Journal articles on the topic 'Latinx students, Teacher beliefs'
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Natesan, Prathiba, and Vincent Kieftenbeld. "Measuring Urban Teachers’ Beliefs About African American Students." Journal of Psychoeducational Assessment 31, no. 1 (July 20, 2012): 3–15. http://dx.doi.org/10.1177/0734282912448243.
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Understanding urban teachers’ beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher beliefs factor. This factor was selected from an inventory of items that purported to measure urban teachers’ cultural awareness and beliefs. Measurement invariance of the teacher beliefs factor across European American, African American, and Hispanic American teachers addressed its construct validity. The authors examine the psychometric properties of these items using graded response multilevel analysis. The final 5-item factor showed highest level of invariance for African American and European American teachers but did not fit Hispanic American teachers well. All the five items had good psychometric properties. Analyses of latent means showed that African American teachers had more positive beliefs about African American students than European American teachers did. However, the latent scores were bimodally distributed for African American teachers showing that one subgroup of African American teachers had similar beliefs as European American teachers while another subgroup had more positive beliefs.
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Lacorte, Manel, and Evelyn Canabal. "Teacher Beliefs and Practices in Advanced Spanish Classrooms." Heritage Language Journal 3, no. 1 (September 30, 2005): 83–107. http://dx.doi.org/10.46538/hlj.3.1.4.
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The growing presence of Latino students in U.S. colleges and universities is evident in foreign language (FL) classrooms. Latino students with a high proficiency level in Spanish are usually placed in advanced language or content-based courses along with other non-Latino students. This paper examines university instructors’ beliefs and practices concerning interaction in advanced Spanish courses with heritage and nonheritage students. The participants were 15 instructors of diverse academic and professional backgrounds teaching advanced Spanish courses at a large research-oriented public university. Following a process of selection, verification, and generalization of linguistic metaphors used to talk about the topic, this qualitative study analyzes data collected through a questionnaire, interviews, and non-participant observations. The discussion addresses the instructors’ beliefs and perceptions with regard to: (1) the classroom environment; (2) their role as teachers of advanced-level courses; (3) the students enrolled in these courses; and (4) the contrast between what teachers consider to be the desired interaction in an advanced language classroom, and what actually happens.
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López, Francesca A. "Culturally Responsive Pedagogies in Arizona and Latino Students’ Achievement." Teachers College Record: The Voice of Scholarship in Education 118, no. 5 (May 2016): 1–42. http://dx.doi.org/10.1177/016146811611800503.
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Background Despite numerous educational reform efforts aimed at aggressively addressing achievement disparities, Latinos continue to underperform in school. In sharp contrast to the belief that the inordinate achievement disparities among Latino students stem from deficiencies, some researchers assert that culturally responsive teaching (CRT) improves academic achievement because it views students’ culture and language as strengths. The body of literature on CRT provides detailed depictions of classroom experiences for traditionally marginalized students, but is faulted as lacking an explicit link to student outcomes that prevents its consideration among policymakers. Purpose/Objective/Research Question/Focus of Study To contribute to the body of work establishing an explicit link between CRT and student outcomes, the present study examines the extent to which dimensions of teacher-reported CRT beliefs and behaviors are associated with Latino students’ identity and achievement outcomes in reading across grades three through five in Arizona. Research Design Sources of data in this study consist of teacher (N = 16) questionnaires reflecting CRT dimensions and student (N = 244) questionnaires for ethnic identity, perceived discrimination, and scholastic competence, as well as reading achievement. Hierarchical linear modeling was used to address the research questions. Findings/Results Consistent with the assertions in extant literature that CRT is related to students’ outcomes, the study found that teachers’ beliefs about the role of Spanish in instruction, funds of knowledge, and critical awareness were all positively related to students’ reading outcomes. For teachers reporting the highest level of each of the aforementioned dimensions, students’ reading scores were associated with approximately .85 SD (Spanish), .60 SD (funds of knowledge), and 1.70 SD (critical awareness) higher reading outcomes at the end of the school year after controlling for prior achievement. Teachers’ reported CRT behaviors in terms of Spanish and cultural knowledge (formative assessment) were both also significantly and positively related to students’ reading outcomes after controlling for prior achievement. For teachers reporting the highest level of each of the aforementioned dimensions, students’ reading scores were associated with approximately 1 SD higher reading outcomes. Behaviors reflecting the use of Spanish in instruction was also significant, albeit very small (about a .03 SD increase). Conclusions/Recommendations Although the present study is not without its limitations, the findings support the extant work focused on CRT, suggesting that teachers who use instruction that considers students’ culture an asset can reduce educational disparities. As such, the findings also suggest that CRT merits serious consideration by policymakers and those who train teachers of Latino youth. Notably, most teachers in the present study held a bilingual endorsement, which requires coursework focused not only on bilingual methodology and linguistics, but also on culture and experiences with funds of knowledge practices. Teachers who have said training appear to have high levels of knowledge about critical awareness, and put into practice asset-based pedagogies that are related to student outcomes. This is particularly salient given that the setting for the present study is arguably one of the most restrictive states for Latino youth. Thus, even though teacher-reported beliefs and behaviors regarding the role of Spanish in instruction were related to students’ outcomes, future studies are needed that examine the extent to which bilingual endorsement, which exceeds most programmatic requirements regarding diversity, might provide teachers with the necessary knowledge (i.e., critical awareness) that enables them to behave in ways consistent with CRT.
