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1.
AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students 总被引：3，自引：0，他引：3
Linda Serra Hagedorn Winny Chi Rita M. Cepeda Melissa McLain 《Research in higher education》2007,48(1):73-91
The community college has historically functioned as a primary access point to postsecondary education for Latino students.
This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students
(TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students
have a high representation. The specific interest of this research is the role and effect of the level of representation of
Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos,
and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino
faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship
between academic success of Latino community college students and the proportion of Latino students and faculty on campus.
The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher
academic performance. 相似文献
2.
Terri L. Rodriguez 《Teaching Education》2013,24(3):239-254
This narrative inquiry examines how one Latina novice teacher articulates and implements a vision of teaching for social justice within the contexts of her teacher education program and her practice as a bilingual resource teacher. Informed by Latino/a critical race (LatCrit) theory, the analysis traces connections between stories of self and practice, focusing on her development of an innovative middle school literacy course for Spanish speakers. This article highlights the ways in which she recruits her experiences as a member of a marginalized group and brings them to bear on practice in the crafting of a critical pedagogy that takes learners’ interests and concerns as central while encouraging social action. Findings are discussed in light of the following themes: critical questioning and resistance; analysis of systems of oppression and positioning; and encouraging social action and practicing democracy. This study has implications for teacher preparation committed to socially just pedagogies for all children, but especially for Latino/a youth. 相似文献
3.
Over the past several decades, the Latino population throughout the USA has demonstrated significant growth and exceeded that of other ethnic minority groups. This influx is particularly evident in the student enrollment of US schools as the number of Latino students has increased by approximately 10 million within the past 10 years. With this dramatic increase, there are a number of critical issues that present significant barriers to a high-quality educational experience for Latino students, specifically overrepresentation of Latinos receiving disciplinary actions and the high number of referrals to special education evaluation for emotional and behavioral disorders. This paper will discuss the impact of the Latino population in US schools, the concern of overrepresentation and biased referrals, and the use of a culturally attuned functional behavioral assessment as a pragmatic solution to better serve this growing population. 相似文献
4.
Daniel Ian Rubin 《Journal of Latinos & Education》2014,13(3):222-230
Behavior issues in the classroom directly relate to the teaching style and the type of interactions between the teacher and students. In particular, Latino/a students need to be engaged in the curriculum content if they are to be successful, both academically and emotionally. If this does not occur, then behavioral issues will arise, which will then feed into the school-to-prison pipeline theory. 相似文献
5.
This mixed methods investigation specifically examined Latino high school adolescents’ perceptions of teacher behaviors that demonstrate caring. A chi-square test was conducted to analyze the frequency of responses, and focus group interviews were conducted to expand on the results. The data indicated that although Latino male students were as likely to perceive the same behaviors Latina female students perceived as important or very important, a higher percentage of female students rated the same items as important. This investigation situates Latino high school adolescents’ voices as a pivotal agent to inform about the critical nature of caring for all students. 相似文献
6.
Saba Khan Vlach Laura Taylor Melissa Mosley Wetzel 《Pedagogies: An International Journal》2019,14(1):62-77
Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers’ K-12 classrooms. In this study, we examine how one teacher, Gabriela, used narratives to make connections between her third-grade classroom and the critical concepts she was exploring in a teacher education course. Embedded within an ethnographic case study of an inservice teacher education program, we used a discourse analytic approach to examine both the sociocultural knowledge and the identities Gabriela constructed through narrative as she engaged with issues of language, race, and power within the course. We consider some of the affordances of narrative in this space, including how it allowed Gabriela to integrate her understandings of multiple course topics, to position herself in multiple ways as a teacher, and to disrupt her existing understandings of race and racism in the classroom. This analysis suggests that critically oriented teacher education programs might more intentionally make space for narrative to connect critical theory and pedagogical practice. 相似文献
7.
In an attempt to explain the lower Latino college graduation rate, the current study focuses on collectivism in kin and nonkin helping situations. The sample comprised 60 students at a 4-year college in the southwestern United States. Results revealed significance between ethnicity and nonkin collectivism: Latino American college students were significantly more collectivistic toward nonkin groups compared to their non–Latino American counterparts. The use of various support systems may shed some light on the necessary remedy for Latinos’ lower college graduation rate. Implications are discussed for cultural sensitivity training and program development to foster the experience and success of Latino American college students. 相似文献
8.
