Journals.uncc.edu (North Carolina's Urban Research University)
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Illustrating Effective Teacher Reflection and Instructional Practices that Support English Learners in Mathematics
No full textEquity-based practices include positioning students as sources of expertise; distributing authority among students and teachers; and creating authentic experiences that explore mathematical ideas (Aguirre, Mayfield-Ingram & Bernard, 2013). This article describes how positioning, authority, and authentic experiences may empower English Learners (ELs). We worked with two separate Dual Language kindergarten classrooms to generate ideas for effective mathematics teaching so that each child succeeds. Our purpose was to: a) provide teachers opportunities and structures to examine their practices and reflect on how their decisions impact ELs, and b) examine the strategic use of positioning, authority, and authentic math experiences
Early Childhood Special Education STARS: A Five-Point Model for Addressing the Teacher Shortage
No full textThere is currently a crisis-level shortage of qualified early childhood educators, including early childhood special educators. Teacher preparation programs must address the shortage through effective teacher recruiting, training, and retention strategies. We recommend a five-point STARS model that includes: (a) Supplemental funding during field placements, (b) Teacher preparation that leads to early childhood education and early childhood special education dual licensure, (c) Advocacy at the local, state, and national levels, (d) Relationships between teacher training programs and local public and private early learning centers, and (e) Supportive and ongoing mentoring for in-service early childhood special educators. This manuscript provides an overview of this STARS model with specific recommendations for teacher educators
Reimagining Preparation for Early Intervention Providers
No full textPreparing highly qualified Part C early intervention providers to serve eligible infants and toddlers and their families is crucial. Currently, there is no licensure for early childhood special education in the state of New Mexico, leaving many Part C providers without the necessary preparation. Project RISE, Reimagining Intervention to Support Early Childhood, a grant funded through the Office of Special Education Programs, will create a Multicultural Early Intervention Concentration within the existing Early Childhood Education Birth-Four non-licensure program. The aim of this project is to reimagine the preparation of early intervention providers through the infusion of culturally sustaining practices, strengths-based practices, and Yosso\u27s community cultural wealth model. This manuscript will describe Project RISE, including the relevant New Mexico context; the development of Project RISE competencies, courses, and practicum experiences; the development of and collaboration with our affiliated faculty team and advisory board; scholar recruitment; and lessons learned thus far
Inclusive Early Childhood Teacher Education: A Paradigm for Envisioning and Enacting
No full textThis article describes the processes and timeline of developing our Inclusive Early Childhood Teacher Education Program (IECTE). In doing so, we describe collaborations that have a dynamic unfolding that took place over 10 years and united early childhood education (ECE), early intervention/early childhood special education (EI/ECSE), and bilingual/English as a second language (ESL) programming. Foundational to our collaborative work is the transformation that occurred within these individual areas of teacher education that eventually led us to the evolving paradigm of inclusivity in early childhood education. In our IECTE work we detail our paradigm of critical inclusivity that includes three tenets: (1) a dialogic approach, (2) curriculum revision, (3) student guidance, and (4) mentoring support. We conclude by offering implications for continuous growth through descriptions of radical collaboration and advocacy in inclusive early childhood settings, such as intervention agencies, Head Start programs, childcare centers, community programs, and public schools
Enhancing Cross-Cultural Awareness and Intercultural Communication Skills: A Practical Example of Teaching Chinese as a Second Language through AAPI Inclusive Practices
No full textThe COVID-19 pandemic has exacerbated anti-Asian sentiment, fueled by misleading rumors and conspiracy theories such as the labels "Chinese Virus" and "Wuhan Virus." These narratives have contributed to a surge in hate crimes against Asian American and Pacific Islander (AAPI) communities, with tragic incidents like the Atlanta shooting highlighting the severity of the issue. In response, the AAPI community has actively sought opportunities to foster mutual understanding through language, culture, and education. This paper presents a Chinese language program at a public research institution in a Southern U.S. state that integrates AAPI-inclusive practices into its curriculum. These practices helped raise awareness of cultural understanding of diversity and offered practical approaches. As an example, this paper provides insights into promoting dialogue on campus and within surrounding communities through collaborative learning using local resources; it facilitated mutual understanding and advocated for social inclusion to combat anti-Asian discrimination
Dialogues in Social Justice Empowering Anaheim : Igniting Civic Engagement & Social Justice
No full textThis paper explores how an Asian American teacher’s course initiative and the Anaheim Union High School District’s (AUHSD) strategies in teaching and community involvement advance social justice and combat anti-Asian violence in Orange County, California. Utilizing systems theory and informal and incidental learning theory, this study examines the effectiveness of AUHSD’s efforts. Findings reveal that the teacher’s approach effectively addresses discrimination, while AUHSD’s innovative curriculum and partnerships promote inclusivity and equity. This research underscores education’s critical role in building informed, inclusive communities.
Keywords: ethnic studies, civic engagement, learning organizatio
Developing Mathematics Literacy for Bilingual Learners: A Framework for Effective Learning
No full textA framework is proposed for how bilingual learners develop knowledge, language, and mathematics literacy. The framework centers on principles of learning, effective pedagogy, and second language acquisition theories, and these elements are incorporated in a mathematics lesson depicted in this article
“Born in the first light of the morning”: Feminist pedagogy in art museums and exhibitions toward a new professional development of care
No full textWe share our own experiences of visiting exhibitions as a practice of feminist pedagogy and how we used them to help master students in a residential care programme in Master in the University of Milano Bicocca to expand their thinking about the idea of care. We reflect on how the idea of taking up ‘care’ as (dis)connections to the land based on an experience of visiting First People’s House at the University of Victoria, and returns to childhood sites of memory. Using one particular art exhibition by Dineo Seshee Bopape’, who uses organic materials to explore concepts of land, memory, identity, and colonialism, we discuss how this exhibition actually enabled new thinking as witnessed in the research dairies kept by four students. Based on diary entries we developed I-poems to show how understandings of care had expanded using art and exhibitions to break boundaries of normative thinking
That’s Not Fair and Why: Developing Social Justice Mathematics Activists in Pre-K
No full textPrekindergarten mathematics can be filled with rich, complex mathematical talk that moves beyond traditional counting and cardinality. When paired with issues of fairness, mathematics becomes a social justice tool that empowers prekindergarteners to mathematically recognize and address oppression they see in their own world. We profile the critical mathematics details in two Black history-based activities in which children use mathematics to describe and confront the unfairness they notice within Rosa Parks and Harriet Tubman skits. Through these activities, children learn how to communicate and address the unfairness they see using mathematics. We also share instructional considerations and extensions for implementing these activities in theclassroom