education scholarship through a critique of neoliberalism. I end by advancing three areas for consideration in programmatic reform: developmentally designed cohorts;collective planning/sequencing and action-based research. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Neoliberalism Programmatic Change Structural Oppression

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A Course-Based Research and teaching Experience for Science Majors and Preservice Educators

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Journal of college Science teaching 2022年第1期52卷 3-5页

作者： Stewart, Timothy Thompson, Janette Tank, Kristina Olson, Joanne Rentz, Michael Wolter, Peter Department of Natural Resource Ecology and Management United States School of Education Iowa State University Ames IA United States Department of Teaching Learning and Culture College of Education and Human Development Texas A&M University College Station TX United States

We designed a course to provide undergraduate science students and preservice teachers with authentic research and teaching experiences. Teams of students and preservice teachers complete supervised field ecology research projects and develop teaching activities based on their research in order to learn practices in both science and science teaching while improving skills in collaboration, leadership, and different forms of communication. Students apply their learning by educating local school groups on ecological concepts in the field and share their scholarship with faculty, peers, and community partners during a poster symposium. Each student team completes a research project and teaching activity proposal, conducts research and develops a teaching activity, and writes a research paper and lesson plan in the format of a professional manuscript. Teams use mentor feedback and their reflections on drafts and practice sessions to improve the research proposal and paper, teaching lesson plan, delivery of the teaching activity, and poster presentation. Improved grades on revised assignments and self-reported gains in knowledge and skills provide evidence of student learning. © 2022 National Science teaching Association.

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Navigating common challenges: Guidance for educators in racial justice work

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Middle School Journal 2023年第4期54卷 25-36页

作者： DeMink-Carthew, Jessica Smith, Kristie W. Burgess, W. Keith Leonard, Susan Y. Yoon, Bogum Andrews, P. Gayle Nagle, James Bishop, Penny Department of Education at University of Vermont United States Department of Secondary and Middle Grades Education at Kennesaw State University United States STEM instructor at Char-Meck Schools of Charlotte NC United States University of Georgia United States Department of Teaching Learning and Educational Leadership State University of New York at Binghamton United States Department of Educational Theory and Practice University of Georgia United States Chair of the Education Department St Michael’s College United States College of Education and Human Development University of Maine United States

The work of racial justice advocacy in the field of education is fraught with responsibility and challenge. The impact of historical racism on social policy within the United States has had an enduring effect in the educational realm, which is maintained in part by the prevailing white supremacy culture (WSC). Recent middle level education scholarship has emphasized the urgency of addressing racial inequities in middle schools. Yet teachers attempting to confront unjust practices and policies are often met with significant obstacles, which can curtail racial justice efforts. Antiracist middle grades teachers could benefit from a knowledge base regarding how to respond to common challenges faced in racial justice work. Drawing on the experiences of a group of middle grades educators who are striving to create more racially just schools in their communities, this article offers guidance for navigating resistance. We describe three pervasive challenges the group faced in their work: (a) antiracist initiatives without antiracist school policy;(b) resistance from colleagues;and (c) self-doubt. We subsequently draw connections between these challenges and WSC and offer recommendations for potential ways to respond to these challenges. © Copyright © 2023 AMLE.

关键词： equity middle level racial justice white supremacy culture

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Investigating teachers’ use of literacy-infused science strategies: A mixed methods study

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Discover education 2023年第1期2卷 1-20页

作者： Esparza, Allison M. Fleming, Kenneth Zhang, Henan Pang, Huiwen Guerrero, Cindy Lara-Alecio, Rafael Irby, Beverly J. Tong, Fuhui Department of Teaching Learning and Culture School of Education and Human Development Texas A & M University 4232 TAMU 540 Ross St. College Station 77840 TX United States Center for Research & Development in Dual Language & Literacy Acquisition Texas A & M University College Station 77840 TX United States Educational Leadership Research Center Texas A & M University College Station 77840 TX United States

The 2019 science results from the National Assessment of educational Progress showed that 8th-grade students, especially economically challenged and emergent bilingual students, made few gains in science and reading achievement. Researchers have found that scientific language may be a significant barrier to student comprehension. Researchers have advocated for integrating effective literacy strategies into the science curriculum to assist students in science and reading outcomes. We investigated the enactment of literacy-infused science strategies of a group of participating seventh-grade science teachers in a federally funded project following monthly virtual professional development sessions. Results indicated that teachers self-reported an overall increase in their use of literacy-infused science strategies after participating in monthly literacy-infused virtual professional development. © The Author(s) 2023.

