Teaching Transformed

Tharp, Roland G.; Estrada, Peggy; Dalton, Stephanie Stoll; Yamauchi, Lois A.

doi:10.4324/9780429496943

Cited by 15 publications

(16 citation statements)

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“…Sustained, ongoing workshops combined with classroom-based coaching is the model of professional development for culturally responsive pedagogy that has the most research support. Teemant and colleagues (2011) and Teemant (2014) evaluated a coaching model for the Standards for Effective Pedagogy (Tharp, Estrada, Dalton, & Yamauchi, 2000). The professional development program included a 30-hour workshop and seven individual coaching sessions across an academic year, designed to improve teacher pedagogy and classroom organization in elementary classrooms serving culturally diverse students.…”

Section: Teacher Recruitment and Professional Developmentmentioning

confidence: 99%

Martínez v. State of New Mexico and Multicultural Education: Divide and Conquer? We Don’t Think So!

Torres-Velásquez

Sleeter

Romero³

2019

AMAE Journal

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Martínez v. State of New Mexico (2014) is a school finance and equity lawsuit built on the promises of the state constitution. The plaintiffs are 51 parents and their children across seven regions of the state (Torres-Velásquez, 2017). In its decision (Martínez, 2018), the Court determined that the state’s public education system was unconstitutional for not providing a sufficient education to the state’s “at-risk” students: students from economically disadvantaged homes, Native American students, English language learners, and students with disabilities. The Court ruled in favor of the plaintiffs on all 174 Martínez allegations and determined that legislators would create remedies and locate funding. From the earliest draft, the Martínez complaint maintained that the state was not following New Mexico’s Bilingual Multicultural Education Act (1973), Indian Education Act (2006) or Hispanic Education Act (2010). The plaintiffs wanted full implementation of these laws. A legislator asked, “If you had to pick one, bilingual education or multicultural education, which would you say is most important?” Both are central to student well-being and success. In order to address the question of priority—both being central to student success—we highlight core components of multicultural education for PreK-12 public education. We tie policy and practice recommendations back to the trial and to the Court decision and we suggest that a multicultural education curriculum is an integral part of a promising education for New Mexico’s students.

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Section: Teacher Recruitment and Professional Developmentmentioning

confidence: 99%

Martínez v. State of New Mexico and Multicultural Education: Divide and Conquer? We Don’t Think So!

Torres-Velásquez

Sleeter

Romero³

2019

AMAE Journal

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“…The incongruence between the Native Hawaiian culture and western-based educational institutions has been noted by numerous researchers (Kana'iaupuni et al, 2010;Kawakami, 1999;Tharp, Estrada, Dalton, & Yamauchi, 2000;Yamauchi, 2003) who have identified conflicts between students from cultures with more collectivist orientations and the individualist values held by Western educational institutions (Ballinger & Noonan, 2004;Ogata, Sheehey, & Noonan, 2006;Ogbu, 1990;Yamauchi, 2003). Differences between collectivist and individualist cultures appear in matters such as: (a) cooperation versus competition; (b) individual versus group orientation; (c) family responsibilities, gender and age roles; and (d) interaction styles (Triandis, 2001).…”

Section: Background On Native Hawaiian Educationmentioning

confidence: 99%

“…Native Hawaiians have had to put aside cooperative and collaborative values of laulima (joint action), kōkua (support), and ha'aha'a (humility) and are often faced with the dilemma of adopting values that promote individual achievement and competition (Kawakami, 1999). As an example, Native Hawaiian students may not feel comfortable speaking up in large or whole-group settings but may speak freely and learn more readily in smaller groups (Tharp et al, 2000).…”

Section: Background On Native Hawaiian Educationmentioning

confidence: 99%

“…Two main sessions were conducted: one for a large group of approximately 30 9 th and 10 th graders and a second workshop for 11 th and 12 th graders. In line with cultural responsiveness of working with Native Hawaiian learners, the workshops were designed to be interactive with students working alongside their peers, with open communication, and sharing of tools and supplies (Tharp et al, 2000). The purpose of the first workshop entitled: "Create Your Own Success Story," was to provide an opportunity for the students to begin to think about their dreams and hopes for the future.…”

Section: Mini Workhopsmentioning

confidence: 99%

“…The "talk-story" discourse pattern (Tharp et al, 2000) was used to provide a more culturally compatible context for the interviews. Particularly true for cultures with a strong oral tradition, storytelling is a commonly used method of sharing knowledge or an understanding of self, a place and time, and may be a more comfortable form of communication (Umemoto, 2001).…”

Section: "Talking Story" (Interviews)mentioning

confidence: 99%

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Lessons Learned from a Culturally Responsive Case Study

Yamamoto

Black²,

Yuen³

2017

IJLD

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This article describes how researchers used a culturally responsive case study approach to understand how Native Hawaiian students made postsecondary decisions and the lessons they International Journal of Learning and Development ISSN 2164-4063 2017 http://ijld.macrothink.org 211 learned through this process. Unique to this study were the steps taken in gaining entry to the research site and building relationships with the gatekeepers and student participants through culturally appropriate communication styles and activities. Concerted efforts were employed prior to and during the interviews to promote culturally responsive interactions (e.g., sharing of food). Implications are discussed for individuals teaching, counseling, and researching Native Hawaiian students and their families and include strategies for building relationships to gain entry and to gain confidence of participants; investigating social context prior to entry, discussion of rituals and routines, values and priorities; and viewing participant responses with respect to their worldview.

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Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project

Falzon

Galea

et al. 2019

Couns and Psychother Res

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Maltese counsellors working in schools are, at times, just making ends meet due to lack of human resources and work schedules. ‘Why do our students/children have to repeat the same story to so many professionals?’ teachers/parents angrily query. This autoethnographic study voices our professional experiences as authors and participants. This empowers us to be advocates for our young clients. Collaborative autoethnography (CAE) methodology best fits our research question as we ‘seek to discover and systemically analyze (graphy) personal experience (auto)…understand cultural experience (ethno)’ (Ellis, Adams, & Brochner, 2011, p. 273). Our writing and reflections conclude that best practices include counsellors who work, at least, in pairs within transdisciplinary teams at one school for cycles of five years, with clarity of roles across professionals.

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Teaching Transformed

Cited by 15 publications

References 0 publications

Martínez v. State of New Mexico and Multicultural Education: Divide and Conquer? We Don’t Think So!

Martínez v. State of New Mexico and Multicultural Education: Divide and Conquer? We Don’t Think So!

Lessons Learned from a Culturally Responsive Case Study

Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project

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