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Views of Multilingual Families’ Communication With East Coast Migrant Head Start Programs
Get PDFPartnerships between schools and families directly impact children’s school experiences and learning outcomes. Multilingual families experience unique barriers as they seek to partner with schools to educate their children. This research study focused on exploring families’ perceptions of access to multilingual early childhood programs and communication processes between multiple stakeholders of an early childhood program in their rural multilingual community. Researchers collected data from 42 families with and without children enrolled in a Head Start program in North Carolina. Results revealed that most families believe they have access to the Head Start program and hold a positive perception of the communication processes in the Head Start program. However, barriers related to enrollment and cultural and linguistic issues were evident. This study impacts multilingual families’ access to early childhood programs and their children’s future academic, career, and life success
Steps Towards Increasing Kindergarten Readiness
Get PDFThis research to practice article accompanies a study involving focus groups of preschool teachers and kindergarten teachers investigating what is meant by the term kindergarten readiness. Participants within this study perceived school readiness as skills that students should exhibit on day 60 of kindergarten that would allow for them to have a successful kindergarten year. Some skills that would be typical on day 60 of kindergarten are that students are: able to control their emotions and understand the emotions of others, understand how to behave in familiar environments when routines and procedures do not change, and are able to discriminate the sound that an alliteration and rhyme make but may not be able to explain the reason for the alliteration or rhyme. This article delves more deeply into the daily practices of early childhood educators while working to better prepare children for kindergarten and beyond and recommends six concrete steps for educators and parents toward reaching this level of preparedness for kindergarten
Backlash: The Primordial Response to (Teaching) Critical Race Theory and U.S. History
Get PDFAlthough Critical Race Theory (CRT) is an academic framework that students are not likely to encounter before college graduate levels, it has been targeted for how topics related to race and racism in U.S. historical context should be addressed in K-12 and tertiary curricula. This author argues that the heightened attention to CRT across local, state, and federal legislature reflects a primeval response that is rooted in whiteness and repulsive towards truth-telling, consciousness-raising, and justice-oriented action. Utilizing Isabel Wilkerson’s conceptualization of ‘caste’ and pivotal moments in U.S. history that center the lives and experiences of racialized people, the paper aims to show that the instinctive response is consistently activated to stymie any shift perceived as threatening to U.S. racial order.
Keywords: backlash, caste, critical race theor
Reentry Education in Women’s Prisons: : A History of Activism and Reform
Get PDFIn the 1970s, incarcerated women challenged gendered and racialized prison curriculums that failed to set them up for reentry. Prisons relied on home economics courses steeped in gendered stereotypes that did little to help women find economic independence once they were free. Relying on ideals of the civil rights movement and women’s liberation, incarcerated women built coalitions with activists and attorneys to pursue litigation and reform that sought equality andmeaningful opportunities for women. This article explores the ways incarcerated women demanded equal access to reentry, education, job training, and the courts. It draws on prison litigation and traces reentry proposals and their shortcomings. Focused on prisons in the Midwest, the article analyzes archival documents from civil rights groups, federal courts, state archives, historical newspapers, and private collections to demonstrate how incarcerated women advanced principles of social justice movements through their work on prison reform and reentry education
Table of Contents for Special Issue : ADULT EDUCATION & PRISONER REINTEGRATION Volume 8; Number 2
No full textIt Takes a Village: A Personal Account of Reentry Education and Becoming a Reentry Educator
Get PDFSuccess after incarceration is not just attributed to the person returning but is a result of the village that one has. This correlates with the African proverb, “It takes a village to raise a child.” That same village is needed for a formerly incarcerated person to be successful. The village includes the person’s family, community, employer, place of faith, and support groups. This provides a tight knit group of people who are speaking life into this individual, whereas the streets would speak harm into their life
Using Interviews to Identify the Resources of Multilingual High School Students
Get PDFThe resources that multilingual students bring to school mathematics are often ignored. During a teacher-researcher collaborative project focused on creating more equitable learning environments in high school math classrooms, we noted an initial tendency to focus on the challenges and barriers facing multilingual students. To counter this tendency, we worked with two teachers to engage in a structured teacher-student interview to identify and highlight secondary multilingual students’ home and community resources. We adapted a module from TeachMath to guide the activity and facilitated surveys, debriefs and teacher-research conversations to unpack this experience. After the interview, the two secondary mathematics teachers reported they were more familiar with their students’ resources in the areas of language, family, school/mathematics class and out of school activities. We close by discussing how other teachers might do this activity in their local context
Fencing in the Goats: Adaptation of Modeling Framework for Emergent Bilinguals
Get PDFThrough collaboration between a teacher and a researcher, we developed 5-Act Task Framework by utilizing modeling as vehicle, aiming to support Emergent Bilinguals (EBs) to engage in high-quality mathematics. A classroom episode is described to illustrate how 5-Act Task-based lessons were implemented effectively for EBs by connecting the students’ language and real-life context. With the belief that EBs are capable of mathematical modeling with appropriate support, we implemented the 5-Act Task Framework that provides EBs with access to rigorous mathematics while developing language throughout the modeling process
Improving Student Outcomes and Study Habits Using Technology to Promote Engaged Pre-Class Textbook Reading
Get PDFDiscusses survey results showing student sudy habits, the outcome of an intervention requring reading before class, and the design of a new digital textbook which allows points to be rewarded for completing chapter readings.