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Price, Heather E. "Principals’ social interactions with teachers." Journal of Educational Administration 53, no. 1 (February 2, 2015): 116–39. http://dx.doi.org/10.1108/jea-02-2014-0023.
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Purpose – The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process. Design/methodology/approach – By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested. Findings – Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support. Research limitations/implications – Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement. Practical implications – The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy. Originality/value – This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.
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Wright, Stephanie H., Fernanda Vargas, and Tonya Huber. "Perceptions of English Language Learners—Teacher Beliefs, Professional Development and Student Outcomes: A Literature Review." Education, Language and Sociology Research 1, no. 1 (May 27, 2020): p101. http://dx.doi.org/10.22158/elsr.v1n1p101.
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Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English Language Learners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.
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Sosa, Teresa, and Kimberley Gomez. "Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support of Latino Students." Urban Education 47, no. 5 (May 23, 2012): 876–909. http://dx.doi.org/10.1177/0042085912446033.
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Bassi, Francesca. "Students’ satisfaction in higher education: the role of practices, needs and beliefs of teachers." Quality Assurance in Education 27, no. 1 (February 4, 2019): 56–69. http://dx.doi.org/10.1108/qae-05-2018-0061.
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Purpose The purpose of the paper is the analysis of the evolution of students’ satisfaction over time in a large Italian university and the effects on it because of some characteristics of the teachers: didactic practices, beliefs and needs with regard to teaching and learning. Design/methodology/approach The first step of the analysis identifies a latent construct, measured with items composing the questionnaire, and proposes a reduced set of indicators to measure satisfaction and to model its evolution over time (information collected in three consecutive academic years is available). A second step clusters teachers in homogenous groups with reference to their opinions, beliefs and needs, collected with a new survey conducted at the University of Padova, with the aim of developing strategies to support academic teachers. Then, a mixture conditional latent growth model is estimated with covariates affecting the latent parameters and class membership. Findings Model estimation identifies a large group of university courses with a high level of satisfaction, which stays constant over time, and a small group of problematic courses with low satisfaction, moreover, that decreases over the three considered academic years. Interesting significant effects of covariates related to both the teacher and the didactic activity are estimated. Originality/value Statistical analyses show that the implementation of innovative didactic practices and commitment to quality of teaching are important factors to be encouraged by the university management. On the contrary, the traditionalist way of teaching and a low passion for teaching do not improve students’ satisfaction.
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Pryke, Sam. "The use of Socrative in university social science teaching." Learning and Teaching 13, no. 1 (March 1, 2020): 67–86. http://dx.doi.org/10.3167/latiss.2020.130105.
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Socrative is an online platform that allows a teacher to put questions to students through an app on their smart phone or tablet. In existence since 2011, its use is now quite common in university teaching. But is Socrative any good? This article reviews the literature on the device and discusses my research on the use of the app, the first carried out with social science students. The secondary research findings are that students find Socrative easy to use, fun, of genuine benefit to their learning and a medium that aids active participation. Furthermore, there is evidence that it benefits attainment as testing helps memory retention. My research findings broadly concur. Also considered is how Socrative use can be extended beyond revision-style testing to introduce students to new information that challenges existing beliefs and to elicit controversial opinions and sensitive information.
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Achinstein, Betty, and Rodney T. Ogawa. "Change(d) Agents: School Contexts and the Cultural/Professional Roles of New Teachers of Mexican Descent." Teachers College Record: The Voice of Scholarship in Education 113, no. 11 (November 2011): 2503–51. http://dx.doi.org/10.1177/016146811111301103.
