Myth Busting: Low-Income Latinx Immigrant Parental Involvement

This longitudinal qualitative study, involving low-income parents and children, tutorial-agency staff, and one college student (all Latinx), took place in a city along the U.S./Mexico border. Data sources included field notes through participant observation, questionnaires, and interviews. The authors asked, “How are parents involved in their children\u27s education? What limitations or barriers do they express?” Using a social justice framework and grounded-theory data analysis, these types of parental involvement emerged: academic, social skills, school volunteerism, extracurricular activities, community, and college enrollment. Conversely, parents expressed involvement obstacles. Implications relate to changing the deficit discourse regarding low-income, immigrant parents\u27 involvement. Collaborating with families to create equitable educational outcomes for minoritized children is imperative

Authentic Leadership in Immersive Learning Environments: Teachers as Affective, Cognitive, and Pedagogical Enablers

Immersive learning environments require effective facilitators to enable student learning. In currentliterature on immersive learning, there is limited insight on the role that teacher behaviors have onfostering learning. Despite this, there is considerable literature on the role of the teacher as a leaderin contemporary classrooms. This chapter focuses on the authentic leader behaviors in teachers andhow this may affect student success. While student learning can be viewed from many perspectives, thischapter focuses on three perspectives: affective, cognitive, and pedagogical. The literature enables theestablishment of the belief that teachers who embody authentic leader behaviors are likely to be moresuccessful in facilitating student learning within an immersive learning environment. Implications andfuture research opportunities are also highlighted as a result of the theory generation in this chapter