Pub Date : 2021-11-02DOI: 10.33499/edren.v10i1.175
Everett B. Singleton
Youth who experience academic failure are at a greater risk for involvement in delinquency. While studies have revealed a myriad of factors for such failure, the perceptions of these youth regarding their educational experiences have proven to be one of the most valuable resources regarding the systematic barriers to academic achievement. The purpose of this essay is to examine how youth of color are overwhelming affected by a phenomenon known as Cradle-to-Prison Pipeline. Several school districts in the U. S. employ harsh discipline practices that inevitably push students out of classrooms, on the streets, and in the juvenile justice system at an astounding rate. Students of color experience higher rates of suspensions, expulsion, truancy, retention, and academic failure in schools. Harsh discipline polices, along with bias and discrimination have a direct or indirect impact on their academic journey, including feeling of inferiority due to their academic shortcomings. *The original version of this article included the term Native Indigenous students. Per the authors request, the term Native Indigenous has been replaced with Indigenous.
{"title":"Cradle-to-Prison Pipeline","authors":"Everett B. Singleton","doi":"10.33499/edren.v10i1.175","DOIUrl":"https://doi.org/10.33499/edren.v10i1.175","url":null,"abstract":"Youth who experience academic failure are at a greater risk for involvement in delinquency. While studies have revealed a myriad of factors for such failure, the perceptions of these youth regarding their educational experiences have proven to be one of the most valuable resources regarding the systematic barriers to academic achievement. The purpose of this essay is to examine how youth of color are overwhelming affected by a phenomenon known as Cradle-to-Prison Pipeline. Several school districts in the U. S. employ harsh discipline practices that inevitably push students out of classrooms, on the streets, and in the juvenile justice system at an astounding rate. Students of color experience higher rates of suspensions, expulsion, truancy, retention, and academic failure in schools. Harsh discipline polices, along with bias and discrimination have a direct or indirect impact on their academic journey, including feeling of inferiority due to their academic shortcomings. \u0000*The original version of this article included the term Native Indigenous students. Per the authors request, the term Native Indigenous has been replaced with Indigenous. ","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127921669","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 : 2021-11-02DOI: 10.33499/EDREN.V10I1.181
Marj Bock, Mari Caballero, Kelly O'Neal-Hixson
Rural schools face unique challenges recruiting teachers. Rural school administrators report difficulties finding qualified applicants. Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilities, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Leveraging university/rural school partnerships, e.g., resident teacher university/school partnerships, can help rural schools recruit and retain qualified special education teachers. This article describes the Teachers College Special Education Fellowship Program (TCSEFP), a virtual residency in teaching program. This program established virtual partnerships between the university and numerous rural school districts throughout the state. The article includes a description of the program, evaluation data, and implications for other virtual university/school residency in teaching programs.
{"title":"Special Education Teachers in Residence","authors":"Marj Bock, Mari Caballero, Kelly O'Neal-Hixson","doi":"10.33499/EDREN.V10I1.181","DOIUrl":"https://doi.org/10.33499/EDREN.V10I1.181","url":null,"abstract":"Rural schools face unique challenges recruiting teachers. Rural school administrators report difficulties finding qualified applicants. Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilities, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Leveraging university/rural school partnerships, e.g., resident teacher university/school partnerships, can help rural schools recruit and retain qualified special education teachers. This article describes the Teachers College Special Education Fellowship Program (TCSEFP), a virtual residency in teaching program. This program established virtual partnerships between the university and numerous rural school districts throughout the state. The article includes a description of the program, evaluation data, and implications for other virtual university/school residency in teaching programs.","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116571525","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 : 2021-10-25DOI: 10.33499/EDREN.V10I1.165
Johannah D Baugher, Eve V. Singleton
While little is known of the perceptions held by members of the general public toward persons of low literacy background, this research study worked to inform a subset of those perceptions as held by developing teacher candidates. Additionally, this study sought to more concretely frame contributing and non-contributing factors which this same population believed influenced occurrences of low literacy. Anchored in the concept of intersectionality (Crenshaw, 1989), this study collected and analyzed 56 survey responses which yielded informative themes that further defined low literacy as an obstacle, outcome, level of performance, or degree of achievement. Teacher candidates further demonstrated an understanding that conditions of low literacy were often situationally-defined as those persons were commonly disadvantaged in some way. Candidates’ responses further purported their action plan in confronting low literacy in their classroom was founded upon these verbs: act, invest, connect, and equalize. Though this study alone is not comprehensive or absolute in its findings, it does help to inform a step of the journey that will lead to a more accurate understanding of the perceptions held of low literacy and its many, influential tentacles.
