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Culturally Responsive Education and Disproportionality of Latino Males in Special Education
Get PDFLatino male students are disproportionately represented in special education programs at a local level in Oregon. Culturally responsive education (CRE) can be used to address disproportionate rates of placement in special education programs for culturally and linguistically diverse (CLD) students. This research filled a research gap by utilizing the voices of Latino male students in special education at the middle school level. In combination with phenomenological inquiry, this study used testimonio, as a means of gaining insight into disproportionate placement rates of Latino males in special education while relying on the voice of participants as empirical data. Seven Latino male students were each interviewed twice to (a) identify student perceptions of culturally responsive education, (b) define the students’ academic identity, and (c) to explore students’ view of race, ethnicity, and gender. Interviews were coded and analyzed using deductive codes to identify features of CRE, and inductive codes to determine aspects of students’ academic identity and views on race, ethnicity, and gender. Student perceptions indicated a superficial representation of CRE, though participants did not perceive the lack of CRE to be negative. Secondly, participants had developed a complex academic identity that was characterized by clashes between their own academic performance and messages from school about what defines a successful educational experience. Finally, participants did not exhibit critical thinking about the impact that race or ethnicity had on their education. This study concluded that schools and districts need to invest in CRE through critically investigating the equity in their current practices, providing training opportunities for staff, adjusting the curriculum, offering dual language programming, and integrating families and community members. Finally, schools need to teach iv students how to think critically about social justice related issues so that they are able to develop into agents of social change
The Politics of Strange Fruit: Examining the Intersectionality of Race, Microaggressions, and Resiliency for African American Male Students in a Public High School Setting
Get PDFExamining the intersectionality of race, microaggressions, and resiliency among African American male students and how these experiences impact their lives in a high school setting can produce understandings that could lead to interventions for greater academic success. Research is clear there is a consistent decline in the academic achievement for African American males. Additionally, there has been an increase of African American males dropping out of high schools and entering the perils of a justice system that swings towards an imbalance of hopelessness and the predictability of a shortened lifespan. Analyzing structures and practices through a multi-lens approach of Critical Race Theory, Phenomenological Variant of Ecological Systems Theory, and Racial Identity Theory can be strategic methods in addressing and changing teacher-student relationships, institutional racism, white privilege and power, oppositional cultural attitudes and stereotypes, and racial prejudice. This study was comprised of four focus groups from four high schools and 25 African American male students. An analysis of the data revealed the following themes: microaggressions, racialized stereotypes, racial identity struggle, feelings of being unheard, unseen, invisible and a 2nd class citizen; and resiliency, power, and coping. The findings from the study identified the perception of racial microaggressions among African American male students and used previous research to intersect their experiences with racial identity, feelings of power, strength, and resiliency in a high school setting. The focus group sessions created space to listen to the students’ stories and understand their perceptions while allowing them to “name their own reality” about their school experiences. Listening to student voice, referencing and positively teaching about a student’s background and culture is key to the academic success for African American males. Positive cross-race interactions provide increased opportunities for classmates to connect, thus reducing feelings of alienation, invisibility, and hopelessness. All the participants in this study exhibited a strong awareness of racialized stereotypes, microaggressions, racialized messages, and racism in their school culture and context. The study also demonstrated how African American male students develop adaptive coping strategies to manage these experiences and navigate towards academic attainment, a positive racial identity, racial socialization, and resiliency. Specifically, Gender Relevant Pedagogy and Culturally Relevant Pedagogy can be applied to all teachers working with males of Color who are disengaged and underperforming in school, and an emphasis in ethnic studies with student affinity groups
Designing and Justifying a Training Guide for Coaching in Intercultural Contexts
Get PDFThis paper examines and extracts the necessary skills a coach should possess and address to be successful and communicate effectively and appropriately with members of any cultures other than their own. Looking through a broad analysis of past literature, scholars have structured their strategies and expertise that they believe to help a coach be successful. This paper concludes with a self-training tool for coaches to learn the necessary strategies required for a team to be successful
Mi Guayaquil
No full textMedium: Archival inkjet print
Dimensions: 16 H x 20 W
View looking north from the top of the Monumento al Sagrado Corazón de Jesús (Sacred Heart of Christ Monument) in Guayaquil, Ecuador.https://pilotscholars.up.edu/library_staff_exhibit/1004/thumbnail.jp
Scheme for the protective measurement of a single photon using a tunable quantum Zeno effect
Get PDFThis paper presents a proof-of-principle scheme for the protective measurement of a single photon. In this scheme, the photon is looped arbitrarily many times through an optical stage that implements a weak measurement of a polarization observable followed by a strong measurement protecting the state. The ability of this scheme to realize a large number of such interaction{protection steps means that the uncertainty in the measurement result can be drastically reduced while maintaining a sufficient probability for the photon to survive the measurement