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Background/Context Educators and policymakers call for recruiting quality teachers of color in urban schools to promote educational opportunities for students of color by accessing cultural/linguistic resources. Yet little research has examined conditions that support or challenge Latina/o new teachers from performing as role models, culturally and linguistically responsive teachers, and agents of change. Purpose/Research Questions To examine conditions that support/challenge Latina/o teachers’ efforts to perform cultural/professional roles, we asked the following: (a) How and to what extent are the personal and professional backgrounds of Latina/o teachers associated with their performance as role models, culturally/linguistically responsive teachers, and agents of change? (b) How and to what extent are conditions in schools associated with the performance of Latina/o teachers as role models, culturally/linguistically responsive teachers, and agents of change? Participants Participants were drawn from a broader study about the socialization of 21 new teachers of color. The participants in the study reported here were 2 of the 11 teachers who identify as being of Mexican descent who work in urban, middle and high schools with high proportions of Latina/o student populations in California. Research Design/Data/Analysis This 4-year qualitative case study included teacher and administrator interviews, videotaped classroom observations, and focus groups. Analysis involved summarizing segments of data that referenced teacher background, school context, and teacher cultural/professional beliefs and practices; generating pattern codes; and conducting cross-case analysis. Findings Findings reveal the following: 1. Shaped by early schooling experiences and influenced by teacher preparation programs, these teachers are committed to increasing learning opportunities for Latina/o students by performing cultural/professional roles. 2. The teachers’ ability to perform these roles is shaped by the capital and power relations present in the schools where they work. We identify parallels between experiences of Latina/o youth, who are divested of cultural resources by “subtractive schooling” (Valenzuela, 1999) and experiences of Latina new teachers, who confront schooling challenges when attempting to perform cultural/professional roles. 3. The intersection of the teachers’ personal/professional backgrounds and school contexts resulted in these new teachers of color being change(d) agents— both agents of change and subjected to change by the system in which the teachers work. Conclusions Conclusions highlight how further research is needed to document culturally additive school conditions that support teachers of color to advance opportunities for students of color. Further, educational leaders and policymakers will need to reconsider the organizational contexts in which new teachers of color are expected to redress inequitable learning opportunities for nondominant youth.
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Cherng, Hua-Yu Sebastian, and Laura A. Davis. "Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education." Journal of Teacher Education 70, no. 3 (December 4, 2017): 219–36. http://dx.doi.org/10.1177/0022487117742884.
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Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers’ measured competencies. Using a novel dataset of 2,500 preservice teachers’ beliefs and student teacher performance assessments, we find that Black and Latino candidates report greater multicultural awareness, while Asian Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates’ competence in creating nurturing classroom environments.
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Loza, Sergio. "Teacher and SHL Student Beliefs about Oral Corrective Feedback: Unmasking Its Underlying Values and Beliefs." Languages 7, no. 3 (July 25, 2022): 194. http://dx.doi.org/10.3390/languages7030194.
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This study provides a critical discussion on oral corrective feedback (CF) in the Spanish heritage language context by analyzing the language ideologies of both teachers and students relating to this everyday pedagogical practice. Despite the undeniable relevance of oral CF within the SHL language classroom, it is an area mainly studied within the field of SLA and, thus, primarily grounded in cognitive perspectives of the individual L2 learner and their subsequent language development. Drawing on scholarship that has long contested the discrimination that U.S. Latinxs face at the macro, meso, and micro-levels of society, this study interrogates and presents the core beliefs and values that legitimize the underlying asymmetrical power relationships propagated by oral CF. As critical paradigms continue to gain currency in the field of SHL education (e.g., critical language awareness), unmasking the various ways by which monolingual ideologies operate within language education is key to developing pedagogy that promotes Spanish language maintenance and, ultimately, dismantling such structures of domination. This study focuses on exploring the ideologies about oral CF by asking: (1) What language ideologies are prevalent in relation to participants’ conceptualization of oral CF? and (2) What are the instructor’s goals for oral CF? To answer these questions, this study analyzes interview data of a language instructor (n = 1) and SHL learners (n = 4) in an elementary-level, mixed Spanish course at a Hispanic-serving community college. The results show how the instructor utilized oral CF as a mechanism to enact dominant ideologies regarding SHL learners’ non-prestige varieties, while simultaneously advocating for an approach to learners’ varieties based on appropriateness. The instructor grounded her corrective practices in beliefs and values regarding the “deficiency” of SHL learners’ cultures and social categories that she considered to be the root causes of the “problem” that SHL learners spoke non-prestige varieties of Spanish. This study sheds light on the need to reexamine current L2-based oral CF taxonomies and teaching principles that do not account for the wide-ranging ways that corrective feedback becomes entrenched in educators’ culturally shared ideologies of language, learning and the learners themselves, and as normalized by the programmatic context wherein such practices are embedded. Finally, the study concludes by proposing several guiding considerations based on CLA to develop reflective practices for pedagogues to promote a consciousness of the ideologically charged nature of CF within the SHL learning context.