This paper offers a new way of exploring some of the complexities inherent in attempts by policy makers and others to promote educational change. The focus of this study is on the current drive in education policy to alter the basis of teacher professionalism through the application of principles of lifelong learning to teachers’ professional development. Drawing upon data from two studies of the Chartered Teacher (CT) initiative in Scotland the paper examines the formation of successive transmission points as material relays of relations during the process of implementing this policy objective. It explores how three key discursive elements of a professional standard for accomplished teaching: collaborative action, critical reflection and enquiry, and teacher leadership, were progressively recontextualised during the introduction of CT status in schools. The findings indicate some of the conceptual and political struggles involved at the critical junctures where policy implementation requires the movement of a discourse from one social context to another. The paper suggests that a discursive analysis of how a centrally mandated initiative is transmitted can help to promote an understanding of the complexities of this process and increase critical awareness of the issues at stake for those involved. 相似文献
9.
Joel P. Murphy 《Journal of Latinos & Education》2018,17(1):3-17
“Get ready, get in, and get through.” Latino adolescents and young adults are enrolling in the nation’s colleges and universities at record numbers. However, completion rates of Latinos range from 8% to 25%. We examined individual rather than organizational factors shown to influence Latino student post-secondary levels of success. Influences include academic experience; demographic, personal, and family characteristics; and cultural factors. Four colleges that have specifically addressed success were selected to show how programs link individual factors with success. Implications for the findings are discussed. 相似文献
10.
Karen Hammerness 《Scandinavian Journal of Educational Research》2013,57(4):400-419
Drawing upon recent research in the United States, this paper proposes that there are three key features undergirding powerful teacher education programs. The research suggests that in order to be powerful and effective, teacher education programs need to have a vision, be coherent, and provide opportunities to learn that are grounded in teaching practice. The author uses these features as a lens to examine programs in Norway – a country in which teacher education has been relatively under-examined. The analysis reveals several challenges for the Norwegian teacher education programs examined, such as a lack of shared vision among faculty responsible for teaching subject content and those teaching pedagogy, as well as few opportunities for student teachers to learn in the context of practice. Implications for strengthening programs are discussed. 相似文献
11.
Coteaching in early childhood clinical field experiences: a cross-case study of learning affordances
ABSTRACT Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching afforded opportunities for developing collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences, although in different ways, and that limited affordances outnumbered strong learning opportunities. Implications for further development of the early childhood coteaching teacher education model, and for professional development, are discussed. 相似文献
12.
《Studying Teacher Education》2013,9(3):267-283
This collaborative self-study examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The authors formed a critical friendship in Fall 2010, initiated by participation in a teacher educator community of practice that encouraged collaboration. With limited experience in elementary education, the authors created a space to investigate the limitations and opportunities in teaching a course outside their educational expertise. The result was a space of support in three forms: pedagogical, affective, and intellectual. Pedagogical support was provided through the process of curriculum development and the sharing of classroom strategies, affective support resulted from the validation of feelings related to status and time, and intellectual support allowed the authors to uncover personal philosophies for teaching elementary social studies and to analyze how program structures influenced their instruction. Findings suggest that novice teacher educators could benefit greatly from critical friendships that may help them become more reflective and better navigate the process of learning to teach teachers. In addition, the authors found that critical friendships can minimize the feelings of being an outsider and allow for collaborative insights into the inner workings of teacher education. 相似文献
13.
This literature review examines the ways in which college and university outreach programs impact Latino (and other minorities) high school students. This article demonstrates that the outreach programs outlined do aid in closing the gap of college enrollment for Latinos. However, a review of three representative programs—AVID, the University of California's Early Academic Outreach Program, and Upward Bound—reveals that the Latino students who exhibit the most need are summarily excluded from participating in the programs, thus leaving them on the margins of the educational system. One of the conclusions of this study is that the problem lies with the political nature of the programs, which causes them to have stringent eligibility criteria. 相似文献
14.
AbstractHigh school underrepresented minority students in the US are at an increased risk of dropping out of the STEM pipeline. Based on expectancy-value theory, we examined if Latino students’ perception of support from parents, siblings/cousins, teachers, and friends in 10th grade predicted their science ability self-concepts and values, which in turn predicted their classroom engagement. Survey data were collected from 104 Latino high school students and their science teachers. The findings suggest that adolescents’ perceptions of overall support and home-based support predicted adolescents’ science ability self-concepts at 10th grade while controlling for their 9th grade self-concepts. Although adolescents reported high support from teachers, teacher or school-based support alone was not a strong correlate of their motivational beliefs. Perceived support was indirectly related to classroom engagement through adolescents’ ability self-concepts. Feeling supported across home and school may be necessary to sustain adolescents’ science motivational beliefs and, in turn, their science classroom engagement. 相似文献
15.
