Reconceptualizing Mathematical Word Problems to Reflect Social Justice Principles and Culturally Relevant Teaching

As currently developed and written, mathematical word problems lack cultural relevance for an increasingly culturally diverse population in elementary schools in the United States. The design and context of mathematical word problems promote the norms, values, and beliefs of the dominant culture while potentially negatively influencing students from non-dominant culture engagement and achievement in mathematics. The purpose of this sequential, explanatory mixed-methods study was threefold: to (a)examine in-service teachers’ preexisting beliefs about the relevance of social justice and culturally relevant teaching related to their mathematics instructional practices before receiving a synchronous online professional development program; (b) assess the impact of the synchronous online professional development program on teachers’ beliefs and classroom practices related to social justice and culturally relevant teaching in mathematics; and (c) understand in-service elementary math teachers’ perception of infusing culturally relevant contexts in mathematics on student engagement. Thirty elementary mathematic teachers with more than one year of teaching experience participated in the study. Quantitative data was collected via the Dispositions for Culturally Responsive Pedagogy Scale and the Learning to Teach for Social Justice – Beliefs Scale and qualitative data was gathered through interviews. Analysis revealed that although teachers did not score significantly higher on the DCRPS, or LTSJ-BS posttest compared to the pretest they felt that reframing word problems using culturally relevant and social justice topics would increase student engagement in the mathematics classroom. They expressed that utilizing these contexts would create word problems that are more relevant and relatable to students. A consensus amongst participants was that the synchronous online professional development program increased participants’ awareness of the messages word problems could potentially send to students. One of the study’s key findings is that teachers feel more comfortable using culturally relevant contexts than social justice contexts in mathematics. Teachers pointed at the lack of student maturity, parental conflicts, and state laws banning controversial topics as some of the reasons for not feeling comfortable using social justice contexts in their classroom. The synchronous online professional development was instrumental in teacher understanding and ability to reframe mathematical word problems

Infusing interactive whiteboard technology into initial teacher education

This project examined the impact of collaboration between associate teachers and teacher candidates on the infusion of technology into the elementary classroom. Specifically, the research focused on the use of interactive whiteboard technology. Six teacher candidate-associate teacher pairs were brought together for training on the use of interactive whiteboards. Together they worked to design and implement classroom lessons using this technology. Data were collected from interviews with teacher candidates and associate teachers. Participants commented on the positive effects that collaboration had on the successful integration of technology in their junior-intermediate classrooms and the high level of student engagement. This project illustrates the importance of professional learning, community, and collaboration in successful technology infusion efforts

Addressing Student Engagement During COVID-19: Secondary STEM Teachers Attend to the Affective Dimension of Learner Needs

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement is critical during times of trauma

Educational Considerations, vol. 38(2) Full Issue

Educational Considerations, vol. 38(2)-Spring-2011-Full issu

A CONCEPTUAL FRAMEWORK FOR GREEN CAREER AND TECHNICAL EDUCATION: SUSTAINABILITY AND THE DEVELOPMENT OF A GREEN-COLLAR WORKFORCE

Background/Context: In this paper sustainability is explored as an emerging paradigm for career and technical education (CTE). The current context of the sustainability or green movement is discussed and CTE is compared to environmental education. A sustainability literacy conceptual framework is then applied to career and technical education. Purpose/Focus of Study: An argument is presented that CTE programs should green their curriculum and instruction to meet the needs of students, employers, business/industry and the environment. It is then argued that a sustainability literacy conceptual framework is needed to assess current efforts by CTE programs to green their curriculum and instruction, shape and inform future efforts and to assess sustainability efforts in CTE. Research Design: This paper is an analytic essay in which the historical, philosophical, and theoretical foundations of CTE are reviewed and then related to environmental education. Sustainability is defined, examined and applied through a sustainability literacy conceptual framework to CTE. Conclusion: Green CTE represents a new paradigm for the field and sustainability is a complex not yet well understood concept. This paper is intended to stimulate conversation about the purpose(s) of CTE as well as the possible role CTE has in contributing to sustainability through local actions

Making A Difference: Year Two Report of the Pennsylvania High School Coaching Initiative