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Ahram, Roey, Edward Fergus, and Pedro Noguera. "Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts." Teachers College Record: The Voice of Scholarship in Education 113, no. 10 (October 2011): 2233–66. http://dx.doi.org/10.1177/016146811111301004.
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Background/Context The last two reauthorizations of the Individuals with Disabilities Education Act established a policy mandate for districts to take action to reduce high rates of minority overrepresentation in special education. Purpose/Objective/Research Question/Focus of Study The overrepresentation of Black and Latino students in special education suggests a convergence of two distinct processes: (1) assumptions of cultural deficit that result in unclear or misguided conceptualizations of disability and (2) the subsequent labeling of students in special education through a pseudoscientific placement process. This article explores how the social construct of the “normal child” became racialized through the special education referral and classification process, and subsequently produces disproportionality. Setting This research was conducted in two multiracial suburban school districts in New York State that were identified as having an overrepresentation of students of color. Population/Participants/Subjects Participants in the study consist of teachers and administrators within the two identified districts. Intervention/Program/Practice Intensive technical assistance was provided to these districts to identify the root causes of disproportionality and was subsequently followed by customized professional development. Three overarching activities of technical assistance were: observing in classrooms in each of the school districts; providing root cause analyses of disproportionality; and providing culturally responsive professional development. Research Design This research used mixed methods in collating district data, conducting technical assistance sessions with districts to identify the factors contributing to disproportionality, and creating 3-year professional development plans to address overrepresentation. In addition, researchers facilitated culturally responsive professional development to targeted groups of practitioners on topics related to improving teacher and district effectiveness in meeting the academic needs of children of color. Findings/Results Findings were: (1) cultural deficit thinking in educators’ construction of student abilities; (2) the existence of inadequate institutional safeguards for struggling students; and (3) attempts at addressing disproportionality often result in institutional “fixes” but not necessarily changes in the beliefs of education professionals. Conclusions/Recommendations The implementation of a culturally responsive framework can produce a shift in the special education placement process and lead to a reduction in disproportionality rates. Of note is confirmation that teacher–student interactions that begin the procedures triggering disproportionality are mired in teachers’ cultural deficit thinking. However, although teachers’ beliefs about students may change extremely slowly, effective school practices can interrupt the influence of deficit thinking.
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Deckman, Sherry L. "Managing Race and Race-ing Management: Teachers’ Stories of Race and Classroom Conflict." Teachers College Record: The Voice of Scholarship in Education 119, no. 11 (November 2017): 1–40. http://dx.doi.org/10.1177/016146811711901104.
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Background/Context Research exploring suspension and expulsion practices suggests that teachers may play a key role in perpetuating racial disproportionality in school discipline by interpreting student behavior through racialized and racist lenses and by viewing the behavior of students of color as an affront to their authority, resulting in more frequent punishing of Black and Latino students. The problem may be compounded for novice teachers, who are likely to teach in high-poverty, high-”minority” schools where discipline is a pronounced concern for educators. Research Questions/Focus of Study To illuminate the role of race in novice teacher interpretations of classroom management, this research explored the following questions: (a) How do novice in-service teachers narrate classroom management and disciplinary moments from their practice? (b) What do their narratives of these moments reveal about how they might negotiate racial difference in the classroom? Research Design This study employs narrative analysis of classroom management stories (N = 51) shared by novice teachers participating in a 10-week hybrid online/in-person professional development course focused on race, class, and gender equity in urban schools. Specifically, this article analyzes how race is discussed in these narratives. Findings Teachers in this study tended to share stories either about “managing race”—narratives about deescalating racial tension or reproaching transgressors of racial colorblindness—or “race-ing management”—stories that read race into incidents in such a way as to reveal latent racial dynamics. These patterns aligned with teachers’ self-identified racial backgrounds, with teachers who expressed a more tenuous racial identity or who described themselves as White tending to focus on managing race, and those who expressed a strong minority racial identity tending to focus on race-ing management. Recommendations To address issues of racial proportionality and justice in student discipline and to retain an experienced teacher workforce in under-resourced schools, I offer two key recommendations. First, we must innovatively support novice teachers in reversing insidious trends by offering structured opportunities for critical reflection on management through the lens of identity. In this way, novice teachers can analyze the implicit beliefs at work in their understandings. Furthermore, school leaders and other professional development facilitators must make clear to novice teachers that their competence is not being questioned when we ask them to engage in critical reflection. I discuss specific ways to approach this and offer recommendations for future research.