Perspective
No full textMedium: Ink and acrylic on watercolor paper
Dimensions: 11 x 14https://pilotscholars.up.edu/franco_exhibit/1012/thumbnail.jp
Looking Northwest in Autumn
No full textMedium: Acrylics
Dimensions: 16 x 20
Description: Part of the seasonal and directional painting suite of views from the university.https://pilotscholars.up.edu/ghyselinck_exhibit/1007/thumbnail.jp
Impact of Culturally Responsive Teaching Workshop on Preservice Teachers: How to Teach Columbus from Multiple Perspectives
Get PDFThis qualitative case study examines the impact of a workshop on culturally responsive teaching on preservice elementary teacher candidates’ ability to conceptualize and apply culturally responsive instruction. The Rethinking Columbus workshop teaches students to read critically as text detectives, asking questions such as Whose voices are being heard and whose are not and what are the hidden messages in the text and illustrations Overall it appears that preservice teachers who participated in the workshop were able to generate numerous culturally relevant instructional strategies that directly aligned with the conceptual framework presented in the workshop. Students were also able to extend their learning by creating new and innovative strategies to engage elementary students in learning that were not discussed during the workshop. This paper describes the workshop model for teaching preservice teachers to be culturally responsive educators and includes numerous participant-generated examples of how to teach with a culturally responsive lens
Change Readiness in Teacher Education: A Multiple Case Study of Educator Preparation Programs (EPPs) and How They Address the Demands of Mandated National Accreditation
Get PDFThe nationwide attention to education accountability continues to grow, with educator preparation programs (EPPs) facing growing scrutiny through state-mandated accountability systems. The accreditation process for Oregon EPPs shifted significantly in 2015 with the passing of Senate Bill 78, a state-mandated policy requiring all EPPs to become nationally accredited. As a result, university-based EPPs, who are not yet nationally accredited, are faced with implementing change at the institution and EPP levels which may result in challenges and constraints that could threaten program continuance.
Utilizing the conceptual framework of education policy and organizational change with a focus on Lewin’s force field analysis and three-stages of change as a model for the change process, this multiple-case study explored how private university-based educator preparation programs are responding to Oregon’s statemandated policy requiring that all EPPs achieve national accreditation. The data were analyzed according to the following two questions: (1) How are EPP members perceiving the policy mandate? and (2) How are EPP members perceiving the impact of the policy mandate on their EPP? A purposive criterion-based sample of fourteen EPP faculty members from six Oregon EPPs took part in a survey and of those 14, 11 participated in a semi-structured interview. The study consisted of within-case analysis of three EPPs and a cross-case analysis of six EPPs.
The study’s findings indicated that participants believed the policy was enacted to increase accountability with the intent of improving Pk-12 teacher effectiveness and to bring greater program coherence across Oregon EPPs. Results demonstrated that participants viewed the policy mandate through one overarching theme – a dynamic change process impacting their institution as well as their EPP.
At the time of this study, CAEP was the new and sole specialized national accreditor for educator preparation. The case described a particular group of EPPs during a period of policy implementation and this study is reporting on data collected during that period.
This study informs practice for various stakeholders of teacher education by addressing implications for state program approval agencies, administrators of institutions of higher education, and EPPs who are seeking national accreditation
Teacher Ethics Code Violations that Result in Licensure or Certification Sanctions
Get PDFGiven the societal expectation of high ethical standards for teachers, best practice suggests that teacher preparation programs employ real-world case scenarios in their ethics education. However, at present, the field lacks a thorough account of modern ethics code violations in the teaching profession from which preparation programs might draw case studies. The purpose of this study was to examine teacher licensure sanctions across multiple states in order to gain a clearer picture of ethics code violations in the modern teaching profession. Focusing on eight U.S. states, ten years of final orders of licensure sanction were examined (n = 8,765). These data were coded using ethical behavior descriptions from the Model Code of Ethics for Educators created by the National Association of State Directors of Teacher Education and Credentialing. Results were described in terms of teacher demographics, categories of ethics violating behaviors, and resultant sanctions. Findings indicated that the highest percentage of sanctioned educators were males, and a high percentage of sanctioned teachers held health and physical education licenses. The most common ethics violations involved non-school-related criminal activity, sexual misconduct with students, failure to disclose previous crimes or license sanctions, physical aggression toward students, and endangering student health or safety. These results suggest ongoing value in society for teachers who are honest and who protect children. In addition to providing case study information, these results may help focus preparation program ethics instruction, with the goal of preventing the most common ethical violations. For states that choose to provide ethics training for in-service teachers, these results may provide baseline data for states to use as a gauge of change over time. The inconsistent nature of sanctioning results, both between states and within states, suggests that state licensing boards may be due for an examination and restructuring of teacher licensure sanctioning processes