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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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Exploring In-Game Scaffolds for Higher-Order learning in a Case-Based RPG learning Game 17

Exploring In-Game Scaffolds for Higher-Order Learning in a C...

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17th European Conference on Games Based learning, ECGBL 2023

作者： Oprean, Danielle Brown, Declan McGorry, Nate Pieper, Blake Rankin, Nicholas Larsen, Soren School of Information & Learning Technologies College of Education and Human Development University of Missouri Columbia United States Learning Teaching and Curriculum College of Education and Human Development University of Missouri Columbia United States Geography College of Arts & Sciences University of Missouri Columbia United States

ISBN: (纸本)9781914587887

As active learning tools, digital games often focus on including interface and design features to scaffold progression. However, little emphasis on the use of such in-game scaffolds for higher-order learning exists in the literature. We focused this study on the second interaction of a working prototype game called Stories of a GeoFarmer. The study evaluates the importance of in-game scaffolds for engaging learners in higher-order thinking in undergraduate Geography education. Stories of a GeoFarmer is a case-based role-playing game where players take on the role of a farmer in different countries. The game utilizes documented case studies of different environmental issues relating to cultural geography to place players into the role of the individuals impacted by the various situations. The situations are ill-structured presenting interesting arguments for no-win situations meant to engage more thinking about geographic implications. We incorporated several in-game scaffold types that connected to the learning objectives including metacognitive, conceptual, and procedural. We use a mixed methods exploratory design approach consisting of thematic analysis and correlation of post-game survey responses. Our research question asks how does in-game scaffolding in the geography game Stories of GeoFarmer affect the adult learners' experience? Results from 63 undergraduates indicate that students can regularly recall and extrapolate how their in-game actions affect the environment. However, fewer students are able to evaluate why no singular solution exists to the game's problem despite all the provided in-game scaffolds. Metacognitive scaffolds play the largest role in prompting students to recognize cause and effect but also highlight the necessity of making multiple scaffold types more prominent in order to reach higher-order thinking. This study holds implications for serious game designers to consider how in-game scaffolds can be presented to support high-order learni

关键词： Scaffolds

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

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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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Teachers’ Use of learning Analytics Data from Students’ Online Math Practice Assignments to Better Focus Instruction

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Digital Experiences in Mathematics education 2025年 1-27页

作者： Fairman, Janet C. Feng, Mingyu Roschelle, Jeremy School of Learning and Teaching College of Education and Human Development University of Maine Orono USA Learning & Technology Redwood City USA Learning Sciences Research Digital Promise Redwood City USA

We explore how middle-grade mathematics teachers’ review of students’ assigned math practice and instruction change when they are supported by an online platform that provides immediate feedback for students and summarizes performance data for teachers. This paper presents findings from qualitative interviews and observations conducted in a randomized experimental study of ASSISTments involving 85 mathematics teachers and 2850 students in seventh-grade classrooms from 43 middle schools in Maine. Teachers using the learning analytics data on students’ online assignments provided by ASSISTments shifted from randomly or comprehensively reviewing all the assigned practice problems to purposefully selecting problems and targeting math concepts and skills that most challenged students. These teachers reviewed fewer problems and classroom discussion included formative feedback and in-depth discussion of students’ common errors, compared with teachers in the control condition who reviewed assigned problems in a more general and superficial way. The study deepens our understanding of teachers’ math assignment review practices and contributes to the literature on formative feedback to students and learning analytics data. The findings provide strong evidence for the use of online learning platforms that provide user-friendly data analytics, when supported by high-quality professional development, to inform more timely and targeted instructional decisions and adaptations for improved student learning.

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Science Achievement Trends of Black Girls on the Trial Urban NAEP: A Meta-analytic Case Study

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Urban Review 2025年 1-25页

作者： Young, Jemimah Multicultural and Urban Education Deptartment of Teaching Learning and Culture College of Education and Human Development Texas A & M University 324 Harrington Tower College Station 77843 TX United States

This study conducted a meta-analytic case study of NAEP Trial Urban Data Assessment (TUDA) data, exploring science achievement trends among Black girls in urban versus larger city school districts (N = 26,298). Results revealed statistically significant but practically small differences in achievement (g = −.07), underscoring structural inequalities and systemic racism. The receivement gap between eighth-grade Black girls in urban districts and their large city counterparts widens despite similar performance across science content areas. Variations in district performance suggest complexities within urban contexts. Meta-regression analysis shows an inverse relationship between science performance and the proportion of Black girls receiving free or reduced lunch, highlighting the impact of resource disparities. Recommendations include targeted funding, culturally responsive teaching, professional development, and increased access to advanced courses to promote equity in science education for Black girls in urban settings. The study calls for further research and evidence-based interventions to address these educational inequities. © The Author(s), under exclusive licence to Springer Nature B.V. 2025.

