Students with Interrupted Formal Education (SIFEs): Actionable Practices

Students with Interrupted Formal Education (SIFE) are underrepresented in the professional literature. The purpose of this research brief is to contribute to an emerging line of research by documenting the variable of existing programs which were created specifically to meet the unique needs of the growing SIFE population. The delivery models and actionable practices for SIFEs reported in this paper are a result of a year-long study conducted in three diverse, near-urban school districts. An analysis of the programs and recognition of their strengths and weaknesses, as well as their documented impact, benefit, and success for learning were considered. Findings indicated that with strong teacher involvement, district-wide planning, access to quality materials, and a keen understanding of the cultural and economic circumstances of the SIFE population, academic success is achievable. This study adds significantly to the emerging scholarly dialogue noting which factors support successful SIFE programs, while acknowledging the unique cultural and academic needs of SIFEs (Marshall & DeCapua, 2013)

Educator Perspectives on Both Sides of the Pandemic: Inspirations Taken from Hamilton

The year is 2020; it is unrecognizable to students, parents, and teachers. While struggling daily to redefine what pandemic teaching is—interwoven with the stress of surviving the disease, or even managing at-home life—teachers are challenged to be innovative in new ways. They are called to be agile, creative, digitally fluent, and responsive to varied models of instructional delivery. Hours are spent balancing home and work while designing virtual lessons, developing engaging activities, learning new technology and remote-teaching strategies, as well as determining which students may be lost along the way. It is widely recognized and documented that not all districts are resourced the same way. Accordingly, the tools for both accessibility and ready-to-go technology impact new instructional models. This is compounded by the complex rollout of instructional methodologies across the nation, and uncertainty for the future

Lesson study meets SIOP: Linking two successful professional development models

In response to recently identified research priorities by TESOL (Teachers of English to Speakers of Other Languages) and AERA, the objective of this documentary account is to describe and evaluate a professional development project for in-service teachers working with diverse English Language Learners (ELLs). The purpose of our project was to merge two distinct professional development models for teachers who educate ELLs without prior training or certification. The “lesson study” approach, which began in Japan as a professional development movement was adapted and combined with the SIOP (Sheltered Instruction Observation Protocol) Model. Findings from a combination of quantitative and qualitative data sources indicated that the lesson study approach merged with the SIOP may warrant systematic implementation in in-service teacher education

Needs are Special

In the U.S., English Language Learners (ELLs) are now one in five (DiCerbo, 2006). Between 1994/1995 and 2004/2005, LEP (Limited English Proficient) students grew more than twice as fast as their English speaking counterparts (NCELA, nd). Most educators are likely to encounter children who do not speak English fluently, though the likelihood is much higher in certain regions of the country. A unique challenge for many of these teachers and administrators is working with ELLs who are struggling learners (Artiles & Ortiz, 2002; Baca & Cervantes, 2004)

Science Teacher Education: Assumptions, Standards, and Methodology of Science Instruction

George Nelson, Director of Project 2061 of the American Association for the Advancement of Science (AAAS), suggests that the majority of our nation is not science literate: In general knowledge of science and mathematics, U.S. 12th graders were among the lowest-scoring students from the 41 nations that participated in the Third International Mathematics and Science Study (TIMSS) (Nelson, 1999, p. 14), This alarming statistic reflects the great demand for science teachers across the nation, especially in urban areas such as New York City. In New York state, elementary teachers seeking certification are commonly required to take only six credits in science

Multicultural education for learners with special needs in the twenty-first century

As with much of Festus E. Obiakor and Anthony F. Rotatori’s work, the authors are champions for effective, sustained, and comprehensive multicultural education. In this edited book, Multicultural Education for Learners with Special Needs in the Twenty–First Century, students with special needs are the focus of the in-depth chapters supported by compelling scholarship. Through their superior chapter selection, the authors did not shy away from the controversial arguments that have plagued special education programs throughout the country, including: disproportionality, assessment, broad government initiatives, or the stigma often associated with special education. At the same time, they highlight the common obstacles that have kept educators from truly meeting the needs of the diverse, struggling or impaired learner—misidentification and misinstruction as well as three other “misses” that our society seems to be taking in regard to this growing population. This book represents a merging of multicultural ideas and frameworks while successfully keeping in mind culturally and linguistically diverse students with special needs

A Self-Study of Culturally Responsive Pedagogy and Reflective Practice

This article describes a collaborative self-study implemented to improve and refine three teacher educators’ instructional practices to better assist their teacher candidates in developing culturally responsive pedagogy and becoming reflective practitioners. The self-study is situated in three theoretical frameworks: Banks’s (2005) framework for multicultural education, Gay’s (2000, 2002, 2010) framework for culturally responsive practice, and the four pillars of the Dominican tradition at Molloy College (Donovan, 2004). This work contributes to the expanding research base of reflection and diversity in teacher education and refines articulation of the methodology of self-study. Findings reveal a need to hone and deepen personal reflective approaches, examine empowerment through the process of self-study, and focus perspectives within the contexts of cultural understanding

Ten Ways to Incorporate Technology Into a TESOL Teacher Preparation Program

A comprehensive approach for integrating technology into a TESOL teacher preparation program is described. Ten specific ways to assure constructivist technology use in teacher education are highlighted. These techniques have been synthesized into a compact model with three pillars: (a) electronic assessment system (e-portfolios for individual assessment and program evaluation), (b) teacher candidates’ technology-based course assignments and performances, and (c) Web-based instruction and communication. The authors claim that within this three-pronged model flexibility of implementation is key to success for preservice and in-service teachers

Loyalty Oaths and Academic Witch Hunts

In New York’s public schools, colleges, and universities, teachers and professors, at the time of their hire, are required to sign the following statement: “I do solemnly swear (or affirm) that I will support the Constitution of the United States of America, the constitution of the State of New York, and that I will fully discharge, according to the best of my ability, the duties of the position . . . . . (title of position and name or affiliation of school college, university or institution to be here inserted), to which I am now assigned” (McKinney’s Consolidated Laws: Education 16, 81). This loyalty oath is similar to what most states, including New Jersey, demand as a condition for employment. It would be interesting to poll current educators to find out how many actually remember signing this pledge and what reservations, if any, they may have had. More than likely, the opportunity to receive a position outweighed any reluctance to sign on the dotted line. The curren

Education as an Instrument for Peace and Democracy: Dewey\u27s Perspective on the Rise of Nationalism

This article examines Dewey’s views on the concept of nationalism and how it should be taught in schools. Dewey was the first major American philosopher to address the positive and negative factors associated with the term, which became increasingly used for political purposes during and after World War I. Four basic aspects are addressed in this analysis. First, the authors discuss several fundamental Deweyan propositions tied to peace and citizenship. As Dewey viewed it, education is an extension of democratic ethics and healthy community-building. Second, the authors explore Dewey’s goal for achieving world citizenship and lasting peace, which was based upon a social science approach to education. Third, Dewey’s 1920’s lectures and articles related to world peace contained valuable ideas for future implementation when addressing the mandated regulations public schools are required to discharge with respect to nationalistic allegiance. Lastly, the authors detail how Dewey’s publications during this period relied on his instrumentalist technique for separating means and ends with respect to war and peace; he continuously addressed the dichotomy of means between nationalistic politics and power and that of a democratic education. The significance of this article chronicles Dewey’s views for educating students to the dangers of overzealous nationalism. This type of nationalism, he cautioned, was an impediment to the development of a peace consciousness, an important by-product of his pragmatic approach to world affairs. Dewey’s writings addressed this topic nearly 100 years ago and remain relevant today