{"title":"Perceptions and Understandings of Low Literacy Among Developing Teacher Candidates","authors":"Johannah D Baugher, Eve V. Singleton","doi":"10.33499/EDREN.V10I1.165","DOIUrl":"https://doi.org/10.33499/EDREN.V10I1.165","url":null,"abstract":"While little is known of the perceptions held by members of the general public toward persons of low literacy background, this research study worked to inform a subset of those perceptions as held by developing teacher candidates. Additionally, this study sought to more concretely frame contributing and non-contributing factors which this same population believed influenced occurrences of low literacy. Anchored in the concept of intersectionality (Crenshaw, 1989), this study collected and analyzed 56 survey responses which yielded informative themes that further defined low literacy as an obstacle, outcome, level of performance, or degree of achievement. \u0000Teacher candidates further demonstrated an understanding that conditions of low literacy were often situationally-defined as those persons were commonly disadvantaged in some way. Candidates’ responses further purported their action plan in confronting low literacy in their classroom was founded upon these verbs: act, invest, connect, and equalize. Though this study alone is not comprehensive or absolute in its findings, it does help to inform a step of the journey that will lead to a more accurate understanding of the perceptions held of low literacy and its many, influential tentacles.","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130690157","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 : 2021-10-25DOI: 10.33499/EDREN.V10I1.163
S. Johnson, David C. Jones
In California, the longstanding insufficiency of special educators has compounded since the 2013-2014 academic year. Districts and state legislators have relied on the issuance of substandard permits (i.e., Provisional Intern Permits, Short-Term Staff Permits, and Intern Credentials) to counteract the shortage. However, the effectiveness of this approach has limited evaluation. This study evaluated differences between pre-service and in-service special educators’ self-efficacy ratings. Special educators serving in California’s Central Valley on substandard permits or valid teaching credentials (i.e., Preliminary and Clear Credentials) completed the Teachers’ Sense of Efficacy Scale. Differences were assessed across several variables using independent t-tests and one-way ANOVAs. Significant differences emerged in special educators’ self-reported levels of self-efficacy as a function of credential status, favoring those with valid credentials. The findings indicate a correlation between special educators’ credential status (a proxy for training) and self-reported self-efficacy. The results of this study add to the research on special educators’ self-efficacy by exploring the phenomenon among a newly emerged group of California-based special educators: substandard permit holders. keywords: self-efficacy, special education, substandard authorization, pathways to teaching
{"title":"Special Educator Self-Efficacy","authors":"S. Johnson, David C. Jones","doi":"10.33499/EDREN.V10I1.163","DOIUrl":"https://doi.org/10.33499/EDREN.V10I1.163","url":null,"abstract":"In California, the longstanding insufficiency of special educators has compounded since the 2013-2014 academic year. Districts and state legislators have relied on the issuance of substandard permits (i.e., Provisional Intern Permits, Short-Term Staff Permits, and Intern Credentials) to counteract the shortage. However, the effectiveness of this approach has limited evaluation. This study evaluated differences between pre-service and in-service special educators’ self-efficacy ratings. Special educators serving in California’s Central Valley on substandard permits or valid teaching credentials (i.e., Preliminary and Clear Credentials) completed the Teachers’ Sense of Efficacy Scale. Differences were assessed across several variables using independent t-tests and one-way ANOVAs. Significant differences emerged in special educators’ self-reported levels of self-efficacy as a function of credential status, favoring those with valid credentials. The findings indicate a correlation between special educators’ credential status (a proxy for training) and self-reported self-efficacy. The results of this study add to the research on special educators’ self-efficacy by exploring the phenomenon among a newly emerged group of California-based special educators: substandard permit holders. \u0000 \u0000keywords: self-efficacy, special education, substandard authorization, pathways to teaching","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131639101","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 : 2021-10-25DOI: 10.33499/edren.v10i1.169
Christopher T. Dague, Tammy J. Graham, SooCheon kim
Three teacher education professors describe their respective professional experiences surrounding the effects of the COVID-19 pandemic. Each detail how their professional experience and foci led them to make changes to best serve the students at their institution. This article intends to serve teacher educators by striking a balance between theory and practical application while candidly addressing successes and areas for improvement.