关键词： Black girls Meta-analysis NAEP assessment Science achievement

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Advancing the First-Gen Conversation: The Journal of First-generation Student Success Celebrates 5 Years

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Journal of First-generation Student Success 2025年第1期5卷 1-9页

作者： Jehangir, Rashné Mitic, Radomir Ray Saichaie, Kem Wallace, Jason K. College of Education and Human Development University of Minnesota–Twin Cities Minneapolis MN United States Educational Policy Planning and Leadership William & Mary Williamsburg VA United States Teaching & Learning Center University of California Los Angeles Los Angeles CA United States College of Education Mississippi State University Mississippi State MS United States

In this commentary, members of the editorial team of the Journal of First-generation Student Success (JFGSS) reflect on the history, current state, and future directions of the Journal. They discuss drivers that led to the inception of JFGSS and underpin its philosophy. The editors present data associated with trends in readership, article topics, and publication types. They also share efforts to expand access to the JFGSS. The article closes with a look ahead at the issues, methods, and areas of interest germane to the first-generation experience in higher education across roles, intersecting identities, and communities supporting them. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

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Adding Social Emotional Awareness to Teacher education Field Experiences

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Teacher Educator 2021年第3期56卷 287-304页

作者： McCarthy, Deborah College of Education and Human Development Teaching and Learning Southeastern Louisiana University United States

In spring 2019, senior methods teacher candidates at Southeastern Louisiana University designed and implemented social emotional learning (SEL) assignments in grades 1–8. This study investigated the usefulness of assignments and impact on classroom environment. Research shows integrating SEL into school curricula reduces disruptive behavior and dropout rates while increasing self-control and academic achievement. Twenty-seven teacher candidates completed a questionnaire containing Likert-style items and open-ended responses. Percentages and rating averages were calculated. The results revealed that teacher candidates strongly agreed (74%) that SEL assignments were relevant to their growth and development and useful in classroom situations. A cross-case thematic analysis was conducted on items addressing benefits, disadvantages of application, and teacher candidate self-reflections. One advantage was student self-reflection on emotions. A disadvantage was student honesty on formative assessments. Validated usefulness of these SEL assignments appears to justify their continuance in these methods courses and possibly in other teacher education programs. © 2021 Taylor & Francis Group, LLC.

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Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda

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Discover education 2024年第1期3卷 1-13页

作者： Nkundabakura, Pheneas Nsengimana, Theophile Uwamariya, Eugenie Nyirahabimana, Pascasie Nkurunziza, Jean Baptiste Mukamwambali, Concilie Dushimimana, Jean Claude Batamuliza, Jane Byukusenge, Celine Iyamuremye, Aloys University of Rwanda College of Education (UR-CE) P.O. Box. 55 Kayonza Rwamagana Rwanda Rwanda Quality Basic Education For Human Capital Development (RQBEHCD) Project Kayonza Rwanda African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) Kayonza Rwanda Rwanda Basic Education Board (REB) Kigali Rwanda

This research aimed to determine the influence of Continuous Professional development (CPD) training offered by Rwanda Quality Basic education for Capital human development Project (RQBEHCD) sub-component 1.2 on upper primary teachers’ Pedagogical Content Knowledge (PCK) in mathematics and science, and elementary technology (SET) subjects. The study adopted an explanatory sequential design to collect and analyze data. Quantitative data were collected from Mathematics and SET achievement tests while qualitative data were collected from semi-structured interview. Quantitative data were collected from 290 participants including 166 male and 124 female teachers. On the other side, the qualitative data were collected from 20 teachers including 12 males and 8 females selected randomly. Descriptive and inferential statistics (repeated measures Analysis of Variance were used to analyze quantitative data while interpretive and thematic analysis were used to analyze qualitative data. The results found high statistical significance in mean scores of mathematics teachers between pre and post-test, with a p < 0.001, medium learning gain of 0.37, and an effect size of 0.450. However, there were no significant differences found between male and female teachers (p > 0.05). Likewise, SET teacher's results showed a significant difference in mean score between pre and post-test with p < 0.01, learning gain of 0.20, and effect size of 0.432 but no significant difference was found between male and female teachers (p > 0.05). In addition, the qualitative results indicated that the CPD program enhanced engagement, interest, confidence, and self-efficacy in teaching Mathematics and Science. Thus, we recommended that the CPD program should be done nationwide to maintain teachers’ PCK in mathematics and science. © The Author(s) 2024.

关键词： And Engagement CPD Training Pedagogical Content Knowledge Positive impression Self-efficacy Understanding

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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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“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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