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Ho, Van Thong, Van Dat Tran, and Van De Nguyen. "Examining the factor structure of the teachers’ sense of efficacy scale in the Vietnamese educational context." International Journal of Education and Practice 11, no. 1 (January 19, 2023): 47–58. http://dx.doi.org/10.18488/61.v11i1.3257.
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In recent years, research has focused on the factor structure of the Teacher Sense of Efficacy Scale (TSES), and the significant effects of teachers’ self-efficacy on both teachers’ outcomes (teachers’ performance, enjoyment of teaching, and commitment to teach), and students’ outcomes (student learning achievements, motivation, and own sense of efficacy. However, current literature shows that very limited research on the factor structure of the TSES for teachers has been conducted in the Vietnamese educational context. Thus, this study explored the factor structure of the 12-item TSES for a group of 395 in-service teachers from 24 high schools in Vietnam. Both exploratory factor analysis and confirmatory factor analysis were performed to explore the possible factor structure of the TSES and confirm the latent structural validity of the TSES model. The results of factorial analysis indicated that the three-factor structure of the original TSES, which included efficacy for instructional practices, efficacy for classroom management, and efficacy for student engagement, was appropriate for high school teachers in Vietnam. The reliability of each of the three sub-scales and the whole scale was satisfactory. The findings suggested that the application of TSES was suitable for Vietnamese in-service teachers to assess their self-efficacy. The study recommended that future studies should examine the factor structure of the TSES for a group of pre-service teachers in Vietnam to compare the experience levels of efficacy beliefs between pre-service and in-service teachers.
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Nichols, Jeananne, and Brian M. Sullivan. "Learning through dissonance: Critical service-learning in a juvenile detention center as field experience in music teacher education." Research Studies in Music Education 38, no. 2 (September 18, 2016): 155–71. http://dx.doi.org/10.1177/1321103x16641845.
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Though many pre-service music teachers have received exemplary instruction in their high school music programs, these programs may not be representative of the social, cultural, and economic diversity of their broader communities. This insularity may hinder their perceptions of their community as they step into an increasingly diverse school environment. The Champaign County Juvenile Detention Center (CCJDC) Arts Project was adopted as a critical service-learning course in order to introduce pre-service music teachers to students and ways of teaching that may be different from what they typically encounter through their university field experiences. Participants in the project designed and facilitated music and arts experiences with the incarcerated youth once per week over an entire semester. In this case study we examine the experiences of six pre-service music teachers who participated in the CCJDC Arts Project during 2012, looking for moments of “dissonance,” which Kiely defines as incongruities between participants’ past experiences and the challenging reality they encounter through the project. Entry into the facility, interactions with the youth at the facility, and the musical practices shaped by the needs of the facility all worked in tandem to challenge participants’ latent expectations and beliefs about their community, and to heighten their awareness of the sociocultural systems that shape their future students, their developing teaching practices, and their own privileged positions in school and society.
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Rubin, Beth. "Detracking in Context: How Local Constructions of Ability Complicate Equity-Geared Reform." Teachers College Record: The Voice of Scholarship in Education 110, no. 3 (March 2008): 646–99. http://dx.doi.org/10.1177/016146810811000303.
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Background/Context Recent sociocultural studies of detracking describe the ways in which notions of ability—local understandings of students’ intellectual capacities—are at play in these settings, shaping both the politics and the practice of the reform. This study extends this examination into the classrooms of detracking schools. Purpose This article considers the enactment of detracking in the ninth grade social studies classrooms of three public high schools. Through a detailed look at classroom life in racially and socioeconomically distinct public high school settings, it explores how local notions of ability shape the implementation of classroom practices in general and of detracking reform in particular. Setting The research took place in three public comprehensive high schools in a northeastern state with the following student populations: 1) low income and predominantly African American and Latino students; 2) high income and predominantly White students; 3) socioeconomically diverse and predominantly African American and White students. Research Design This study used an interpretive research methodology and a multiple case study design. Data Collection and Analysis Data was collected at each of the three schools over the course of an academic year in the following ways: 1) extensive observations of detracked ninth grade social studies classes; 2) interviews with students and teachers participating in those classes; 3) shadowing of students through the school day; 4) collection of school generated documents. Findings/Results At the low income, majority African American and Latino school, detracking reform was framed by a discourse of deficit that posited all of the school's students as unwaveringly low in ability, and classroom practices provided little opportunity for students to either display or develop competence. In contrast, detracking at the suburban, homogeneous school spurred a creative curriculum targeted to the needs of individual students in the heterogeneous classroom, all of whom were presumed to be bright, motivated and college bound despite varied skills. At the racially and socioeconomically integrated school, a community and school system in which people were highly concerned with issues of equity and diversity, teaching practices in the detracked classroom emphasized flexibility and personalization, providing opportunities for students to examine social and cultural issues in a discussion-centered framework. Students, both within and among the three schools, experienced detracking reform in ways that were distinct and not equally beneficial. Conclusions Translating a structural reform into change that is meaningful for students is a complex endeavor. Effective detracking involves changes at multiple levels: in institutional structures, classroom practices, and teacher and student beliefs about ability.
