6 research outputs found
Dual-Role Educator-Parents: How Public Educators Navigate Their Own Children Through Public Education
The purpose of this narrative inquiry was to reveal how parents who are educators navigate their children through public education (from Kindergarten to the completion of high school) and to share their insights with the widest possible audience to ultimately enhance the learning and wellbeing of all children. The premise of this study was that teachers and principals use social capital acquired through their professional practice in their role as parents, and that sharing their experiences with parents who have no insider knowledge may benefit all children. Findings indicated that participants used social capital (knowledge, relationships, and resources) about public schooling to enhance their children’s academic success and wellbeing. Although participants offered advice for all parents and divulged their own personal practices as parents, several also acknowledged the fear some parents would feel to follow their advice entailing involvement with schools, teachers and administrators. As such, policy makers and educators are urged to improve communications that increase parents’ comfort, in order to remove fear as a barrier to involvement and advocacy
Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge (2013) by Michael Fullan
Replanteamiento de los recursos cultural y lingüÃsticamente diversos en un programa de formación inicial docente de Educación Pri
Many teachers enter the profession with
a deficit-perspective of their students and
their communities, particularly those working
with students from low-socioeconomic
backgrounds and/or students who are
emergent bilinguals. Yet the majority of the
students in our schools today come from
backgrounds that often have different sets
of values and different ways of viewing the
world. The result is that, too often, educators
adopt a deficit perspective. The goal
of this study was to disrupt deficit thinking
by introducing preservice teachers to the notion that students arrive in our classrooms
with existing funds of knowledge
(Moll, Amanti, Neff, & Gonzalez, 1992).
Through class activities and assignments,
preservice teachers were introduced to the
concept of funds of knowledge. This study
examines the impact of introducing an asset-
based perspective early in candidates’
preparation and asks what shifts occur in
preservice teachers’ perspectives of their
students and the resources those students
bring when engaged in purposeful examination
of their own and their prospective
students’ cultural funds of knowledge.Muchos maestros ingresan a la profesión
con una visión deficitaria acerca de sus
estudiantes y de sus comunidades, particularmente
aquellos que trabajan con
estudiantes de entornos socioeconómicos
bajos y/o estudiantes que son bilingües
emergentes. Aún asÃ, la mayorÃa de los
estudiantes de nuestras escuelas hoy en
dÃa provienen de entornos que a menudo
tienen formas de ver el mundo y valores
diferentes. El resultado es que, con demasiada
frecuencia, los educadores adoptan
una visión deficitaria. El objetivo de este estudio fue terminar con la visión deficitaria
introduciendo a los maestros en formación
la noción de que los estudiantes
llegan a nuestras aulas con conocimiento
previos (Moll, Amanti, Neff y González,
1992). A través de actividades y asignaciones
de clase, los futuros maestros fueron
introducidos en el concepto de conocimientos
profundos. Este estudio examina
el impacto de introducir una perspectiva
basada en activos al comienzo de la formación
de los candidatos y pregunta qué
cambios ocurren en las visiones de los
futuros maestros sobre sus estudiantes y
los recursos que esos estudiantes aportan
cuando se involucran en un análisis intencionado
de su propia cultura y la de sus
futuros estudiantes
sj-docx-1-ets-10.1177_00472395231197675 - Supplemental material for Co-Teaching in a Digital World: It's Not Teaching by Title, It's Teaching by Talent
Supplemental material, sj-docx-1-ets-10.1177_00472395231197675 for Co-Teaching in a Digital World: It's Not Teaching by Title, It's Teaching by Talent by Kimberly Coy and Libbi R Miller in Journal of Educational Technology Systems</p
Dual-Role Educator-Parents: How Public Educators Navigate Their Own Children Through Public Education
The purpose of this narrative inquiry was to reveal how parents who are educators navigate their children through public education (from Kindergarten to the completion of high school) and to share their insights with the widest possible audience to ultimately enhance the learning and wellbeing of all children. The premise of this study was that teachers and principals use social capital acquired through their professional practice in their role as parents, and that sharing their experiences with parents who have no insider knowledge may benefit all children. Findings indicated that participants used social capital (knowledge, relationships, and resources) about public schooling to enhance their children’s academic success and wellbeing. Although participants offered advice for all parents and divulged their own personal practices as parents, several also acknowledged the fear some parents would feel to follow their advice entailing involvement with schools, teachers and administrators. As such, policy makers and educators are urged to improve communications that increase parents’ comfort, in order to remove fear as a barrier to involvement and advocacy
Dual-Role Educator-Parents: How Public Educators Navigate Their Own Children Through Public Education
The purpose of this narrative inquiry was to reveal how parents who are educators navigate their children through public education (from Kindergarten to the completion of high school) and to share their insights with the widest possible audience to ultimately enhance the learning and wellbeing of all children. The premise of this study was that teachers and principals use social capital acquired through their professional practice in their role as parents, and that sharing their experiences with parents who have no insider knowledge may benefit all children. Findings indicated that participants used social capital (knowledge, relationships, and resources) about public schooling to enhance their children’s academic success and wellbeing. Although participants offered advice for all parents and divulged their own personal practices as parents, several also acknowledged the fear some parents would feel to follow their advice entailing involvement with schools, teachers and administrators. As such, policy makers and educators are urged to improve communications that increase parents’ comfort, in order to remove fear as a barrier to involvement and advocacy