Becoming warm demanders: Perspectives and practices of first-year teachers

In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer the question, “How do the teachers think about and enact warm demanding?” The teachers’ contrasting experiences have implications for administrators and teacher educators

Elementary Preservice Teachers as Warm Demanders in an African American School

The literature related to warm demanding describes teachers who balance care and authority to create a learning environment that supports a culture of achievement for African American students. Embedded in this stance is sociopolitical consciousness that explicitly links teachers’ care and authority with a larger social justice agenda. Drawing on interviews and online course assignments, we describe two preservice teachers’ conceptions and enactments of warm demanding in full-time elementary school internships in an African American elementary school. Findings reveal that although the preservice teachers communicated similar commitments to warm demanding, they enacted the stance differently, suggesting that while warm demanders share similar commitments, their practice may vary. The two cases highlight the promise of teacher education courses and field experiences to be structured in ways that promote the development of teacher aptitudes for strengthening equity and excellence in the education of an historically marginalized population of students

1999-2000 Tribute - Music by Women Composers

This concert is presented by Palm Beach County Music Teacher\u27s Association.https://spiral.lynn.edu/conservatory_otherseasonalconcerts/1109/thumbnail.jp

Experiencing History: A Roundtable Discussion of Architecture, Theatre, and Culture of England

This presentation features a roundtable discussion among students who traveled to England during Spring Break, March 5-11, 2022. This presentation seeks to share primary and secondary research about England’s architecture and theatre, as well as additional insights about England’s culture and history gained through first-hand experiences of traveling within the city of London and to Stonehenge and Bath

SARS-CoV-2 infection in central North Carolina: Protocol for a population-based longitudinal cohort study and preliminary participant results

Public health surveillance systems likely underestimate the true prevalence and incidence of SARS-CoV-2 infection due to limited access to testing and the high proportion of subclinical infections in community-based settings. This ongoing prospective, observational study aimed to generate accurate estimates of the prevalence and incidence of, and risk factors for, SARS-CoV-2 infection among residents of a central North Carolina county. From this cohort, we collected survey data and nasal swabs every two weeks and venous blood specimens every month. Nasal swabs were tested for the presence of SARS-CoV-2 virus (evidence of active infection), and serum specimens for SARS-CoV-2-specific antibodies (evidence of prior infection). As of June 23, 2021, we have enrolled a total of 153 participants from a county with an estimated 76,285 total residents. The anticipated study duration is at least 24 months, pending the evolution of the pandemic. Study data are being shared on a monthly basis with North Carolina state health authorities and future analyses aim to compare study data to state-wide metrics over time. Overall, the use of a probability-based sampling design and a well-characterized cohort will enable collection of critical data that can be used in planning and policy decisions for North Carolina and may be informative for other states with similar demographic characteristics

COVID-19 reopening strategies at the county level in the face of uncertainty: Multiple Models for Outbreak Decision Support

Policymakers make decisions about COVID-19 management in the face of considerable uncertainty. We convened multiple modeling teams to evaluate reopening strategies for a mid- sized county in the United States, in a novel process designed to fully express scientific uncertainty while reducing linguistic uncertainty and cognitive biases. For the scenarios considered, the consensus from 17 distinct models was that a second outbreak will occur within 6 months of reopening, unless schools and non-essential workplaces remain closed. Up to half the population could be infected with full workplace reopening; non-essential business closures reduced median cumulative infections by 82%. Intermediate reopening interventions identified no win-win situations; there was a trade-off between public health outcomes and duration of workplace closures. Aggregate results captured twice the uncertainty of individual models, providing a more complete expression of risk for decision-making purposes.Integrative Biolog

Getting Beneath the Surface: Experiences and Challenges of First-Year Teachers Working to Become Warm Demanders

This qualitative study examined the contrasting experiences of two first-year teachers as they worked to become warm demanders in a low-income, predominantly African American school setting. Drawing on interviews, videos, and use of an observation tool, we examine teachers’ definitions of a warm demander, how their teaching practices reflected their beliefs, and the challenges they experienced as they worked to become warm demanders. The authors draw conclusions intended to enhance teacher preparation for high poverty, predominately minority settings

Creating Environments of Success and Resilience: Culturally Responsive Classroom Management and More

Creating safe and productive environments with a diverse student population requires more than the strategies recommended in the original classroom-management literature. Drawing from the literature on culturally responsive classroom management, psychologically supportive classroom environments, and building resilience, the authors describe the practices used by three effective novice teachers in urban elementary classrooms during the first 2 hours of the first day of school. The study was based on videotape and interview data that were qualitatively analyzed using an inductive approach. The novice teachers focused on developing relationships and establishing expectations through the use of “insistence” and a culturally responsive communication style. The study provides clear pictures of the ways in which teachers teach and insist on respectful behavior and establish a caring, task-focused community. As such, it demonstrates how teachers create environments of success and resilience for students who have historically floundered in school

Elementary Interns\u27 Understandings and Enactments of Warm Demanding

Embedded in the culturally relevant teaching literature is an image of the teacher as a “warm demander” whose practices with African American students are characterized by culturally relevant, critical care and authority and an absolute commitment to their students’ learning. While scholars have begun to describe the approach of the warm demander, few have examined the experience of preservice teachers (PSTs) who attempt to cultivate the stance. The purpose of this paper is to explore the warm demander perspectives and practices of two PSTs in full-time, elementary internships. The researchers drew on on-line discussion forum posts, interview and classroom video data to reveal the PSTs’ commitment to warm demanding and the different ways in which they enacted their commitment