{"title":"Maintaining Fidelity in Teacher Education Programs During COVID-19","authors":"Christopher T. Dague, Tammy J. Graham, SooCheon kim","doi":"10.33499/edren.v10i1.169","DOIUrl":"https://doi.org/10.33499/edren.v10i1.169","url":null,"abstract":"Three teacher education professors describe their respective professional experiences surrounding the effects of the COVID-19 pandemic. Each detail how their professional experience and foci led them to make changes to best serve the students at their institution. This article intends to serve teacher educators by striking a balance between theory and practical application while candidly addressing successes and areas for improvement.","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"272 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134001034","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}
Black male teachers are less than two percent of all current teachers in the United States. However, there has been an effort to recruit and retain Black men into the teaching profession for a number of reasons. All student benefit when they have a Black male teacher. Black boys, in particular, have markedly higher test scores and improved discipline when they have a Black male teacher. Black male adults in educational settings is essential for enhancing Black boys’ academic and social development. There is a need for Black male teachers in education. Even with nationwide recruitment efforts like My Brother's Keeper, the numbers of Black male teacher remain small. Additionally, Black male teachers leave the profession at a higher rate than other subgroups. This paper will examine one teacher preparation program's effort to increase retention of Black males in the teacher preparation program and the teaching profession.
{"title":"Desperate Measures","authors":"E. Black, Edward Rice","doi":"10.33499/edren.v9i1.145","DOIUrl":"https://doi.org/10.33499/edren.v9i1.145","url":null,"abstract":"Black male teachers are less than two percent of all current teachers in the United States. However, there has been an effort to recruit and retain Black men into the teaching profession for a number of reasons. All student benefit when they have a Black male teacher. Black boys, in particular, have markedly higher test scores and improved discipline when they have a Black male teacher. Black male adults in educational settings is essential for enhancing Black boys’ academic and social development. There is a need for Black male teachers in education. Even with nationwide recruitment efforts like My Brother's Keeper, the numbers of Black male teacher remain small. Additionally, Black male teachers leave the profession at a higher rate than other subgroups. This paper will examine one teacher preparation program's effort to increase retention of Black males in the teacher preparation program and the teaching profession. \u0000","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130747089","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}
Although research on teacher reflection is vast, research on preservice teachers’ (PSTs) use of social media and multimodal reflections is minimal. This study provides greater understanding into how PSTs used Instagram as a platform for engaging in reflection. Throughout an academic year, a group of fourteen PSTs used Instagram several times each week to reflect on their field experience rather than writing a reflective paper. I propose that the participants in this study were photoreflecting, which is the process of deep consideration as one transmediates images and print language. The participants in this study photoreflected by (a) photojournaling, (b) noticing, (c) noticing and extending, (d) noticing and problem solving, and (e) noticing and changing. Participants photojournaled the most and noticed and changed the least.
{"title":"#learningtoreflect","authors":"M. Billen","doi":"10.33499/edren.v9i1.161","DOIUrl":"https://doi.org/10.33499/edren.v9i1.161","url":null,"abstract":"Although research on teacher reflection is vast, research on preservice teachers’ (PSTs) use of social media and multimodal reflections is minimal. This study provides greater understanding into how PSTs used Instagram as a platform for engaging in reflection. Throughout an academic year, a group of fourteen PSTs used Instagram several times each week to reflect on their field experience rather than writing a reflective paper. I propose that the participants in this study were photoreflecting, which is the process of deep consideration as one transmediates images and print language. The participants in this study photoreflected by (a) photojournaling, (b) noticing, (c) noticing and extending, (d) noticing and problem solving, and (e) noticing and changing. Participants photojournaled the most and noticed and changed the least. ","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127130485","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}
This study investigated the effects of using teacher candidate-created observation protocols based on current research on classroom practices to connect research to practice. The study examined the extent to which mentor teachers modeled current research-based practices as measured by the protocols and explored the frequency with which the practices were observed. Findings indicated that teacher candidates had a positive experience applying research to practice, that utilization of the protocols created an awareness of best practices being used, and the importance of individualizing the practices to meet student needs. Individualization of utilization based on mentor teacher personalities was also observed and many practices the teacher candidates selected were utilized in the mentor classrooms, particularly in the areas of lesson planning and reading instruction.
