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Form, Identity, Dissent – Reclaiming the Critical Space
No full textPreethi Athreya questions the aesthetic overlay and positivity superimposed on the body that is primarily socio-political.
 
Situating Literacy-Rich Engagements for Young Emergent Bilinguals
No full textCamp Sunshine, a summer literacy program for emergent bilingual children ages 4-8, positions bilingualism as an asset. In Camp Sunshine, we strive to create inclusive multilingual spaces that honor children\u27s cultural identities and lived experiences while supporting literacy development. The camp implements a three-pronged approach to literacy engagement: beginning with whole-group interactive read-alouds of carefully selected multicultural picturebooks, followed by small-group re-engagement with key concepts, and culminating in hands-on explorations through art or play-based activities. Through Camp Sunshine, children freely use their full linguistic repertoires, navigating literacy as they engage in translanguaging. This descriptive article presents key insights including strategies to support literacy development like using culturally relevant literature as windows into children\u27s experiences, incorporating sensory-rich experiences, and fostering collaborative relationships between educators. The framework which offers practical applications for educators seeking to create culturally responsive learning environments for emergent bilingual learners
Creating College-Going Cultures at Home
No full textWhat is a college-going culture and how is one created in a student’s home? Part of a larger critical theory qualitative research study that utilizes narrative inquiry to investigate TRIO Upward Bound Program alumni experiences and the creation of college-going cultures in their households for their own children, the manuscript focuses on the narratives of African-American study participants. It gives insight into the college access opportunities the TRIO Upward Bound Program afforded the study participants as first-generation college students and their socioeconomic mobility through their pursuit of higher education. Cultural and social capital are utilized as a theoretical framework, along with funds of knowledge to present an anti-deficit model. The narratives detail how the study participants created college-going cultures in their homes for their children, and suggestions are given for how college-going cultures can be created in any household, regardless of a parent’s level of education.
 
Cover Volume 10, Issue 1: General Issue Winter Dialogues in Social Justice: An Adult Education Journal
No full textBook Review "Critical Faith: What It Is, What It Isn\u27t & Why It Matters" Fortress Press, 2024.
No full textJoni Schwartz-Chaney: Editor\u27s Notes
No full textThis is the final issue of DSJ under the senior editorship of Dr. Joni Schwartz-Chaney. In this Editor\u27s Notes, Schwartz-Chaney reflects on the past ten years of the journal and its future
Promoting Reflective Leadership within Early Head Start: A Qualitative Study of a Professional Development Training for Administrators
No full textProfessional development training within early childhood education and care settings have focused mainly on teacher well-being and classroom quality. However, early childhood classrooms are embedded within multifaceted program contexts which contain complex sets of relationships and systems. Administrators and other professionals who support teachers in the classroom are essential to the organization and climate of the center, the classroom, and the experiences of teachers, children, and families. The current qualitative study investigates the experiences of five Early Head Start administrators who participated in a 15 hour attachment- and relationship-based professional development training. Themes that emerged from analyses underscore the importance of the administrator’s role in supporting teachers to integrate professional development content within their classrooms and highlight the powerful nature of participating in a training that is specifically designed and aimed at the complex role of the administrator. This study informs the field on the importance of providing professional development and support to early childhood education administrators and attending to all the complex and important relationships reflected within the early childhood setting
Shaping the Future of Nurse Practitioners: A Roadmap to Clinical Reasoning, Certification Readiness, and Clinical Excellence
No full textTrack: Student Success & Wellness
As the demand for highly skilled and competent nurse practitioners (NPs) grows, so must the methods used to ensure their readiness for certification and clinical practice. This presentation will introduce a structured mentoring program designed to enhance the diagnostic reasoning abilities of graduate nursing students with diagnostic readiness testing. The program includes case study reviews and individualized study plans. It aims to bridge the gap between classroom knowledge and real-world clinical application, ultimately fostering student success and professional confidence.
Additionally, the program emphasizes mentorship as a central component of student success. Experienced NPs serve as mentors, guiding students through diagnostic reasoning exercises, discussing clinical cases, and offering feedback on study strategies. By fostering a collaborative environment, the program also enhances peer engagement and professional development, encouraging students to learn from one another and build networks that will support them throughout their careers
Cultivating a Participant-Centered Faculty Mentoring Learning Community for Enhanced Community and Success for First-year Faculty
No full textTrack: Educational and Faculty Development
This session highlights the development and implementation of a participant-centered faculty mentoring learning community designed to foster collaboration, innovation, and professional growth. By placing faculty participants at the heart of the learning process, this initiative encourages active engagement, shared expertise, and peer-driven inquiry into emerging technologies and teaching strategies. Drawing on evidence-based practices and a collaborative framework, the interdisciplinary community provides a supportive environment for faculty to explore innovative teaching tools, apply direction to their scholastic endeavors, and address promotion and tenure challenges in real-time. This session will detail the impetus for utilizing a cross-discipline learning community, the process of the program development, outcomes, and lessons learned from this approach, offering practical insights for institutions aiming to empower educators and enhance student learning through technology
Pre-service Teachers’ Assumptions about Latino/a English Language Learners in Mathematics
No full textWe share data collected from 51 pre-service elementary mathematics teachers who were asked about teaching mathematics to English Language Learners (ELLs) who moved to the U.S. from Central America and China. We describe three critical misconceptions held by pre-service teachers (e.g., differential treatment of ELLs based on country of origin, isolation rather than community, and outsourcing to meet ELL needs) and discuss implications for teacher preparation and professional development to better equip teachers to teach mathematics to Latino/a students