Journals.uncc.edu (North Carolina's Urban Research University)
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Video Self Reflection
No full textThe purpose of this research study was to analyze the teacher’s ability to utilize video self-reflection as a structured learning tool to enhance their teaching practice and CLASS scores. Research has demonstrated that teachers are better able to be self-reflective when provided with a framework (Calandra, Gurvitch, & Lund, 2008). Results from the present study indicated that the teachers became increasingly aware of the CLASS Toddler tool criteria through scoring their own behaviors, which impacted their instructional practices with children and led to increase reliability in scoring and increased CLASS scores
Premises and Challenges of High-Stakes Examinations: National Higher Education Entrance Examination Mathematics Test Scores in China
No full textInternational comparative studies suggest that students from countries with high-stakes examinations often perform better than students from other countries. Nowadays more and more countries, including the United States, are implementing high-stakes examinations at the national or state levels. In this paper, we use the National Higher Education Entrance Examination (NHEEE) in China as an example to illustrate the premises and challenges of high-stakes examinations. NHEEE, commonly known as Gaokao, is the only measure used in China to determine if and which college a high school graduate is admitted to. This study examines the reliability and validity of scores obtained from the 2014 mathematics test of this critical examination that determines the future of thousands of students in China. Results of the Rasch analysis indicated that the unidimensionality assumption was tenable. The results also showed that the item reliability and separation were satisfactory, but the person reliability and separation were low. The low person separation reliability indicates that the exam is not sensitive enough to distinguish between low- and high-performing students. Examination of the person-item map suggested a need for more items at the intermediate and difficult levels to improve the reliability and validity of the test scores and to match the students\u27 ability levels. Results showed that the majority of items displayed little or no DIF between male and female students. Predictive aspects of validity are also reported
Exploring the Associations Between Demographic Characteristics and Teachers’ Occupational Stress and Coping
No full textThe purpose of the study was to investigate demographic factors influencing sources of stress and coping strategies in pre-primary, primary and secondary school teachers. A total of 1447 school teachers participated in this study. They completed the following scales: “Ways of Coping Questionnaireâ€, “Teachers’ Professional Stress Questionnaire†and demographic data. Teachers in the present sample reported moderate to high levels of occupational stress. Teachers’ gender, years of teaching/working experience and school level effects were examined using multivariate analysis of variance. Results demonstrate that gender, school level and years of teaching experience appear to have an impact on teachers’ sources of stress. Findings of the study also revealed gender differences in the coping strategies utilized by teachers as well as differences across school level and years of teaching experience. The results are discussed
Cultural and Linguistic Responsiveness: Empowering Spanish-speaking English Learners through Dual Language
No full textAs the population of Spanish-speaking (LatinX), English learners (ELs) in the United States increases, it is imperative for K-12 schools in urban areas to become responsive to this diversity of student population. This paper purports to express that it is essential that schools take a culturally and linguistically responsive approach to address this urban critical issue by implementing a Dual Language (DL) program. While there are a variety of different programs that exist to provide support for ELs as they enter into the school system, there is one that proves itself to be a plausible solution to best meeting the needs of the LatinX, EL population of students. This article highlights the research that suggests a two-way 90:10 Dual Language (DL) program can be the most culturally and linguistically responsive measure. This current study adds to the field by mapping out what program models and characteristics previous research studies have shown to be the most beneficial to LatinX EL success while further examining if these research findings are being currently implemented in five, large urban school districts with high populations of LatinX ELs. Examining the data from five, larger urban school districts, the following research questions were explored: (1) What are the different program types being offered to ELs in five large, urban school districts that have high populations of LatinX students? (2) Which of these five large, urban districts provide DL programs? (3) What type of program (one-way or two-way) and what percentage of language instruction is allocated to English if DL programs are offered? The findings show that the five, large urban districts with large populations of LatinX ELs are providing both additive and subtractive programs. Additionally, all districts are providing the option of a two-way DL program. The 90:10 language allocation was only provided in two of the five districts and was the language distribution model least provided across the districts
Shifting Our Focus: Collaborating with Urban Schools to Support African American Students
No full textThis case study explores the intentional shift in a teacher preparation program at an urban metropolitan university. The need to develop teachers who choose to teach in the region’s urban settings, and who have professional competencies and dispositions that allow them to succeed and thrive, have propelled the shift. In this study, our objective is to describe how a traditional, nationally-accredited educator preparation program changes in order to increase support of urban schools in a Florida school district with a high percentage of African American students. Through the process of knowledge transfer, we utilize a qualitative case study design and collected data through focus group interviews of multiple stakeholders including College of Education faculty, K-12 school administrators, in-service teachers, and prospective teachers. The significance of this study lies in the reconceptualization of preparation practices to be replicated by other urban metropolitan universities. This approach aims to encourage university faculty to collaboratively engage with urban schools and school systems as well as prepare teachers to teach in schools that have high African American student enrollment.
