Teacher Proof

Abstract

This study examines the experience of four student teachers in an intentional community of practice focused on culturally relevant pedagogy for ELs who learn of the implementation of a newly-adopted scripted literacy curriculum in their ethnically diverse elementary school. As students are more motivated to learn when curricula are relevant to their lived experiences (Howard, 2003), it is incumbent upon teachers and district leaders to consider ways in which to tailor pedagogy to their unique student populations. In the current sociopolitical educational climate of accountability and standardization, this goal is increasingly more difficult for educators to achieve. With ten percent of the United States’ student population made up of English learners (ELs), amounting to 4.6 million students (U.S. Department of Education, National Center for Education Statistics, 2017), it is imperative that school systems shift to support culturally relevant practices.

Unravelling Cooperative Learning in Higher Education

“…Third, educational institutions and school administrators must support teachers in PD by allowing them to have time to meet to share and reduce structural obstacles that may impede the change processes (Yost, 2006). As teachers put their knowledge into practice, they may encounter difficulty with unpredictable outcomes (Benegas, 2019;Clarke & Collins, 2007). Continuous support is necessary to help teachers navigate the challenges.…”

Systematic versus informal application of culturally relevant pedagogy: Are performance outcomes different? A study of college students

“…Another glaring issue is the scantiness of research demonstrating its effectiveness on learners' academic performance, especially college students. When evidence is available, it is mostly qualitative (see Benegas, 2019;Keratithamkul et al, 2020). Literature reviews illustrate these weaknesses.…”