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Supporting Young Children of Immigrants in PreK-3
Get PDFThis special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve
Cultivating a Space for Critical Mathematical Inquiry through Knowledge-Eliciting Mathematical Activity
Get PDFLearning mathematics becomes more effective when teachers leverage their students\u27 mathematical and everyday knowledge as resources for instruction. Thus, tasks that reveal these forms of knowledge would be especially useful to teachers. Unfortunately, such tasks are hard to find and even harder to create. Consequently, we developed a collection of mathematical tasks that we hoped would elicit “children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including children’s mathematical thinking, and children’s cultural, home, and community-based knowledge)” (Turner et al., 2012, p. 68). These tasks proved to be productive and took on two forms, one of which called on students to provide mathematical and real-world justifications for decisions, and one of which used a community issue as a “contextual scaffold” for linking students’ community- and school-based knowledge
The “Soft Bigotry of Low Expectations” And Its Role in Maintaining White Supremacy through Mathematics Education
Get PDFIn this study, we offer an analysis of the phrase the soft bigotry of low expectations and considers its role in rhetoric about U.S. mathematics education policy and practice, especially in regards to Critical Mathematical Inquiry. From the phrase’s origins in a speech given by President George W. Bush in 2000, to its current use on social media, this phrase offers a lens into white supremacy and tools of whiteness (Picower, 2009), and their persistence in U.S. schooling paradigms, especially about mathematics. We analyze specific, recent instantiations of the phrase on blogrolls and Twitter, in addition to more implicit evocations within influential consensus documents and mainstream discourse about education
Collaboration and Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, and Agency
Get PDFWhen faced with the challenge of supporting students to do the “messy” mathematical work necessary for exploring social justice problems through critical mathematical inquiry, teachers might rely on more procedural or direct instruction. Because how students learn matters as much as what they learn, this can inadvertently limit students’ engagement with mathematics. Instructional strategies designed to foster equitable collaboration can support critical mathematical inquiry by promoting norms for equitable student engagement and mathematics identity development. As teachers and students negotiate what counts as mathematics engagement and who has access to mathematics, students’ authority over mathematics and social justice issues increases
Long Trip 2019 South Carolina Itinerary
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Long Trip 2019 Photo 8
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Designing Sport Specific Physical Fitness Programs for Students with Developmental Variations
Get PDFThis research examined existing options for students with disabilities in the realm of organized physical activity. Findings suggest that children with physical disabilities resulting in wheelchair use and students with the cognitive disability Autism Spectrum Disorder, referred to in this paper as ASD, have limited access to organized physical activity programs, after school sport programs, and physical education. This paper explores the importance of participation in sport for all children, the various barriers to participation for children with disabilities, and the effect on inclusive physical education and organized physical activity for all students. Finally, this paper provides recommendations on how to modify existing facilities and curricula and how to create new programs that are accessible to students with developmental variations
Teacher Leaders: Transforming Schools from the inside
Get PDFTeacher leadership is hard. Many of the reasons are obvious: Teaching is a highly labor-intensive profession to begin with, leaving little downtime for work with other adults. School schedules are notoriously stingy with space for adult collaboration. Teachers are rarely paid to exercise leadership; when they are, they are never paid enough. This volume is a modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires. Although there is considerable overlap among the essays, they have been organized loosely into three categories: mentoring, to address the essential question of teacher helping teacher; transforming school culture, to reflect some of the many ways teachers make a difference in the environment immediately beyond their classrooms; and advocating for change, to spotlight the voices teacher leaders find ways to project in the interest of creating broader and more enduring change