Ambitious teachers view students as sense makers in collaborative learning of disciplinary ideas and value students’ assets as resources for learning. Preparing teachers to enact ambitious instruction requires an approach to professional learning that constructs connections between instructional practice and a vision of principled teaching. This study explored how pedagogies of practice and communities of practice support prospective teachers’ development of a mathematics teaching practice. The study findings suggest pedagogical activities situated within a community of practice may provide opportunities for prospective teachers to build an understanding of the relationship between a core teaching practice and principles of ambitious teaching.
{"title":"Leveraging Communities of Practice and Pedagogies of Practice to Prepare Ambitious Teachers","authors":"Kathleen Nitta","doi":"10.15760//nwjte.17.2.9","DOIUrl":"https://doi.org/10.15760//nwjte.17.2.9","url":null,"abstract":"Ambitious teachers view students as sense makers in collaborative learning of disciplinary ideas and value students’ assets as resources for learning. Preparing teachers to enact ambitious instruction requires an approach to professional learning that constructs connections between instructional practice and a vision of principled teaching. This study explored how pedagogies of practice and communities of practice support prospective teachers’ development of a mathematics teaching practice. The study findings suggest pedagogical activities situated within a community of practice may provide opportunities for prospective teachers to build an understanding of the relationship between a core teaching practice and principles of ambitious teaching.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115491178","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 : 2022-03-19DOI: 10.15760/nwjte.2022.17.1.3
Jessica McClain, Rebecca Colina Neri
{"title":"“A Tale of Two Classrooms”: Designing Culturally-Relevant Hip Hop Curriculum to Support STEM Identity of Underrepresented Students","authors":"Jessica McClain, Rebecca Colina Neri","doi":"10.15760/nwjte.2022.17.1.3","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.1.3","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128328842","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 : 2022-03-19DOI: 10.15760/nwjte.2022.17.1.4
E. Woodford
Abstract Designing our online classroom is more than just putting content online or showing up on video conferencing as scheduled. The inequities across regions that inhibit success with online learning may affect students anywhere at any time. How do you navigate what inequities our learners may face? Are decolonization strategies the key to creating a more equitable, student-centered classroom? This paper illustrates the autoethnographic case study research process of decolonizing the online classroom that takes the researcher to the United Kingdom and back to the US and Canada to realize how global decolonization varies, yet how using an equity lens in designing courses can create a student-centered online classroom.
{"title":"A Path to Decolonizing the Online Classroom","authors":"E. Woodford","doi":"10.15760/nwjte.2022.17.1.4","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.1.4","url":null,"abstract":"Abstract Designing our online classroom is more than just putting content online or showing up on video conferencing as scheduled. The inequities across regions that inhibit success with online learning may affect students anywhere at any time. How do you navigate what inequities our learners may face? Are decolonization strategies the key to creating a more equitable, student-centered classroom? This paper illustrates the autoethnographic case study research process of decolonizing the online classroom that takes the researcher to the United Kingdom and back to the US and Canada to realize how global decolonization varies, yet how using an equity lens in designing courses can create a student-centered online classroom.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114702591","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 : 2022-03-19DOI: 10.15760/nwjte.2022.17.1.5
Maika J. Yeigh
{"title":"Introduction: Into the Academy","authors":"Maika J. Yeigh","doi":"10.15760/nwjte.2022.17.1.5","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.1.5","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133337435","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 : 2022-03-19DOI: 10.15760/nwjte.2022.17.1.1
Benjamin Gallegos, L. Dieker, Rebecca Smith, Nicole C. Ralston
Before the COVID-19 pandemic changed the educational landscape, students with disabilities, especially those who are culturally and linguistically diverse, and their special education teachers who worked and attended schools located in rural communities faced barriers most schools and communities experienced nationwide. As schools shifted to remote virtual learning due to the COVID-19 pandemic, rural schools were already at a disadvantage with the lack of resources with technology access. The call for addressing shortcomings in the various digital technology supports towards enhancing the teachers’ delivery of content and the students’ academic outcomes has been a continual challenge to address. This paper explores how students with disabilities who are culturally and linguistically diverse, living in rural communities are affected by their technology access, along with examining how this intersects with college and career pathways, and Science, Technology, Engineering, and Math (STEM) degrees and interests. This paper concludes with reminders and recommendations for researchers and schools to include in their technology access work and research the utilization of virtual-reality (VR), augmentedreality (AR), and video games.
