Charlotte Journals
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Mathematics Teacher Leaders’ Responses to Equity in Turbulent Times
Full text linkWell-intentioned people of privilege can position themselves as powerless to disrupt inequity. In this article, we aim to show how K–12 STEM teacher leaders and district leaders attempt to overcome paralysis in combating systems of oppression. Drawing on a larger set of K–12 STEM teacher leader interviews, we used poetic transcription to extract their noticings related to social unrest, focusing on teacher leaders’ responses to systemic inequities during the first year of the COVID-19 pandemic. We aim to center the voices of teachers and district leaders who reflect on their leadership work as a means of generating further discussion and understanding of the tensions they grapple with and ways they feel empowered to move beyond inaction. District leaders and teacher leaders can work with teachers to center critical axes in combating systems of oppression, particularly by addressing deficit thinking toward students and in eliminating systems of tracking
Weaving Odissi Feminine: A Malaysian Perspective
Full text linkRamli Ibrahim focuses on dance and gender in the context of choreographic evolution in Malaysia especially connected to the changes perceived in Odissi dance, an eastern Indian traditional art form. 
Implementing the Practice Based Coaching Model for Inclusion in Early Childhood Education
Full text linkThis mixed method descriptive single case research explored the effects of implementing the Practice-Based Coaching (PBC) model at an Early Head Start Center in South Texas. The Practice-Based Coaching model provided professional development by three bilingual coaches to three bilingual teachers of young children ages 2-3 about emergent biliteracy instruction. Data was collected from coaches and teachers through reflexive journals, focus group interview, pre and post observation checklists and surveys to get their perceptions and experiences with the Practice-Based Coaching model. The findings showed the Practice Based Coaching model is an effective learning practice for teachers and coaches. The model created a ripple effect that generated a coach-teacher collaboration through social learning that expanded teacher’s knowledge and skills of emergent biliteracy practices that promote inclusion. This knowledge changed teacher’s practices and performance, resulting in increased student engagement. The implications of this research are for teacher educators to use the Practice-Based Coaching model for professional development opportunities that support social learning and expands teacher’s knowledge and skills of emergent biliteracy practices that promote inclusion
Empowering Graduate Students: Agency Through Open Scholarship
Full text linkTrack: Open Educational Resources, Open Pedagogy & Open Access Scholarship
Along with developing expertise in their own field of study, graduate students are forced to rapidly become familiar with the world of academic publishing. This can be overwhelming as students are faced with making choices about where and how to publish. As developing and future scholars, the practices they hone during graduate school can shape the future of academic publishing. This session will describe a workshop developed in collaboration between a library and graduate center to help students understand the complex academic publishing environment and their agency in it, especially how they can make active choices to support open scholarship and make their work open and available to the public. Presenters will discuss why graduate students are a critical audience for open education advocacy and how to help them feel empowered to make choices that support their own scholarship alongside open publishing
Planting Seeds Together: Our experience cultivating the UNC System’s Open Pedagogy Incubator
Full text linkTrack: Open Educational Resources, Open Pedagogy & Open Access Scholarship
Over the past three years, our cross-institutional team has led a faculty learning community on open pedagogy. The Open Pedagogy Incubator has provided a space for discussion and connection, focused on developing open, accessible assignments that empower students and enhance their learning experiences. In this session, we will share our flexible, cohort-based approach that adapts to emerging educational needs, such as advancements in interactive technologies. We will also discuss how we’ve successfully sustained this collaboration around a shared goal, resulting in both a supportive environment for faculty development and student success across the UNC System, as well as valuable professional friendships among our group
Teacher Perceptions of Play in Early Childhood Education
Full text linkPlay is crucial for early childhood development, fostering skills like social-emotional competence, cognition, and language. Despite its recognized importance, factors like screen time and academic pressures have led to a decline in play implementation. This study used survey and interviews to examine teachers\u27 perceptions of the importance of play and challenges they faced in implementing play-based learning. Classroom observations used the ECERS-3 and the CLASS assessments and recorded time spent in play to provide measures of developmentally appropriate practice, including play. Survey and interview data indicate teachers value play but face implementation barriers such as screen time and academic expectations. Data from the ECERS-3 and CLASS indicated play quality and appropriateness had lower scores than other indicators. Observations showed insufficient playtime was associated with increased challenging behaviors. There\u27s a pressing need to promote high-quality play in early childhood education and support teachers in effective play-based learning implementation.