This report examines the implementation of the second year of three for the Pennsylvania High School Coaching Initiative (PAHSCI). Funded by the Annenberg Foundation, this initiative focuses on literacy and math coaches providing support to teachers from across the major subject areas to create literacy-rich classrooms in which students actively engage in learning tasks that deepen their content knowledge and strengthen their abilities to think critically and communicate well. This report presents findings from the first two years of research. It includes survey research as well as in-depth qualitative research in participating schools and districts and provides recommendations for PAHSCI stakeholders as they refine the program and for other education reformers as they consider the benefits of instructional coaching as a strategy for improving high schools and student achievement

New Jersey community college and high school Concurrent Enrollment Program (CEP) partnerships case study

Students who are not college ready enter New Jersey Community Colleges placing in developmental education delaying entry into their degree program and possibly ending their aspiration for college completion. Students not completing a college degree cannot compete for livable wage jobs in America. My qualitative multiple case study contributed to the gap in knowledge about New Jersey partnerships offering comprehensive CEP programs including math and English from the participant perspectives. CEP partnerships engaged students in college coursework at New Jersey high schools in collaboration with New Jersey community colleges. These collaborations are great opportunities for community colleges to provide access for students to prepare or maintain college readiness with the goal of persistence and degree completion. Based on my literature review and demonstrated by my findings, CEP partnerships collaborate to allow students to experience the rigor and expectation of college. Partnerships were unaware of CEP processes and procedures statewide. A CEP academic and financial model could combine best practices to possibly scale up CEP in New Jersey to enhance statewide collaborative partnerships contributing to alignment of high school to college. Further research of CEP credit transfer and CEP student trajectory would be beneficial to understand NJ CEP partnerships and student outcomes

A New Era of Education Reform: Preparing All Students for Success in College, Career and Life

As society changes, the knowledge and skills required for citizens to navigate the complexities of life and work must also change. As a result, some argue that schools must provide students with a broader set of skills that will enable them to thrive in our increasingly diverse, rapidly evolving and globally-connected world. The intent is not to replace the traditional academic disciplines but to infuse them with knowledge and skills that will better prepare students for success in the 21st century -- often referred to as "21st century skills." While others maintain that as long as a portion of the student population is not mastering basic reading, writing and mathematics skills, schools must continue to focus exclusively on the traditional core academic disciplines. In order to inform the debate about the rationale for and relevance of 21st century skills in Massachusetts' public schools, the Rennie Center for Education Research & Policy conducted a survey of superintendents, charter school leaders and principals statewide to gauge the extent to which school and district leaders support the integration of 21st century skills into public education. The goal of the survey was to provide a better understanding of Massachusetts' public school and district leaders' priorities for improving student learning, including their views on 21st century skills. The survey was followed by interviews with a small sample of administrators and educators in districts and schools where the integration of 21st century skills is a priority, in order to better understand district, school and teacher approaches for infusing 21st century skills into teaching and learning.The report describes the background and context for the study, the study methodology, and key findings from the statewide survey and interviews in a sample of schools and districts. The final section of the report puts forth considerations for policymakers and K-12 school and district leaders. Case studies of two public school districts, Reading Public Schools and Brockton Public Schools are included in Appendix B. The case studies offer two different approaches to integrating 21st century skills district-wide. The case study of Reading Public Schools illustrates a district-led approach. The case study of Brockton Public Schools is an example of how one school has spurred a district to focus on 21st century skills.The study gives voice to key education stakeholders who have not been part of the public debate about 21st century skills and provides clarity about what teaching and learning in classrooms that incorporate 21st century skills looks like. While opponents of 21st century skills argue that districts where most students have not yet mastered reading, writing and mathematics skills, should focus exclusively on core academic content, the study revealed that most school and district leaders believe all public schools in Massachusetts should be required to integrate 21st century skills into learning, including schools where students are lacking adequate basic skills. Interviews with superintendents who prioritize integration of 21st century skills revealed that input from a range of stakeholders led their district to expand their mission and vision for student learning to include 21st century skills and rather than adopt a pre-packaged set of skills, the focus in these districts is on particular skills and competencies that ?t the needs of their student body. While most schools and districts have not developed measurable goals for student mastery of 21st century skills, interviews with a small sample of administrators and educators revealed that 21st century skills are assessed at the classroom level, and most administrators view school- and district-wide assessment as a future step in the process of fully integrating 21st century skills. The endings also suggest that administrators believe that, to date, state policymakers have not adequately supported the teaching and learning of 21st century skills.This report was released at a public event on October 7th, 2010. View video clips from this event on our YouTube channel and read an EdWeek article featuring this report