关键词： In-service teachers Literacy-infused Middle school science Professional development

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Associations between personality traits and emotional experiences as predictors of obesity during the COVID-19 pandemic: A cross-sectional study

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Heliyon 2024年第22期10卷 e40002页

作者： Almazroo, Rayan Almazroa, Hiya Ministry of Health Saudi Arabia Department of Teaching and Learning College of education and Human Development Princess Nourah bint Abdulrahman University Saudi Arabia

This quantitative cross-sectional descriptive research aimed to investigate the relationship between personality traits, emotions, and obesity among Saudi adults during the COVID-19 pandemic. The study recruited 383 participants from Riyadh using non-probability sampling. A validated online survey, including the PANAS-SF and BFI-10 measures, was used and hosted on Qualtrics. Descriptive and multiple regression analyses were performed on the data. The study found that conscientiousness was the highest personality trait among the sample, with an average score of 7.74, while the mean for openness was the lowest. The incidence of obesity was high among participants, with a rate of 29.2 %. Furthermore, there was a significant relationship between negative affect and obesity (p = 0.033). Based on these findings, public health specialists and health promoters should design programs using the socio-ecological model as a guide to address the important factors at every level of the model. © 2024

关键词： Big five personality traits Obesity Positive and negative affect Riyadh and Saudi Arabia

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Repositioning Black Girls in Mathematics Disposition Research: New Perspectives from QuantCrit

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Investigations in Mathematics learning 2021年第1期13卷 29-42页

作者： Young, Jemimah Cunningham, Jahneille A. Department of Teaching Learning Culture College of Education and Human Development Texas AM University United States University of California Los Angeles CA United States

Young Black women face dual marginality in the classroom due to longstanding racial and gender stereotypes. However, critical examinations of their academic dispositions remain relatively absent from current discourse on Black student achievement. The mathematics dispositions of Black girls (N = 1707) who completed the High School Longitudinal Study of 2009/2012 (HSLS:09/12) were analyzed through cluster analysis. The results of this study suggest that the mathematics dispositions of young Black women can be characterized in four distinct categories. Within these categories, several trends that carry direct implications for the preparation and motivation of young Black women in mathematics are provided. © 2020 Research Council on Mathematics learning.

关键词： Black girls high school mathematics dispositions QuantCrit

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Maternal perspectives on COVID-19 kindergarten learning impacts: a qualitative study of families with low income

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Discover education 2025年第1期4卷 1-16页

作者： Turnbull, Khara L. P. Jaworski, Brianna Cubides Mateus, Deiby Mayaris Coolman, Frances L. LoCasale-Crouch, Jennifer Moon, Rachel Y. Hauck, Fern R. Kellams, Ann Colson, Eve R. School of Education and Human Development Center for Advanced Study of Teaching and Learning University of Virginia PO Box 800784 Charlottesville 22908 VA United States Department of Pediatrics University of Virginia School of Medicine Charlottesville Charlottesville VA United States Department of Family Medicine University of Virginia School of Medicine Charlottesville VA United States Department of Pediatrics WashU Medicine St. Louis MO United States Present Affiliation College of Education University of South Florida Tampa FL United States Present Affiliation School of Education Virginia Commonwealth University Richmond VA United States

In this paper, we aim to understand maternal perspectives on: (1) COVID-19 pandemic learning impacts for kindergartners from low-income households;and (2) Factors that mitigated or exacerbated impacts on learning. We conducted a qualitative study with 22 mothers of low-income households in the United States who had kindergarten-age children. Through in-depth, semi-structured interviews, mothers reflected on their experiences during the 2020–21 school year. We used an iterative approach for developing and revising codes and themes emerging from the transcribed interview data until we reached thematic saturation. Many mothers noted negative learning impacts, but some noted positive impacts that they attributed to active parental engagement in their child’s learning. Mothers described several family-level and school-level supports and barriers to their child’s learning. Fewer mothers described supports and barriers pertaining to their social circle or their larger community. The most commonly reported supports included: economic and social supports that allowed the time and financial means to engage actively in their child’s learning, mental health supports to strengthen family functioning, and regular, timely, and open home-school communication. © The Author(s) 2025.

关键词： COVID-19 pandemic Home learning environment Kindergarten Parents' experiences Qualitative

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