Cristina Gillanders 《Early Childhood Education Journal》2007,35(1):47-54
This case study was designed to describe how an effective English-speaking prekindergarten teacher develops strategies for
communicating with and teaching young English language learners. The teacher’s classroom practices to enhance her own relationship
with the children promoted opportunities for the Latino children to become full participants in the classroom community. At
the end of the year, the Latino children showed progress in formal and informal measures of receptive vocabulary in both English
and Spanish. Findings from the study suggest the importance of the affective and social nature of second language learning
in young children. Implications for practice and research are discussed. 相似文献
16.
This paper presents an argument for the development of an Irish Chartered Teacher initiative which would acknowledge and accredit the professionalism of experienced and accomplished teachers. It begins by examining the current position of teaching as a profession based on findings from Irish and international research studies. Issues surrounding the accreditation of accomplished teachers are considered through the examination of a range of Chartered Teacher initiatives. Finally, the potential opportunities and challenges of accrediting teacher professionalism in Ireland are discussed with reference to the continuum of teacher education and recent developments introduced by the Teaching Council of Ireland. 相似文献
17.
《Education 3-13》2012,40(4):417-431
This paper presents the findings of an investigation of student teachers' changing perceptions of educational practice following a teaching placement in France, Germany, Spain and Italy. Up to 900 primary languages, student teachers annually have spent a 4-week teaching placement in a partner country as an integral part of their initial teacher education programme. The aims of the bilateral experience were to improve students' subject knowledge as well as to offer opportunities to enhance their professional understanding through comparing practice in two distinct cultural settings. This study draws from both qualitative and quantitative data gathered from 122 postgraduate certificate in education student teachers who were following the primary language route at Canterbury Christ Church University and Liverpool Hope University. The findings show that through reflection and analysis of the differences and commonalties in the diverse cultural contexts, students develop a greater understanding of their professional role and a deeper insight into their own values and beliefs about pedagogy. Their acceptance of taken-for-granted norms is challenged during the bilateral placement, as they encounter new approaches to differentiated learning, teaching and learning strategies and teacher/pupil relationships, thus enhancing their levels of critical engagement with educational practice. 相似文献
18.
《师资教育杂志》2012,38(2):235-249
This article, based on the analysis of responses given by 27 students in initial teacher education, gives an account of how education theory can be conceived by students as relevant to their teaching practice. Research on teacher education in many countries has revealed that students regard theory and practice to be inconsistent or to belong to different worlds in initial teacher education. This may have a potentially negative effect on the teachers’ opportunities for future professional development, as such development should be based on the ability to view one’s own teaching practice from a critical, theory- and research-based perspective. In the research and development project reported in this article, the PIL-project, the students’ teaching practice was chosen as the pivotal point for all the other activities involved in the teacher education programme. Results indicate that when questions emerge from the students’ own experience, theory is often found useful in discussing and understanding their practical experiences. The results further show that the students’ choice of theory when discussing their teaching practice is eclectic. Students tend to choose theory with direct relevance to their daily tasks in the classrooms. The implication for initial teacher education is that the educational theory taught should more often address the immediate challenges faced by the students doing their teaching practice. 相似文献
19.
This article presents findings from an exploratory empirical study of teaching residents’ opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools. Utilizing documentation from the first year of a teacher residency program, our findings illustrate the central role that mentor teachers play in determining the kinds of opportunities afforded to teaching residents and the ways in which factors unique to these clinical contexts shape learning. Implications center on the preparation of mentor teachers and the work of teacher education programs in the US. 相似文献
20.
Early career teachers face a range of challenges in their first years of teaching and how these challenges are managed as career implications. Based on current literature, this paper presents a model of early career teacher resilience where resilience is seen as a process located at the interface of personal and contextual challenges and resources. Through a semi-structured interview the challenges faced by 13 Australian early career teachers and the resources available to manage these challenges are examined. Findings show that beginning teachers experience multiple, varied and ongoing challenges and that personal and contextual resources are both important in sustaining them through the beginning year(s) of their teaching careers. The study emphasises the critical roles played by family and friends and the importance of relationships in the resilience process. Implications for future research and teacher education are discussed. 相似文献