{"title":"Serving Students with Disabilities who are Culturally and Linguistically Diverse in Rural Communities: Technology Access is Essential","authors":"Benjamin Gallegos, L. Dieker, Rebecca Smith, Nicole C. Ralston","doi":"10.15760/nwjte.2022.17.1.1","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.1.1","url":null,"abstract":"Before the COVID-19 pandemic changed the educational landscape, students with disabilities, especially those who are culturally and linguistically diverse, and their special education teachers who worked and attended schools located in rural communities faced barriers most schools and communities experienced nationwide. As schools shifted to remote virtual learning due to the COVID-19 pandemic, rural schools were already at a disadvantage with the lack of resources with technology access. The call for addressing shortcomings in the various digital technology supports towards enhancing the teachers’ delivery of content and the students’ academic outcomes has been a continual challenge to address. This paper explores how students with disabilities who are culturally and linguistically diverse, living in rural communities are affected by their technology access, along with examining how this intersects with college and career pathways, and Science, Technology, Engineering, and Math (STEM) degrees and interests. This paper concludes with reminders and recommendations for researchers and schools to include in their technology access work and research the utilization of virtual-reality (VR), augmentedreality (AR), and video games.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126057905","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 : 2022-03-19DOI: 10.15760/nwjte.2022.17.1.2
Rejoice Akapame
This qualitative research study focused on the changes in classroom pedagogy and content of rural mathematics teachers who engaged in a year-long professional development project focused on mathematical modeling. During a 2-week summer institute, teachers solved mathematical modeling problems as learners and then went through an iterative design process of creating, testing and refining lessons for classroom implementation. The lessons were implemented during the academic year. Results of this study indicate that teachers developed a willingness to move from traditional lecture and replication as the main form of pedagogy. Instead they incorporated more group tasks, alternate assessments, and created their own mathematical modeling problems that were relevant to their students’ lives.
{"title":"Connecting the “Real-World” to the Math Classroom: Implementing Professional Development for Mathematical Modeling","authors":"Rejoice Akapame","doi":"10.15760/nwjte.2022.17.1.2","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.1.2","url":null,"abstract":"This qualitative research study focused on the changes in classroom pedagogy and content of rural mathematics teachers who engaged in a year-long professional development project focused on mathematical modeling. During a 2-week summer institute, teachers solved mathematical modeling problems as learners and then went through an iterative design process of creating, testing and refining lessons for classroom implementation. The lessons were implemented during the academic year. Results of this study indicate that teachers developed a willingness to move from traditional lecture and replication as the main form of pedagogy. Instead they incorporated more group tasks, alternate assessments, and created their own mathematical modeling problems that were relevant to their students’ lives.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130794206","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.10
M. Whitaker
{"title":"When the Teacher is the Token: Moving from Antiblackness to Antiracism","authors":"M. Whitaker","doi":"10.15760/nwjte.2021.16.2.10","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.10","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129559615","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.1
A. Gilmore, LaToya Brackett, Davida Sharpe-Haygood
Abstract As a special journal issue, the guest editors continued their study on (anti)blackness within K-12 schooling and teacher preparation programs. Through the introduction’s white space, the guest editors attempt to theorize and center (anti)Blackness. Moreover, they existentially critique the “ordinary” assumptions about who can be a human and explain why Black existence continues on despite their collective suffering. The introductory article is organized as follows: (1) a thorough explanation of bad faith and antiblackness, (2) an illustration of antiblackness’ manifestations in K-12 schooling, and (3) the importance of using jazz as an analytic frame to curate the contributors’ scholarship.
{"title":"Being Against The Black: Bad Faith and Anti-Black Racism (Guest Editors' Introduction)","authors":"A. Gilmore, LaToya Brackett, Davida Sharpe-Haygood","doi":"10.15760/nwjte.2021.16.2.1","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.1","url":null,"abstract":"Abstract As a special journal issue, the guest editors continued their study on (anti)blackness within K-12 schooling and teacher preparation programs. Through the introduction’s white space, the guest editors attempt to theorize and center (anti)Blackness. Moreover, they existentially critique the “ordinary” assumptions about who can be a human and explain why Black existence continues on despite their collective suffering. The introductory article is organized as follows: (1) a thorough explanation of bad faith and antiblackness, (2) an illustration of antiblackness’ manifestations in K-12 schooling, and (3) the importance of using jazz as an analytic frame to curate the contributors’ scholarship.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123737634","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.3
Karen Zaino, J. Bell
While scenes of incredible and troubling violence, such as that of Black children handcuffed or brutalized by school security officers, have sometimes been leveraged to highlight the anti-Blackness endemic in schools, Saidiya Hartman’s (1997) book Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America suggests that we must also attend to scenes in which terror can hardly be discerned to identify and unravel the subtle threads of anti-Blackness that pervade contemporary schooling. That is this paper’s aim: to look beyond the scenes of spectacular suffering and to locate the pervasiveness of anti-Blackness in the mundane routines of teaching and learning in schools. To do so, we bring Hartman's work to bear on recent theories of racism as an affective phenomenon, that is, as a relational and emotional phenomenon, as felt encounters with material consequences (Ahmed, 2004; Tolia and Crang, 2010; Zembylas, 2015), to consider the relationships between teachers and students in schools and how these relationships produce and are produced through anti-Blackness, relationships that, while not explicitly violent, nevertheless reinforce Black subjugation. Hartman’s work locates three particular forms of technologies of affect that produce and are produced through antiBlackness: empathic identification; paternal benevolence; and the shame-mongering of burdened individuality. We argue that these affective technologies also circulate in contemporary schools, albeit in forms that are uniquely modulated to both education and to the particularities of our officially antiracist, multicultural moment. We conclude by exploring the implications of these findings for teacher education.
