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TODOS Book: Antiracist Mathematics Education: Antiracist Mathematics Education
No full textBook Editors:
Marilyn Strutchens
Gladys Krause
Dorothy Y. White
Jennifer Bay William
Methods, Maps, and Meaningful Mathematics
No full textThis article is a reflection of one mathematics educator’s journey towards being a critical mathematics teacher educator. By illustrating the manner in which she selected, developed and provided an opportunity for bilingual pre-service teachers (BPSTs) to teach a mathematics lesson with a social justice component to fifth graders in a methods course, she reflects on her own growth and its potential for transformational pedagogy with her students and their future students. The decision making process of task selection, introduction of the task to BPSTs, and the support provided to them to teach the lesson, is articulated in order to make visible the challenge in transforming a teaching practice. Mathematics educators who are also seeking to infuse moresocial-justice focused mathematics activities into their methods courses may relate to ideas in this article, and find support in reading the processes of an early-career teacher educator asking questions of her own praxis
Investigating Mathematics Teaching Practices in Latin America: Reflections on Preparing U.S. Teachers of English Learners
No full textThis article analyzes teaching practices in mathematics from two elementary classrooms in Costa Rica, a Spanish speaking Latin American country. Insights and examples from the analysis may inform mathematics teacher educators and teachers of English learners in the U.S
From “Eye-opening” to Mathematical: Helping Preservice Teachers Look for Mathematics in Stories of Oppression
No full textThis article analyzes preservice teachers’ reflections about a visit to a campus event focused on injustice and oppression that they were required to attend as part of an assignment in a mathematics content course for preservice K-8 teachers. Prior to the assignment, the preservice teachers had had limited exposure to social justice-based mathematics contexts and extracting mathematics from the real-world. Their reflections provide valuable information about the types of social justice contexts preservice teachers find relevant, and the mathematical possibilities they see, on their own, in events such as this one
Preparing Teacher Candidates for Inclusive Practice: A Program Overview
No full textThis paper provides a programmatic overview of an early childhood education (ECE), dual-licensure personnel preparation program in the Midwest. The foundation of the ECE program includes blended faculty from general and special education, a cohort model, field placements every semester, and continual review and innovative practices. The ECE Program is offered in both campus-based and online delivery models to meet the needs of prospective students across the state and region. Faculty have recently expanded the program array to include two additional online programs to meet the changing needs of the workforce: a non-license credential-based bachelor’s degree and a master’s degree in public policy. The ECE program’s unique components and multiple offerings position it well to prepare teacher candidates to educate all children within inclusive settings. Future directions include developing a master’s degree in early childhood special education.
Key words: early childhood, personnel preparation, dual-licensur
The Development of Program Identity in Blended Early Childhood Personnel Preparation
No full textBlended personnel preparation programs grant teacher candidates more than one teaching license, qualifying them to provide educational services to young children and their families in a variety of early childhood education (ECE), early childhood special education (ECSE), and early intervention (EI) settings. However, there is not yet a cohesive understanding of the qualities and characteristics blended programs share. In this paper, we describe one blended program from a four-year, undergraduate educator preparation program at a large, research institution in the Midwestern United States. We address multiple key components of our program, including a brief historical overview, its curriculum and content, and several unique program features. We also discuss how our program aligns to both the EI/ECSE Standards and the ECE Standards and Competencies. We include specific examples from our program to illustrate our blended approach to personnel preparation
“We Haven’t Been the Squeaky Wheel”:: Asian-Americans’ Responses to Asian-hate Incidents during the COVID-19 Pandemic
No full textThis qualitative study used a narrative approach to document the experiences of 10 Asian-American working professionals before and during the COVID-19 pandemic and to examine how they made sense of the surge in Asian-hate incidents. Episodic narrative interviews were the main source for data collection. The findings revealed that the participants experienced stereotyping and discrimination in the pre-pandemic workplace which was influenced by gender and social class. During the pandemic, the group faced fear and anxiety and thus, they kept their circle small. Although the participants expressed their shock and disbelief on these incidents, they also felt a sense of guilt. Most believed that this was a resurfacing of systemic racism, but they shared their skepticism and fatigue on what the media showed. They also blamed the US and Chinese administrations for the uptick of these incidents. Finally, the participants empathized with other marginalized groups who have endured similar experiences
Editors Notes - Moving Beyond Awareness: Exploring Social Justice, the Power of Education and Solidarity in the Context of Racism against AAPI Communities
No full textGuest Editors for DSJ Vol.9, No. 2, WINTER 2024
Dr. Qi Sun & Dr. Haijun Kang
Fostering Inclusivity and Social Justice: Insights from Sentiment Analysis on Asian Hate Speech for Educational Transformation
No full textThe COVID-19 pandemic has impacted the prevalence of anti-Asian hate speech on social media, particularly against the Chinese community. This study aims to explore the dominant themes within this hate speech and examine its implications for transformative adult education. Using artificial intelligence and sentiment analysis, we analyze social media content from 2020 to 2023, tracking anti-Asian language\u27s evolution and sentiment trends. Our focus on anti-Chinese sentiments within the broader context of anti-Asian hate highlights the shared and unique challenges faced by Asian communities. This research contributes to developing transformative adult learning that promotes social justice and inclusivity in an increasingly digitalized and diverse society by linking these insights to educational practices
Teacher Licensure Exams and Teacher Effectiveness: Do edTPA scores predict beginning teacher effectiveness?
No full textEvaluating pre-service teachers is a common and integral part of every Teacher Preparation Program. Recently, some states have implemented evaluation and performance criteria to assess these programs\u27 effectiveness and value-added. North Carolina has committed to using the educative teacher performance assessment (edTPA) as the sole pre-service licensure examination for teachers entering the profession who currently lack a certificate. Concomitantly, North Carolina uses a teacher evaluation process that includes a teacher effectiveness measure, Educator Valued-Added Assessment System (EVAAS), as a value-added measure for schools and teachers. This study used administrative data and examined the association between pre-service teacher edTPA scores and EVAAS data for first-year teachers. The study found no meaningful relationships between the three constructs of edTPA and the rubrics used to evaluate pre-service teachers when controlling for teacher demographics and school characteristics. The outcomes are discussed in terms of practical implications and suggestions for policy.