Spartan Daily, April 12, 2005

Volume 124, Issue 46https://scholarworks.sjsu.edu/spartandaily/10118/thumbnail.jp

Reaching Higher Ground

Examines outreach programs at postsecondary institutions that provide greater accessibility to college information for Latino parents. Includes information about the mission, operation, development, marketing, recruitment, and evaluation processes

The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study

The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming. The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to prepare its secondary teacher candidates (STCs) to work successfully with diverse learners. An additional purpose was to determine what role culturally responsive pedagogy (CRP) played in STC\u27s perceptions of their readiness to work with our nation\u27s ever-growing culturally diverse school-age learners. Using a multi-phase mixed methods case study research design, data was collected from secondary teacher educators using interviews and artifacts as well as from secondary teacher candidates\u27 pre-and-post Likert scale and open-ended responses to the Learning to Teach for Social Justice/Beliefs scale survey. This survey was adapted from the work of Ludlow, Enterline, and Cochran-Smith (2008). I coded and analyzed the data to shed light on the following research questions: 1. What does an urban teacher education program do to operationalize it educational equity and social justice missions? 2. How do secondary teacher candidates\u27 perceptions of their readiness to work with culturally diverse learners change from the beginning of their teacher education program to the end? 3. To what extent if any, is culturally responsive pedagogy associated with secondary candidates\u27 perceptions of readiness? The findings indicate that several factors influence teacher candidates\u27 perceptions; reflection, critical consciousness of the educational landscape and a willingness to embrace diversity as it presents itself in the classroom were common among participants

Spartan Daily, September 23, 2003

Volume 121, Issue 18https://scholarworks.sjsu.edu/spartandaily/9884/thumbnail.jp

The Cowl - v.34 - n.14 - Dec 7, 1981

The Cowl - student newspaper of Providence College. Volume 34 – December 7, 1981. 16 pages

The Pan American (2005-04-21)

https://scholarworks.utrgv.edu/panamerican/1443/thumbnail.jp

Spartan Daily, February 17, 2005

Volume 124, Issue 15https://scholarworks.sjsu.edu/spartandaily/10087/thumbnail.jp

2017 Georgia Southern University Football Coaches and Staff

2017 Coaches and Staf

Structural Equity: Big-Picture Thinking & Partnerships That Improve Community College Student Outcomes

While access to higher education has grown considerably for low-income students and students of color over the past decades, the rates at which those students succeed in completing or transferring to a four-year university remain low and have been slow to improve. This report describes how four successful community colleges have cultivated robust, cross-sector partnerships to create seamless educational pathways for students, and highlights three specific strategies the institutions have used to help eliminate structural barriers that perpetuate student success gaps along racial/ethnic and socioeconomic lines. Development of this guide was supported by the Lumina Foundation

Spartan Daily, February 17, 2005

Volume 124, Issue 15https://scholarworks.sjsu.edu/spartandaily/10087/thumbnail.jp