Charlotte Journals
Not a member yet
968 research outputs found
Sort by
Using a Two-Way Engagement Community- and Family-Centered Pedagogy to Prepare Pre-Service Mathematics Teachers in a Hispanic-Serving Institution
Get PDFResearch on effective methods to prepare pre-service teachers (PSTs) in teaching mathematics to K-12 Latin* students has been gaining significant momentum. These efforts have focused, in part, on promoting pedagogical practices that recognize and incorporate the culture and language that K-12 Latin* students and their communities share. As teacher educators, we argue that if we are to further prepare PSTs to serve the needs of such increasingly diversifying K-12 student population, the same pedagogical focus on the learner’s cultural wealth should also be applied to the preparation of PSTs themselves, especially among Latin* PSTs in Hispanic Serving Institutions (HSI) like ours. This paper documents how a university faculty prepared a cohort of Latin* PSTs using a Two-Way Engagement Community- and Family-Centered Pedagogy (CFCP) in a mathematics content course at an HSI. Twenty-four PSTs completed a semester-long mathematics project that involved interviewing local Latin* business owners or managers, interacting with local Latin* families, and presenting their projects at a local symposium. PSTs’ experiences showed that the implementation of the Two-Way CFCP in the mathematics classroom not only strengthened their mathematical content and pedagogy preparation but helped them to recognize their cultural wealth as a valuable educational resource. 
Improving the Teaching and Learning Culture of Mathematics for Immigrant Children
Get PDFImmigrant children are bombarded with negative messages that impact their beliefs and dispositions about schooling, authority, and themselves. Schools can counteract this by providing instruction that includes strategies such as: faculty discussing challenges immigrant students face, focusing on the big mathematics ideas, using multiple representations, and using generative language
Civil Service: A Note of Gratitude to the Outgoing Editor-in-Chief
Get PDFWe take this opportunity to thank Marta Civil for her service and unwavering dedication to TEEM since 2011, inroles that included Editorial Panelist, Editor, and Editor-in-Chief
Enhancing Fieldwork Supervision During Early Childhood Inclusive Practicum Placements: Opportunity for Collaboration Between Institutes of Higher Education
Get PDFThis manuscript outlines a collaborative initiative among four state universities to enhance practicum and field-based experiences for early childhood education (ECE) candidates. Grounded in research highlighting the impact of early childhood experiences, the collaboration addresses challenges in the ECCE workforce by fostering inclusive decision-making and engagement with ECCE partners. Through dialogue and partnership, the initiative aims to ensure comprehensive training and support for future early childhood educators. It highlights the evolution of practicum experiences, emphasizing collaborative relationships between novice teachers, mentor teachers, and university supervisors. Key components include the creation of universal training modules and an open-source platform to house training materials. The manuscript concludes with recommendations for enhancing practicum experiences and addressing workforce challenges, emphasizing ongoing collaboration and partnership in promoting high-quality early childhood education
The Development of Program Identity in Blended Early Childhood Personnel Preparation
Get PDFBlended 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
Examining Personalized Learning and Differentiation in Mathematics Classrooms
Get PDFPersonalized learning and differentiated approaches have become more common in mathematics. However, there is a sparse amount of research on teachers’ and students’ experiences in these types of classrooms. This exploratory study employed observations and semi-structured interviews with teachers who use personalized learning approaches in mathematics as well as their students’ responses. Important findings include teachers’ variety of resources including hands-on manipulatives, technological programs, and mathematics games. Implications include a need to better support teachers’ work in setting up these types of classroom environments as well as future research to examine the influence of personalized learning activities on student learning
Inclusive and Equitable Early Childhood Teacher Preparation Programs: Recruiting and Retaining Teacher Candidates with Disabilities
Get PDFInclusive early childhood education teacher preparation programs are tasked with preparing teacher candidates to work with young children with and without disabilities. Yet, many teacher preparation programs continue to function in a medical model of disability, where teacher educators teach candidates to “fix” or “cure” young disabled children. Working from a medical model of disability positions young disabled children as problematic and ostracizes disabled teacher candidates as they see themselves in the very children spoken of by their teacher educators. Instead, practices can be implemented to build on the unique strengths and assets disabled teacher candidates bring to the early childhood field. This call to action has been co-authored by disabled teachers and candidates to highlight the practices teacher educators can instill in their programs with the goal of recruiting and retaining disabled teacher candidates
An Instrumental Case Study of Blended Preservice Early Childhood Preparation
Get PDFBlended and other collaborative models of early childhood personnel preparation center on the belief that they can improve the quality and availability of inclusive services for children with diverse abilities and their families. Little is known, however, as to their relative efficacy to impact the inclusive practice of graduates. Further, current understanding of this approach is complicated by a lack of common terminology, conceptions, and a dated, primarily descriptive literature base. To provide a contemporary empirical contribution, we applied a conceptual framework derived from activity systems theory coupled with a research framework for collaborative models to examine one preparation program as a system through qualitative case study. Findings outline parameters of practice specific to collaborative program dimensions, elements of harmony and tension within the system, and cultural tools specific to the program’s attempts to meet its desired outcome. Implications for current and future collaborative early childhood personnel preparation are discussed
Feminist arts and craftivism: Opening spaces for dialogue, respect and recognition in the museum
Get PDFAbstract
My article explores the potential of the feminist adult education practices in the Museum Frauenkultur Regional - International in Fürth, Germany to create spaces for women to discuss and raise questions about gender but also artistic inequality and difference. I show how we use specific exhibitions and feminist pedagogical approaches to challenge the ongoing Western gendered binary between art and ‘craft’. I also discuss how we curate and present side-by-side works of feminist resistance art and Indigenous women as a means to move away from normative hierarchies. I argue that our combined feminist curatorial and post-colonial pedagogical approaches not only contribute to new understandings and respect for Indigenous artists and women’s collectives of art of resistance, but to the empowerment of visitors from marginalized communities who witness a new vision of equality across our museum.
Keywords: feminist adult education, non-binary hierarchies, art and craft, Indigenous and resistant arts