Keywords: structured play, free play, loss of play, curriculum, policy, early childhood education, child development, perception, standardization, teacher practic
The Digital Rams Across Campus (DRAC) Project
No full textTrack: Educational and Faculty Development
Scaling digital literacy efforts across a campus community requires creativity and intentionality. As the demand for digital literacy skills increases, the Digital Rams Across Campus (DRAC) Project engaged 25 faculty in creating digital assignments to embed in their courses by introducing over 1200 undergraduate students to different Adobe Creative Cloud applications. Guided by a new strategic plan to Unleash the Genius, the year-long DRAC Project demonstrates how digital tools can foster transformative learning experiences. Faculty of various ranks and disciplines applied to participate. To foster community, faculty had opportunities to engage in lunch and learn events, workshops, and other collaborative activities to orient and aid their progression through the project. At the close of the project, faculty report increases in their confidence to integrate digital literacy into their courses
Using Parent and Teacher Authentic Assessment Results to Guide Preschool to Kindergarten Transition for Multilingual Learners
Full text linkMost traditional assessment tools often have shortcomings supporting children who are multilingual during their transition from preschool to kindergarten. Teachers and families active collaboration during assessments supports children during the transition process. The results from a study conducted with Head Start teachers and families highlighted possible areas in which transition practices could be strengthened through individualized child assessment by parents and teachers. The implication of the similarities and differences of scores across domains highlighted potential needs in assessments and transition practices. This paper shares research to practice connections by looking at several key challenges in assessing children during kindergarten transition, and specific strategies for implementing authentic assessment with multilingual learners. The paper also shares specific recommendations for program implementation that emerged from current research
Activism, Race, and Online Informal Learning: Using TWITTER Spaces to Explore Reparations for Black American Descendents OF U.S. Freedmen
Full text linkLineage-based reparations for Black Americans who are the descendants of formerly enslaved people have been an emerging national debate on social justice in the United States. Researchers collected and analyzed secondary source data. Adults have been engaged in online non-formal learning using Twitter Spaces to discuss the emotionally and politically charged topic of national reparations. This ethnographic study emerged from a class assignment where graduate students used weekly discussion boards to grapple with contemporary social issues philosophically and theoretically. The national reparations movement was the topic selected for this article. The students in the course observed and documented discussions occurring in the Twitter Spaces voice capture rooms and connected them to course content. The experiences resulted in transformational learning moments for the Black American and Latino graduate students relative to their views about the merits of reparations for the descendants of U.S. Freedmen
Using Memes to Open Spaces for Critical Conversations about Mathematics
Full text linkFor better or worse, teachers are not the only ones delivering messages about mathematics; media and social media routinely disseminate messages related to narrow views of mathematics and stereotypical portrayals of mathematicians. These messages can reinforce unproductive cultural beliefs and structural norms in mathematics education which has the potential to influence student achievement and motivation in mathematics. Thus, it is important that we, as a mathematics education community, begin to analyze, decipher, and scrutinize those messages. This article concentrates on creating spaces for students to hold conversations about mathematics through the use of Internet mathematical memes; since, messages generated from memes can be powerful and have the potential to influence one’s mathematics experience and one’s perceptions of who can become a mathematician. This article will demonstrate how incorporating memes in the classroom can invite students to discuss authentic uncensored thoughts, curiosities, and uncertainties about mathematics as well as the people who do well at it