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Celano, Anthony J. "Boethius of Dacia: ‘On the Highest Good’." Traditio 43 (1987): 199–214. http://dx.doi.org/10.1017/s0362152900012538.
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The name Boethius of Dacia evokes today an image of a radical thinker, who championed the cause of philosophical freedom, even at the expense of his religious beliefs. His writings have earned him, together with his contemporary, Siger of Brabant, the title of leader of the ‘Latin Averroists’ or ‘Heterodox Aristotelians.’ Boethius’ treatise on the highest good has contributed greatly to the modern opinion of Boethius as a radical thinker. M. Grabmann, who rediscovered the De summo bono, considered the work to be a clear expression of the anti-Christian tendencies inherent in ‘Latin Averroism’; and P. Mandonnet saw the short treatise to be the most radical expression of a program of the natural life, the purest rationalism, and a total denial of the Christian order. More recently, this view has been modified by F. Van Steenberghen and his students, who argue that Boethius of Dacia is indeed a Christian thinker, and in no way excludes ‘supernatural beatitude’ from his notion of the highest good. They point out that, as a teacher of Aristotelian philosophy, Boethius’ main concern is the summum bonum which can be attained on earth. As a result, the De summo bono is a characteristic product of the Arts Faculty at Paris.
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Redding, Christopher. "A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes." Review of Educational Research 89, no. 4 (June 4, 2019): 499–535. http://dx.doi.org/10.3102/0034654319853545.
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Considerable research has examined the positive educational experiences of students of color assigned to teachers of the same race or ethnicity. Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. This comprehensive review examines the extent to which Black and Latino/a students (1) receive more favorable ratings of classroom behavior and academic performance, (2) score higher on standardized tests, and (3) have more positive behavioral outcomes when assigned to a teacher of the same race/ethnicity. Assignment to a same-race teacher is associated with more favorable teacher ratings, although the relationship differs by school level. There is fairly strong evidence that Black students score higher on achievement tests when assigned to a Black teacher. Less consistent evidence is found for Latino/a students.
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Tefera, Adai A., Genevieve Siegel-Hawley, and Ashlee L. Sjogren. "The (In)Visibility of Race in School Discipline Across Urban, Suburban, and Exurban Contexts." Teachers College Record: The Voice of Scholarship in Education 124, no. 4 (April 2022): 151–79. http://dx.doi.org/10.1177/01614681221093282.
