Pub Date : 1900-01-01DOI: 10.14305/jn.19440413.2023.15.1.01
Tierney B. Hinman, E. Stevens, Tess M. Dussling, Nance S. Wilson, Amy Tondreau, W. Gardiner, K. White, Sophie Degener
With the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates’ understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias anti-racist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented with teacher candidates to transform their practice by considering critical literacies, asset- and deficit-based language, and the identity work of teachers and students. Insights of the self-study suggest that attention to critical pedagogies must go beyond instructional activity to consider the habits of mind essential for cultivation to support a commitment to action for anti-bias anti-racist education. The paper concludes by examining these core habits of mind and their impact on the trajectory of the group’s work toward leveraging language and literacy for activism and justice in teacher education contexts.
{"title":"Committing to Anti-Bias Anti-Racist Teaching: From Activity to Habits of Mind","authors":"Tierney B. Hinman, E. Stevens, Tess M. Dussling, Nance S. Wilson, Amy Tondreau, W. Gardiner, K. White, Sophie Degener","doi":"10.14305/jn.19440413.2023.15.1.01","DOIUrl":"https://doi.org/10.14305/jn.19440413.2023.15.1.01","url":null,"abstract":"With the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates’ understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias anti-racist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented with teacher candidates to transform their practice by considering critical literacies, asset- and deficit-based language, and the identity work of teachers and students. Insights of the self-study suggest that attention to critical pedagogies must go beyond instructional activity to consider the habits of mind essential for cultivation to support a commitment to action for anti-bias anti-racist education. The paper concludes by examining these core habits of mind and their impact on the trajectory of the group’s work toward leveraging language and literacy for activism and justice in teacher education contexts.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129557016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.14305/jn.19440413.2023.15.1.04
Susan J. Chambrè, M. Ness
Increasing awareness about screening and instructional interventions for students with dyslexia is a necessary component of P-12 teacher preparation. Disparities in reading achievement for students with disabilities, including those with dyslexia, is evidenced in lower literacy testing scores as well as lower high school graduation rates for those with documented disabilities when compared to typical developing peers. Preservice teachers, however, continue to struggle with understanding, identifying, and providing targeted literacy instruction to remediate reading challenges for students with dyslexia. Emerging data on the impact of the COVID-19 school closures on lags in student’s reading attainment, further solidifies the need for teacher preparation programs to prepare preservice teachers to implement best practices for supporting students with dyslexia. The purpose of this mixed-methods study was to determine the impact of asynchronous online learning modules on preservice teacher’s knowledge of dyslexia. Results indicate that preservice teachers who learn via online sources such as podcasts, infographics, and educational games, statistically increase their knowledge of dyslexia and confidence to work with students. Recommendations for programmatic change and inclusion of online learning about dyslexia for teacher preparation programs are suggested.
{"title":"Using Multimodal Virtual Instruction to Build Preservice Teachers’ Knowledge of Dyslexia","authors":"Susan J. Chambrè, M. Ness","doi":"10.14305/jn.19440413.2023.15.1.04","DOIUrl":"https://doi.org/10.14305/jn.19440413.2023.15.1.04","url":null,"abstract":"Increasing awareness about screening and instructional interventions for students with dyslexia is a necessary component of P-12 teacher preparation. Disparities in reading achievement for students with disabilities, including those with dyslexia, is evidenced in lower literacy testing scores as well as lower high school graduation rates for those with documented disabilities when compared to typical developing peers. Preservice teachers, however, continue to struggle with understanding, identifying, and providing targeted literacy instruction to remediate reading challenges for students with dyslexia. Emerging data on the impact of the COVID-19 school closures on lags in student’s reading attainment, further solidifies the need for teacher preparation programs to prepare preservice teachers to implement best practices for supporting students with dyslexia. The purpose of this mixed-methods study was to determine the impact of asynchronous online learning modules on preservice teacher’s knowledge of dyslexia. Results indicate that preservice teachers who learn via online sources such as podcasts, infographics, and educational games, statistically increase their knowledge of dyslexia and confidence to work with students. Recommendations for programmatic change and inclusion of online learning about dyslexia for teacher preparation programs are suggested.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122184170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.14305/jn.19440413.2023.15.2.06
Cesar C. Navarrete, Minaz Fazal
Due to a world-wide health emergency, higher education instructors were compelled to adapt their courses from traditional in-person classes to remote learning. In this case study, we investigated the use of flipped learning for this adaptation process from diverse higher education instructors’ perspectives. To mitigate social distancing requirements, instructors included synchronous and asynchronous components in using the flipped approach to their courses. The use of video conferencing synchronous sessions to replace the in-person class time showed a nuanced approach to flipped learning that required exploration. Instructors from distinct academic settings were interviewed on their experience in using the flipped approach in their courses adapted for maintaining social distancing protocol. Using case methodology, nine instructors from various locations and disciplines were interviewed on how they transformed their courses utilizing flipped approaches. Findings from the interview texts showed the distinction of asynchronous and synchronous elements, as key components of fully online flipped learning environments. Findings in this study highlights the importance of supporting student engagement for autonomous learning in courses using online flipped learning approaches. Implications for the support of student self-determined learning through the implementation of synchronous and asynchronous learning components are discussed.
{"title":"Case Study of Online Flipped Learning in Higher Education","authors":"Cesar C. Navarrete, Minaz Fazal","doi":"10.14305/jn.19440413.2023.15.2.06","DOIUrl":"https://doi.org/10.14305/jn.19440413.2023.15.2.06","url":null,"abstract":"Due to a world-wide health emergency, higher education instructors were compelled to adapt their courses from traditional in-person classes to remote learning. In this case study, we investigated the use of flipped learning for this adaptation process from diverse higher education instructors’ perspectives. To mitigate social distancing requirements, instructors included synchronous and asynchronous components in using the flipped approach to their courses. The use of video conferencing synchronous sessions to replace the in-person class time showed a nuanced approach to flipped learning that required exploration. Instructors from distinct academic settings were interviewed on their experience in using the flipped approach in their courses adapted for maintaining social distancing protocol. Using case methodology, nine instructors from various locations and disciplines were interviewed on how they transformed their courses utilizing flipped approaches. Findings from the interview texts showed the distinction of asynchronous and synchronous elements, as key components of fully online flipped learning environments. Findings in this study highlights the importance of supporting student engagement for autonomous learning in courses using online flipped learning approaches. Implications for the support of student self-determined learning through the implementation of synchronous and asynchronous learning components are discussed.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"48 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134073761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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