Web-Enabled Micro Engagement and Improving Linguistically Diverse Community College Student Writing

Lehner, Edward; Ziegler, John R.

doi:10.4018/ijseus.2019100101

Cited by 3 publications

(4 citation statements)

References 47 publications

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“…Anthony expressed his ideas with verve and an overt concern for his peers, a display of culture in line with Boykin's (1986) dimensions of Black culture. This demonstration indicates that his suggestion was partly an act of cosmopolitanism (Emdin & Lehner, 2006;Lehner, 2006;Lehner & Ziegler, 2019b). Anthony expressed how the group could achieve and recommended a method to accomplish this goal.…”

Section: Figurementioning

confidence: 97%

Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry

Lehner¹,

Johnson²

2022

VoR

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The strict classroom control philosophy often adopted within public schools can have counterproductive effects on students, especially African Diaspora and Latinx students. Public schools should ideally provide quality instruction for all students. Unfortunately, teacher-centered practices reinforce stereotypes that African Diaspora and Latinx students are unruly and need institutionally imposed discipline and management, thereby undermining the mission of equitable educational achievement. Students, especially diverse urban students, would benefit from a shift in classroom management from strict control and discipline to student-centered inclusion and cooperative inquiry. We recommend distributive classroom management and examine the practice in the context of its enactment by stakeholders in one social studies classroom in the East New York Alternative Learning Center. Under this model, students demonstrated distributed classroom management actions that fostered improved classroom behaviors and expressions of group solidarity. Students maintained a fertile learning environment by proposing a distributive management practice during the research period. Additionally, students enacted the same approach in the classroom. The study’s findings suggest that teachers and students can integrate standard classroom management rules with transformative stakeholder-directed practices to benefit all participants.

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Section: Figurementioning

confidence: 97%

Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry

Lehner¹,

Johnson²

2022

VoR

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“…Since paraprofessionals are an already established and dedicated cohort of professionals working in the field, they may provide unique insights into how to alleviate the complicated concern of teacher shortages. Following in the tradition of the ethnographic work of Lehner (2010)), Lehner (2007), Emdin and Lehner (2006), Lehner and Ziegler (2019a), and Johnson and Lehner (2020), this study continues the practice of intensive qualitative research by examining paraprofessionals and how this segment of the educational workforce could bring about a more diverse teaching population.…”

Section: Better Preparing Paraprofessionalsmentioning

confidence: 98%

“…More recently, D'amico et al (2017) examined the racial makeup of a public school district's teaching force and postulated that the lack of diversity might be only one symptom of a much broader problem that is deeply rooted in a legacy of racial discrimination, class bias, and vocational exclusion. Ziegler and Lehner (2017), Lehner (2017), Lehner and Ziegler (2019a), and Johnson and have demonstrated how to deploy rich theoretical frameworks examining understudied populations without dismissing out of hand markers of achievement and persistent quantitative data related to the students. This problem of paraprofessionals becoming unduly ossified in their positions seems to be exactly the type of multi-causal social concern that requires a more nuanced framework for the issue to become more understandable.…”

Section: Unintended Social Reproduction In Teacher Preparation Programsmentioning

confidence: 99%

“…Yet some of the concerns related to social reproduction require a more detailed gaze (Macbeth, 1998). For example, Lehner and Ziegler (2019a) and Ziegler and Lehner (2020) recognized that underdeveloped academic skills, often related to social class, fundamentally drive poor academic achievement, which can translate into poorly enacted careers. Kristiina Montero et al (2014) accentuated the complexities that students from poverty and the working class face while attempting to pursue career aspirations outside of their given social classes.…”

Section: Unintended Social Reproduction In Teacher Preparation Programsmentioning

confidence: 99%

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Preparing Paraprofessionals to Become Teachers: A Study Examining the Effect of Catalytic Interventions

Johnson

Lehner

2021

International Journal of Educational Reform

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New York State, in all of its regions, has a growing number of diverse public-school students, including many immigrant groups, accounting for a significant change in the ethnic and racial demographics of the state’s student population. Despite the rapidly changing student population, the teaching force nonetheless remains disproportionately White and populated primarily by women. A growing body of research suggests that the ranks of paraprofessionals, many of whom are already working in schools, may be the ideal population from which to develop a more fully diversified teaching candidate pool. Informed by a theoretical lens of social reproduction and drawing from an expansive data set, this research surveys the unique barriers that paraprofessionals face in accessing information about licensure and navigating local and state requirements. Specifically, the current work examines the needs of candidates at an urban community college and presents findings from a pilot support program designed to increase paraprofessional credentialing leading to teaching licensure. The findings of this work highlight not only the need for teacher and paraprofessional preparation programs to alter recruiting and skill-acquisition practices but also the need for continued research to better understand how to support multiethnic, multilingual, and multiracial teacher candidates.

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Does CRT Serve the Students It Is Intended to Help?

2023

Perspectives on Critical Race Theory and Elite Media

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The author can't precisely state whether overemphasizing school segregation is evil. Alternatively, the author doesn't know if reporters overlooking implicit bias training is wrong in the grander scheme of things. Or if writing dishonestly about specialized schools is so contemptible. The question becomes whether the work of Gary Orfield, Richard Carranza, or the cadre of journalists amounts to any wrongdoing. Admittedly, it seems like a grade school question: Is it wrong to research, state, or write about things that are untrue as if they were true? Should we always tell the truth? Nevertheless, this is precisely where journalism and Cormac McCarthy's Judge Holden come together since both constantly sermonize. Can one preach about what remains essentially untrue? This book uncovers that the media's claims around the three topics that remain wildly inaccurate.

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Web-Enabled Micro Engagement and Improving Linguistically Diverse Community College Student Writing

Cited by 3 publications

References 47 publications

Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry

Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry

Preparing Paraprofessionals to Become Teachers: A Study Examining the Effect of Catalytic Interventions

Does CRT Serve the Students It Is Intended to Help?

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