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Background/Context: Racial disparities in school discipline represent a long-standing injustice in U.S. schools. Students of color, particularly Black students, are systematically subjected to harsher school disciplinary actions compared with their peers. A growing body of evidence demonstrates the severity of the problem and the negative consequences of harsh punishment, particularly given that students who are disciplined are more likely to be forced into the complex nexus of education and incarceration. Focus of Study: In this study, we aimed to understand how different racial contexts in urban, suburban, and exurban schools shaped responses to and understandings about racial disparities in school discipline. Drawing on an interdisciplinary framework that centers the visibility and invisibility of race (Artiles, 2019) throughout the disciplinary cycle, this study was guided by two research questions: (1) What are the similarities and differences in educators’ and students’ understandings of racial contexts and racial disparities in school discipline across urban, suburban, and exurban school districts? (2) How do urban, suburban, and exurban school districts’ racial contexts shape educators’ responses to racial disparities in discipline? Research Design: This research was part of a larger mixed-methods research–practice partnership that aimed to understand racial disparities in school discipline and how to address them across varying school contexts in Central Virginia. The qualitative portion of the study included individual and focus group interviews and classroom observations. The findings reported in this article focus specifically on 50 individual and focus group interviews with teachers, leaders, staff, and students. Findings: Our findings demonstrate the ways race was made visible and invisible in responses to and understandings about racial disparities in discipline. This was evident in the ways deficit perspectives were racialized and how race-evasive perspectives and ideologies dominated educators’ responses to the problem. We found these responses were mediated by the racial contexts of each school. For instance, we learned that educators at the urban middle school with a majority of Black and Latinx students were the most willing to discuss the role of race and racism in shaping racial disparities in discipline compared with educators at the suburban and exurban schools. Educators at the racially diverse suburban high school focused on socioeconomic diversity and relied on deficit cultural explanations for poverty. Contrastingly, educators at the exurban school openly discussed its racial homogeneity with its mostly White students, and their language regarding racial disparities was laced with race-evasive terms and some racist perspectives. Across suburban and exurban school contexts, many educators adopted race-evasive and deficit rationales for disproportionality in ways that failed to consider the role of the school in disciplinary outcomes. We also found that students across the three school contexts were more willing than educators to discuss the role of race and racism in explaining disparities in discipline. Conclusions/Recommendations: Findings from this study have important implications for how schools can respond more effectively to racial disparities in discipline. First, it is important that schools create policies and practices that provide clear guidelines to promote racial equity in discipline. Data should therefore be collected, shared, discussed, analyzed, and used to inform how to improve disciplinary practices and interventions at multiple intersections (e.g., by race, gender, socioeconomic status, and disability) given research that demonstrates disproportionality in discipline emerges among students of color and multiply-marginalized students. Second, schools must critically examine how their everyday beliefs about race become enacted in practice and ultimately institutionalized, thereby granting privileges to dominant groups. Third, schools can benefit from including and engaging with students as they reform disciplinary procedures to address racial disparities. Ultimately, disrupting racial inequities in discipline requires responses that include engagement with race and racism in ways that attend to both individual beliefs and school policies and practices.
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Mireles-Rios, Rebeca, Odelia Simon, and Karen Nylund-Gibson. "The Critical Role of Teacher Emotional Support for Latinx Students." Teachers College Record: The Voice of Scholarship in Education 122, no. 12 (December 2020): 1–32. http://dx.doi.org/10.1177/016146812012201209.
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Background/Context The relationship between perceived discrimination and students’ academic outcomes is well established, showing the negative effects of experiences of discrimination. Although much attention has focused on how to temper these effects for students, few studies have focused on the potential role that teachers can play in lessening the effects of discrimination on student outcomes. Purpose/Objective/Research Question/Focus of Study In this study, we look at the intersection of race/ethnicity and gender by examining at how Latinx male and female high school students’ academic outcomes, such as grade point average, are impacted by their perceived level of discrimination and teacher support. Research Design Using an intersectional framework, this study uses data from 783 Latinx adolescents (Mage = 16.01 years) in the United States. Specifically, we examine the moderating role of perceived teacher support on the relationship between students’ discrimination and their academic performance using a moderated factor analysis approach. Findings/Results Results indicate that the items that measure perceived discrimination and teacher support do not function in the same way for Latinx male and female adolescents and that emotional teacher support buffers the negative relationship between discrimination and academic performance for Latinx males. Conclusions/Recommendations We argue the need to construct measures and approach interventions in the areas of discrimination and teacher support that would allow us to better identify how to support Latinx adolescents in the most effective ways.
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Brownlee, Joanne. "Teacher Education Students' Epistemological Beliefs." Research in Education 72, no. 1 (November 2004): 1–17. http://dx.doi.org/10.7227/rie.72.1.
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Escalante, Samuel Isai. "Latinx Students and Secondary Music Education in the United States." Update: Applications of Research in Music Education 37, no. 3 (October 10, 2018): 5–11. http://dx.doi.org/10.1177/8755123318802335.
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As of 2014, Latinx youth have comprised roughly a quarter of the U.S. population younger than 18 years. Yet Latinx students have not been found to participate in school ensembles at rates consistent with their proportion of the total student population. This disparity has yet to be fully explained by the research literature. The purpose of this review of literature is to synthesize what scholars understand about Latinx student participation in school ensembles. Literature was chosen based on the following research question: What factors may contribute to the disparity between the Latinx student population and the rate of Latinx participation in secondary school music ensembles, nationally? This review revealed several factors that may influence participation rates of Latinx students in secondary music ensembles, including curricular and systemic factors, music teacher attitudes toward diversity, Latinx parental involvement, and Latinx students’ interests. Implications for increasing participation and improving music education for Latinx students are discussed.