Keywords: Urban Schools, Teacher Preparation programs, African American Students
Black Teachers Matter: Examining the Depths of Seven HBCU Teacher Preparation Programs
No full textThere is an immediate need for Black teachers who have been properly trained to meet the diverse needs of students in urban schools. However, the lack of appropriate representation of Black teachers has caused issues among Black students that include lowered academic performance and missing cultural experiences (Egalite, Kisida, & Winters, 2015; Ladson-Billings, 2000; Madkins, 2011). Thus, this study examines the teacher preparation programs of seven historically Black colleges and universities (HBCUs) using Ladson-Billings’ (2000) conceptual framework for effective programs. The results reveal that, though each of the programs vary in their program components, the majority of the HBCUs intentionally incorporated situated pedagogy, academic achievement, and cultural competence within their teacher preparation programs. The components that were not underscored in most of the HBCUs were autobiography and sociopolitical critiques. Therefore, since the HBCUs studied in this paper contribute significantly to the number of Black teachers in America, it is recommended that they and other schools preparing Black teachers consider incorporating these components into their programs, while also intentionality ensuring the cultural competence of future Black educators being prepared to serve in diverse urban schools
Closing the Revolving Door: Year-Long Residency Prepares Preservice Teachers for Urban Schools
No full textThe Urban Student Teacher Advanced Residency (USTAR) Program is a partnership between Texas A&M University (TAMU) and Spring Independent School District. Four EC-6 Education students were selected to participate in the pilot year of the USTAR program. Rather than participating in their traditional senior year at TAMU, these four Education students relocated to Houston, Texas to experience a full year of multicultural teaching in an urban environment during the 2016-2017 academic school year. A survey and follow up interviews near the end of the 2017-2018 school year determined ways in which the USTAR program prepared these teachers for their first year of employment at a Title I school
Using Coaching and Performance Feedback to Increase Head Start Teachers\u27 Use of Teaching Pyramid Model Practices
No full textThe purpose of this study was to investigate the impact of individualized coaching and performance feedback on the implementation of Teaching Pyramid Model practices by three Head Start teachers. Participants were lead teachers in three preschool classrooms located in one Head Start program. During intervention, teachers received weekly individualized coaching on Teaching Pyramid Model practices, followed by a weekly classroom observation and emailed performance feedback. All three teachers demonstrated increased implementation of Teaching Pyramid Model practices after the intervention was introduced. These results suggest that individualized coaching and performance feedback may support Head Start teachers’ implementation of evidence based practices that can enhance the social and emotional development of young children and address challenging behaviors in the classroom
Head Start Teachers\u27 Beliefs and Reported Practices for Letter Knowledge
No full textChildren\u27s knowledge of letters at kindergarten entry is a critical marker of literacy development and predicts later reading achievement. Young children vary widely in their letter knowledge and that variation may be due to the ways in which early childhood educators approach letter instruction. The present study interviewed 48 Head Start teachers about their beliefs and practices in supporting letter knowledge for children in their classrooms. Results indicated that early educators believe teaching preschool children about letters is important and they articulated a variety of strategies for promoting this knowledge, primarily through playful learning experiences. Teachers capitalize on children\u27s names, particularly the first letter, when beginning their letter instruction, providing some evidence for why children\u27s name letters tend to be first known. In addition, other features of letters (e.g., position in the alphabet) and research-based practices (e.g., teaching letters and sounds in conjunction) were not prevalent approaches to instruction