Charlotte Journals
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No le Enseñes Sobre los ELs: Infusing Language Into Professional Development and Mathematics
Get PDFThis paper shares our experiences providing professional development to secondary mathematics teachers in a school district looking for ways to meet the needs of their increasingly diverse student population. Our professional development focused on building teacher language awareness by addressing the language domains that Lindahl (2019) outlines as the teacher domain, user domain, and analyst domain. Further explanation of what each domain entails will be discussed and recommendations on how to engage teachers within these domains are shared
Antiracist Care in a Linguistically Diverse Mathematics Classroom: A Case Study
Get PDFIn a case study of one high school mathematics teacher in a Midwestern public high school, we present findings on the ways in which she draws on her cultural wealth as a Middle Eastern woman to make her teaching both effective and caring across multiple racial-ethnic groups. While many of her students share her ethnic background, her classroom is linguistically and culturally diverse. Her effectiveness is explained not by role model effects alone, but by three specific features of her practice: reflection, responsivity, and a quality we have termed strategic caring
Equity in the Teaching and Learning of Mathematics
Get PDFMany teachers are inadequately prepared to teach ethnically diverse students. The knowledge that teachers need to teach marginalized populations effectively goes beyond mastery of the content knowledge and pedagogical skills often taught in teacher preparation programs. Equitable mathematics teaching practices can position all students as capable and can assign competence to students who have been historically marginalized. This presentation aims to examine equitable teaching practices that support mathematics teachers to acknowledge and modify deficit orientations to students, increase expectations for students and their own teaching, and develop or improve a robust set of equity-direct practices. Systemic equity issues will be explored and literature discussing structural and institutional barriers that marginalized student populations often confront will be examined. An overview of literature about a set of five equity-directed pedagogical approaches advocated for ethnically diverse students will be provided. The equity-directed pedagogical approaches will be synthesized using Gutiérrez’s (2007) Dimensions of Learning Equity framework. Participants will engage in self-reflections, activities, and critical discussions regarding equity in the teaching and learning of mathematics
Customize Learning Experiences with LMS Tools and Settings
No full textAdaptive and personalized learning principles can be implemented via LMS tools to help customize student learning experiences. For example, instructors can use built-in features to guide students through course content based on their choices or demonstrated proficiency in course content. In this session, we will share visuals for planning customized learning experiences and how LMS tools can make it happen. The session slides are followed by a link to the Teaching Resources page at NC State University with additional visualizations and references for customizing learning for students
The State of Childcare: Exploring Childcare Center Directors\u27 Perceptions on the Past, Present, and Future
Get PDFThe purpose of this exploratory study was to examine childcare directors’ perceptions of the state of childcare centers throughout southwest Ohio. Seventeen directors were surveyed regarding the changes they have witnessed over the past decade, and how they envision the future of childcare. The results indicated that the childcare field has experienced many challenging issues such as, teacher retention, a lack of professionalism, and an increase in children’s behavior problems. In addition, directors discussed the need for higher pay to attract (and keep) qualified teachers. With added requirements from Ohio’s quality rating improvement system, programs were feeling overwhelmed and stressed. The COVID-19 pandemic also put a significant financial strain on programs, however, some directors believed that the pandemic helped to recognize the importance of childcare. The article concludes with recommendations for the future, and strategies to address the concerns discussed by the directors
An Investigation of Kindergarten Readiness Based on Early Literacy Inventory Scores
Get PDFThe term “kindergarten readiness” lacks a formal definition. The need for a single, widely accepted definition for this term is necessary for teachers and educational leaders to prepare children and their families for the start of formal education. This study was conducted to understand the perceptions of preschool and kindergarten teachers concerning typically developing students on day 60 of kindergarten in the state of North Carolina. Focus groups were used to determine particular skills that a kindergartener should exhibit by that point in school in order to be successful during that year. Both groups of teachers were knowledgeable about the developmental continuum kindergartners should follow in order to achieve needed skills according to the North Carolina Early Learning Inventory. A second finding was that kindergarten teachers scored students lower than preschool teachers on the anticipated ability of their students to achieve a skill. All teachers considered some skills were introduced in the inventory prematurely. 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.
Editors & Advisory Board
No full textThis Fall/Winter 2023 Special Issue is supported by the scholarship, expertise, and time of our committed DSJ Editors and Advisory Board.
“Ask the Asian! He Knows!”: Dismantling the Model-Minority Stereotype in Mathematics
Get PDFTwo firsthand experiences with the stereotype “All Asians are good at math” are shared—one as an undergraduatemathematics student and another as a teacher of mathematics. Although the two episodes are separated by nearly twentyyears, the experiences are remarkably similar. The article discusses the origins of the stereotype, as well as how it racializesthe subject of mathematics and burdens members of the Asian American community. Through narrative storytelling, adviceis offered on how to confront and defuse racial prejudice in mathematical settings
Navigating the Digital Use Divide: Exploring Barriers and Opportunities for Equitable Technology Integration in School
Get PDFThe potential for educational technology to revolutionize teaching and learning has been widely acknowledged. However, despite the increased availability of digital technologies, schools have not undergone the expected transformation. While access to the internet and digital technology has improved, the way these tools are used in the classroom to enhance learning outcomes remains a challenge. Instead of a digital divide solely related to access, the current issue in education is characterized by a digital use divide. This presentation highlights the disparities in the quality and quantity of technology integration and its impact on student achievement in K-12 schools.