尽管令人难以置信和令人不安的暴力场景，比如黑人儿童被学校保安人员戴上手铐或虐待的场景，有时会被用来强调学校里普遍存在的反黑人现象，赛迪亚·哈特曼(1997)的《服从的场景》一书:《19世纪美国的恐怖、奴隶制和自我创造》表明，我们还必须关注那些几乎无法辨别恐怖的场景，以识别和解开弥漫在当代学校教育中的反黑人的微妙线索。这就是本文的目的:透过那些引人注目的苦难场景，将反黑人的普遍存在定位在学校教学的日常事务中。为此，我们将哈特曼的工作与最近的种族主义理论联系起来，将其作为一种情感现象，也就是说，作为一种关系和情感现象，作为一种感受到物质后果的遭遇(Ahmed, 2004;Tolia and Crang, 2010;Zembylas, 2015)，考虑学校教师和学生之间的关系，以及这些关系是如何通过反黑人产生和产生的，这种关系虽然不是明确的暴力，但却加强了黑人的征服。哈特曼的工作定位了三种特殊形式的情感技术，它们产生并通过反黑人产生:共情认同;父亲的爱心;以及背负沉重个性的羞耻贩卖。我们认为，这些情感技术也在当代学校中流通，尽管其形式是针对教育和我们官方反种族主义、多元文化时刻的特殊性进行独特调整的。最后，我们探讨了这些发现对教师教育的影响。
{"title":"Beyond Brutality: Addressing Anti-Blackness in Everyday Scenes of Teaching and Learning","authors":"Karen Zaino, J. Bell","doi":"10.15760/nwjte.2021.16.2.3","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.3","url":null,"abstract":"While scenes of incredible and troubling violence, such as that of Black children handcuffed or brutalized by school security officers, have sometimes been leveraged to highlight the anti-Blackness endemic in schools, Saidiya Hartman’s (1997) book Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America suggests that we must also attend to scenes in which terror can hardly be discerned to identify and unravel the subtle threads of anti-Blackness that pervade contemporary schooling. That is this paper’s aim: to look beyond the scenes of spectacular suffering and to locate the pervasiveness of anti-Blackness in the mundane routines of teaching and learning in schools. To do so, we bring Hartman's work to bear on recent theories of racism as an affective phenomenon, that is, as a relational and emotional phenomenon, as felt encounters with material consequences (Ahmed, 2004; Tolia and Crang, 2010; Zembylas, 2015), to consider the relationships between teachers and students in schools and how these relationships produce and are produced through anti-Blackness, relationships that, while not explicitly violent, nevertheless reinforce Black subjugation. Hartman’s work locates three particular forms of technologies of affect that produce and are produced through antiBlackness: empathic identification; paternal benevolence; and the shame-mongering of burdened individuality. We argue that these affective technologies also circulate in contemporary schools, albeit in forms that are uniquely modulated to both education and to the particularities of our officially antiracist, multicultural moment. We conclude by exploring the implications of these findings for teacher education.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"475 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132023759","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.6
Justin A. Coles, Darrius A. Stanley
Abstract Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black schooling processes through methods grounded in Black liberation. Specifically, throughout the history of Black education, Black people have engaged in resistance and subversion, spiritual innovation, intersectionality, Black fugitive thought, and Afrofuturism to culturally sustain Blackness amid ongoing racial oppression. Through a multidisciplinary analysis, in this reflective and conceptual essay, we offer the framing of Black Liberation in Teacher Education (BLiTE) to help re/envision the cultivation of classrooms that refuse Black suffering and defend Blackness.
{"title":"Black Liberation in Teacher Education: (Re)Envisioning Educator Preparation to Defend Black Life and Possibility","authors":"Justin A. Coles, Darrius A. Stanley","doi":"10.15760/nwjte.2021.16.2.6","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.6","url":null,"abstract":"Abstract Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black schooling processes through methods grounded in Black liberation. Specifically, throughout the history of Black education, Black people have engaged in resistance and subversion, spiritual innovation, intersectionality, Black fugitive thought, and Afrofuturism to culturally sustain Blackness amid ongoing racial oppression. Through a multidisciplinary analysis, in this reflective and conceptual essay, we offer the framing of Black Liberation in Teacher Education (BLiTE) to help re/envision the cultivation of classrooms that refuse Black suffering and defend Blackness.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130726632","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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