skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Inclusive classrooms and assigning competence
This article captures a convergence of its authors’ life experiences and existent data, made possible by Complex Instruction (CI). There is a pressing need to study and support the foundational practice of assigning competence, which requires that a teacher first recognise students’ strengths and publicly name their academic contributions. However, a teacher cannot name what they have not noticed. Collectively, we wondered what we could learn from one teacher’s fluid ability to effectively assign competence. We embraced CI principles to co-author our article.  more » « less
Award ID(s):
2336391
PAR ID:
10588079
Author(s) / Creator(s):
; ;
Publisher / Repository:
Taylor and Francis
Date Published:
Journal Name:
Intercultural Education
Volume:
36
Issue:
1
ISSN:
1467-5986
Page Range / eLocation ID:
111 to 118
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; (, 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference)
    null (Ed.)
    The COVID-19 pandemic disrupted education on all fronts with no warning. The response from K-12 education’s transition has not been as straight forward. Existing issues of equity, access, and inclusion required school districts, schools, and teachers to adopt a variety of solutions, including no instruction, online instruction, and shipping materials/supplies to students at home. The pilot cohort of [program name] teachers provides a unique opportunity to understand how teachers had to transition, especially when implementing a new and innovative engineering curriculum. An anonymous social media post had some interesting insight: “We gave educators almost no notice. We asked them to completely redesign what school looks like, and in about 24 hours, local teachers and administrations fixed it. No state or national agency did this, the local educators fixed it in HOURS. In the midst of a global crisis. In fact, state and national policies actually created roadblocks. Local schools figured out how to work around these. No complaining, no handwringing, just solutions and amazingly clever plans. Get out of the way of a teacher and watch with amazement at what really happens.” We know that high schools adapted quickly. This work-in-progress discusses initial findings from teacher interviews on what happened during this unforeseen and unique transition. Teacher interviews were supplemented with data from teacher focus groups, with data analyzed to examine the impact of the COVID-19 disruption from the perspective of a teacher new to an engineering curriculum. Specifically, we will examine the following research question: How did the pilot year [program name] teachers adapt and deliver the curriculum during the COVID-19 disruption? We are exploring teacher delivery of the [program name] curriculum through a variety of levels to capture the drivers that prompted decisions, identify pedagogical adjustments, and identify drivers behind the chosen changes. 
    more » « less
  2. ; (, Innovations)
    In a time when the United States is faced with continued racism and social unrest, it is more important than ever to prepare teachers who can advocate for marginalized students and social justice. This article describes the evolution of a seminar course called Theory and Reality: Practicum in Math and Science Teaching in High-Need Schools within the context of a predominately White teacher-preparation program. Guided by scholars of culturally relevant education and our professional and personal journeys as equity-focused teacher educators, we sought to design experiences to prepare preservice science and mathematics teachers to teach in high-poverty or underfunded schools. Specifically, the course was intended to (1) develop an understanding of pedagogical practices and educational strategies for successful teaching in a high-need school setting, especially in mathematics and science classrooms, and (2) cultivate both cultural self-awareness and cross-cultural consciousness in one’s ability to adapt to the high-need environment in a culturally responsive way. We describe the evolutionary rationale for changes made to course assignments and readings to promote cultural competence and early advocacy skills for teacher candidates interested in teaching in schools facing poverty. We highlight preservice teachers’ reflections that evidence their early conceptualizations of teaching in a high-need school context and how assignments promoted their relationship-building and advocacy skills for marginalized students. 
    more » « less
  3. ; ; (, Education Sciences)
    Maria B. Peterson-Ahmad (Ed.)
    The authors in this article provide a historical view (past) on the development of mixed reality (MR) simulation in teacher education as well as a brief history of simulation from other fields along with foundational knowledge on the evolution of simulation. The authors provide a systematic review of the current state (present) of the research in MR for teacher education within the past 5 years aligned with the research question “What are the uses, practices, and outcomes of MR simulation in teacher preparation?”. Three themes were identified, i.e., simulation to this point is designed by teacher educators, feedback matters in impacting outcomes, and practice is safe and reflective for those who prepare teachers in these environments. A summary is provided of these key articles and the findings. The authors conclude the article by sharing the potential evolution (future) of aspects of the model of MR, focusing on the use of AI agents and multi-modal data collection, including biometric signals, providing insights into simulation in teacher education. 
    more » « less
  4. ; ; ; (, Journal of Research on Leadership Education)
    This study investigates the identity development of teacher leaders in an, urban school district who participated in a Noyce Master Teaching Fellow, program. We identify tensions that arose from involvement in this, external community of practice (CoP) and changes in teacher leader, meanings and practices in their school CoPs. Qualitative key findings, indicate that as boundary crossers, (1) teacher leader activities surfaced, tensions between CoPs, promoting boundary competence, and (2), participation in an external CoP reshaped their identities, especially as, mentors. Implications include recognizing that external CoPs can support, learning mechanisms for addressing educational issues, for example, teacher, retention. 
    more » « less
  5. ; ; ; ; ; (, ASEE Conferences)
    Intercultural awareness, communication and competence have become critical professional skills. Teachers at all levels need these skills to ensure that all students in their classroom have equitable access to learning, and to effectively prepare their students to engage in an increasingly diverse and multicultural world. The US Department of Education has made broader global skills for students a priority and has charged colleges,and schools to provide new learning opportunities and course work to successfully develop these skills in teachers. Similarly, Some argue that international travel is integral to teacher preparation, encouraging a sense of “otherness” and an appreciation for the role of human difference, addressing misconceptions and stereotypes, and challenging teachers’ understanding of their “professional self.” Additionally, It is well established that the US has a need for enhanced participation as well as increased racial and gender diversity in the STEM Fields, particularly engineering. Teachers are critical to inspire and motivate students to consider pursuing STEM. However, stereotypes, and bias can impact how they engage with students, and who they believe “has what it takes to be an engineer.” Enhancing the cultural competence of teachers can help mitigate the bias and stereotypes, and help ensure more equitable access for students to being inspired to pursue STEM. To address these issues, two regional universities collaborated on a National Science Foundation Research Experience for Teachers grant to provide transformative international and intercultural experiences for teachers focused on human-centered design and appropriate technology for developing countries. Integrated throughout this experience, is professional learning aimed at developing the cultural competence of the teachers, and coaching to help the teachers integrate this learning, as well as their engineering experiences into their classrooms. This paper will summarize key findings from two cohorts of participants with a focus on how this experience impacted the cultural competence of the teachers. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email