{"title":"Collaboration and Connections","authors":"J. Nerren, T. Hasbun","doi":"10.33499/EDREN.V7I1.113","DOIUrl":"https://doi.org/10.33499/EDREN.V7I1.113","url":null,"abstract":"This study investigated the effects of using teacher candidate-created observation protocols based on current research on classroom practices to connect research to practice. The study examined the extent to which mentor teachers modeled current research-based practices as measured by the protocols and explored the frequency with which the practices were observed. Findings indicated that teacher candidates had a positive experience applying research to practice, that utilization of the protocols created an awareness of best practices being used, and the importance of individualizing the practices to meet student needs. Individualization of utilization based on mentor teacher personalities was also observed and many practices the teacher candidates selected were utilized in the mentor classrooms, particularly in the areas of lesson planning and reading instruction.","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121925484","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}
Amid countless challenges faced by teacher education, public universities, preparing a large share of the nations' teachers, are called upon to a lead the charge of moving the field forward. The American Association of State Colleges and University's Teacher Education Task Force sought to examine current conditions among member institutions. Presidents, provosts and deans of education responded to a survey with their assessment of the current status of teacher education. The results yielded six recommendations for quality teacher education programs. The latter of which stresses professionalizing the field. Further examination of the recommendations reveals gaps between the current landscape and the recommendations. It is through these gaps that a strategic means to advance the professionalization of teacher education is put forth. Advancing the professionalization of teacher education is a collaborative effort of leadership. The process demonstrates and builds momentum from positive impact on communities and the profession itself. It is undergirded by an ethical imperative.
{"title":"A Way Forward Toward Professionalizing Teacher Education","authors":"Jacob Easley","doi":"10.33499/EDREN.V7I1.108","DOIUrl":"https://doi.org/10.33499/EDREN.V7I1.108","url":null,"abstract":"Amid countless challenges faced by teacher education, public universities, preparing a large share of the nations' teachers, are called upon to a lead the charge of moving the field forward. The American Association of State Colleges and University's Teacher Education Task Force sought to examine current conditions among member institutions. Presidents, provosts and deans of education responded to a survey with their assessment of the current status of teacher education. The results yielded six recommendations for quality teacher education programs. The latter of which stresses professionalizing the field. Further examination of the recommendations reveals gaps between the current landscape and the recommendations. It is through these gaps that a strategic means to advance the professionalization of teacher education is put forth. Advancing the professionalization of teacher education is a collaborative effort of leadership. The process demonstrates and builds momentum from positive impact on communities and the profession itself. It is undergirded by an ethical imperative.","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128608811","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}
Voices of resistance: Interdisciplinary approaches to Chican@ children's literature gathers a wide range of experts from diverse academic fields in the analysis of Chicanx children’s and young adult (YA) literature. The editors convincingly make the case for the urgency of using multicultural children’s literature as a means for empowerment and social justice. The book provides a solid framework that is useful to multiple audiences–from caregivers, teachers, school leaders, community members, to teacher educators, and beyond. The book highlights the Chicanx history of resistance, as indicated in its title, situated in the various US socio-political contexts that have negatively impacted people of color since the country’s formation. The book reminds us of the important role that literature has on the lives of children; and its potential to either affirm an asset-based perspective connected to their lives, cultural identities, gender constructions, and home language practices of Chicanx children and youth, or to perpetuate harmful deficit views. Furthermore, the book reminds us that powerful children’s and YA literature can help raise Chicanx children’s consciousness, even from a young age, towards sustaining self-love in the uplifting of Chicanx identity, culture, and linguistic practices. (Rowman & Littlefield, 2018)
{"title":"Voices of Resistance","authors":"L. Herrera","doi":"10.33499/EDREN.V7I1.121","DOIUrl":"https://doi.org/10.33499/EDREN.V7I1.121","url":null,"abstract":"Voices of resistance: Interdisciplinary approaches to Chican@ children's literature gathers a wide range of experts from diverse academic fields in the analysis of Chicanx children’s and young adult (YA) literature. The editors convincingly make the case for the urgency of using multicultural children’s literature as a means for empowerment and social justice. The book provides a solid framework that is useful to multiple audiences–from caregivers, teachers, school leaders, community members, to teacher educators, and beyond. The book highlights the Chicanx history of resistance, as indicated in its title, situated in the various US socio-political contexts that have negatively impacted people of color since the country’s formation. The book reminds us of the important role that literature has on the lives of children; and its potential to either affirm an asset-based perspective connected to their lives, cultural identities, gender constructions, and home language practices of Chicanx children and youth, or to perpetuate harmful deficit views. Furthermore, the book reminds us that powerful children’s and YA literature can help raise Chicanx children’s consciousness, even from a young age, towards sustaining self-love in the uplifting of Chicanx identity, culture, and linguistic practices. (Rowman & Littlefield, 2018)","PeriodicalId":321193,"journal":{"name":"Educational Renaissance","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132686971","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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