You matter here: The impact of asset-based pedagogies on learning

Flint, Amy Seely; Jaggers, Wanda

doi:10.1080/00405841.2021.1911483

Cited by 28 publications

(22 citation statements)

References 23 publications

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“…Teacher education programs that promote theory-based practice (i.e., culturally relevant teaching, culturally responsive teaching, culturally sustaining) have the potential to cultivate preservice teachers (PSTs) cultural competency and critical consciousness. Shifting from a deficit perspective toward developing an asset-based mindset (Flint & Jaggers, 2021) requires introspection and reflexivity, as well as in-depth knowledge of the communities that teachers serve. As a way of supporting cultural understanding, partnerships between universities and local area school districts are needed to support both PST learning and in-service teacher practice.…”

Section: Resultant Implications For Taking the Pd Coursementioning

confidence: 99%

Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

et al. 2022

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Studies over the years emphasize the need to foster critical cultural awareness among teachers in U.S. classrooms. Using a critical theoretical approach, we examined the critical cultural awareness of practicing teachers and educators' experiences with English Learners (ELs) and their preparedness to meet the needs of ELs through actionable plans from a professional development (PD) module. We argue that PD courses on critical theoretical perspectives on ELs are essential not just for EL professionals but for all educators who work with ELs in one way or the other. Sixty‐eight educators (teachers and school directors) in a midwestern community participated in the PD modular course, where they were exposed to various critical theories. The data include discussion responses and educators' critical theoretical reflections on ELs. In this article, we iterate the need to include critical theoretical EL education in teacher training preparation and professional development programs to support pre‐service teachers, in‐service teachers, and principals. The findings show that the impact of such critical awareness transforms teachers' and educators' perceptions about their respective roles in effectively educating ELs.

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Section: Resultant Implications For Taking the Pd Coursementioning

confidence: 99%

Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

et al. 2022

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“…Asset‐based approaches incorporate authentic and real‐world situations within instruction, including community and outside perspectives, that lead to action and change (Picower, 2015; Skerrett et al., 2018). Students develop academically and critically by examining and challenging historical, social, political, and economic inequities (Flint & Jaggers, 2021; Kinloch et al., 2020; Ladson‐Billings & Dixson, 2022). For these reasons, we identify asset‐based practices as necessary components of adolescent literacy.…”

Section: Adolescent Literacymentioning

confidence: 99%

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Savitz,

Morrison,

Brown

et al. 2023

Reading Research Quarterly

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School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created and validated survey to ask middle and high school teachers about their self‐efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state‐required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state‐required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K‐12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.

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“…Educators who use culturally responsive instruction apply an asset–based lens that helps them focus on the strengths and varied experiences of each student (Flint & Jaggers, 2021; Gay, 2010; Ladson–Billings, 1995; Moll et al, 1992; Seidl & Pugach, 2009). A culturally responsive instructional framework thus pulls assets and strengths from students’ backgrounds, values, beliefs, and experiences, and applies them to instruction and intervention (Nieto & Bode, 2008; Santamaria, 2009).…”

Section: Asset–based Learning Principlesmentioning

confidence: 99%

“…One prominent approach to asset–based instruction that offers promise for EM student education is culturally sustaining pedagogy (Alim et al, 2020; Paris, 2012; Paris & Alim, 2014). Culturally sustaining pedagogy is a progressive expansion of culturally responsive instruction where educators are not only responsive to students but harness their preexisting assets (Flint & Jaggers, 2021). In doing so, they strive to nurture multilingualism and multiculturalism among their students and themselves and foster “linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change” (Paris & Alim, 2014, p. 88).…”

Section: Asset–based Learning Principlesmentioning

confidence: 99%

Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support

Artzi

Hsin

Sanford

et al. 2022

Learn Disabil Res Pract

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This review and case example describes the key components of elementary reading instruction and intervention within multitiered systems of supports (MTSS) and ways to enhance and scaffold reading instruction and intervention for language as a means of supporting the learning of students who are emergent multilingual (EM) learners. First, we provide an overview of elementary reading comprehension skills and describe culturally, linguistically, and ecologically situated learning principles and overview the essential elements of MTSS rooted in these principles. Next, we present research-based practices that enhance reading instruction and intervention among elementary EM students. We then illustrate the PLUSS framework to highlight how educators can implement these practices across MTSS. Finally, we present considerations for reading instruction and intervention and provide resources that may be useful to educators and policymakers with respect to MTSS.

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You matter here: The impact of asset-based pedagogies on learning

Cited by 28 publications

References 23 publications

Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support

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