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Castro, Ashley S., and Esther J. Calzada. "Teaching Latinx students: Do teacher ethnicity and bilingualism matter?" Contemporary Educational Psychology 66 (July 2021): 101994. http://dx.doi.org/10.1016/j.cedpsych.2021.101994.
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Torff, Bruce. "Teacher Beliefs Shape Learning for all Students." Phi Delta Kappan 93, no. 3 (November 2011): 21–23. http://dx.doi.org/10.1177/003172171109300305.
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Kwaning, Karen, Mitchell Wong, Kulwant Dosanjh, Christopher Biely, and Rebecca Dudovitz. "Gender stigma awareness is associated with adolescent risky health behaviors." PLOS ONE 16, no. 5 (May 12, 2021): e0251332. http://dx.doi.org/10.1371/journal.pone.0251332.
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Objectives Although racial stigma in school is associated with adolescent risky health behaviors, there are no studies investigating how gender stigma relates to adolescent risky health behaviors among low-income, minority youth. We sought to determine whether gender stigma awareness is associated with adolescent risky health behaviors (delinquency, fighting, and substance use) and whether this association is mediated by school disengagement (low perceived teacher support, low school engagement, cutting classes, and breaking school rules) among low-income, minority students. Methods We analyzed cross-sectional survey data, collected from 2017 to 2019, from 412 high school students. Multi-level logistic regressions tested whether gender stigma awareness was associated with delinquency, fighting, and substance use, controlling for covariates, baseline behaviors, and clustering within schools. Mediation analyses tested whether school disengagement (low school engagement, perceived teacher support, cutting class, and breaking school rules) mediated these associations. Secondary analyses explored whether associations differed for male versus female, high-performing versus low-performing, and Latinx versus non-Latinx students. Results In this predominantly Latinx (83%) sample, gender stigma awareness was associated with delinquency (AOR = 1.48, P< 0.001) and fighting (AOR = 1.15, P< 0.001). School engagement, perceived teacher support, breaking school rules, and cutting classes mediated 42.7% of the association between gender stigma awareness and delinquency and 65.42% of the association between gender stigma awareness and fighting. Gender stigma awareness was also associated with substance use for low-performing (AOR = 1.68, P = 0.003) and non-Latinx adolescents (AOR = 3.80, P = 0.03). School disengagement did not mediate the association between gender stigma awareness and substance use for non-Latinx students but mediated 50% of this association for low-performing students. Conclusions Gender stigma awareness is associated with adolescent risky health behaviors. A decreased sense of acceptance in the school community and increased school misbehavior may mediate these associations. School environments that value and accept all students may better support adolescent health.
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Osorio, Sandra L. "The Vulnerable Teacher: Working Towards Critical Consciousness in a Second Grade Bilingual Classroom." Association of Mexican American Educators Journal 12, no. 1 (February 1, 2018): 107–27. http://dx.doi.org/10.24974/amae.12.1.390.
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Telling your students that you are divorced and your two sons no longer live with their father is not the typical kind of conversation you would expect in a classroom, but in my second-grade Spanish–English bilingual classroom, it was the norm. I had decided to implement literature discussion around Latinx children’s literature. I found that in order for my students and I to develop a relationship built on trust and respect, I had to be vulnerable and willing to share some personal narratives. In the following article, I share how I, the teacher, was vulnerable with my students during our literature discussions around Latinx children’s literature in order to have conversations about critical topics, such as, immigration, bilingualism, and family. My ultimate goal was for my students to develop critical consciousness.
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Elizar, Elizar, and Cut Khairunnisak. "EXPLORING TEACHER’S AND STUDENTS’ BELIEFS CONCERNING HIGHER ORDER THINKING IN MATHEMATICS." Transformasi : Jurnal Pendidikan Matematika dan Matematika 6, no. 1 (August 9, 2022): 87–94. http://dx.doi.org/10.36526/tr.v6i1.1958.
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Teacher beliefs play a fundamental role in mathematics teaching and learning, as they will ultimately influence the teacher's classroom practices. Student beliefs on a subject matter also hold equal importance as they will be reflected in how the students approach the learning and related issues to the subject. The importance of research on teachers' beliefs stems from the possible relationship between teacher beliefs and student beliefs. This descriptive quantitative study aimed to measure the degree of conformity between teacher and student beliefs concerning mathematics related to Higher Order Thinking (HOT) and Lower Order Thinking (LOT). The population was all Year 9 students in Aceh, Indonesia, and the samples were 1135 Year 9 students and 46 Year 9 mathematics teachers from 25 schools selected through stratified random sampling. Data collection was obtained through teacher and student questionnaires, and data were analyzed descriptively by SPSS 20. The finding of this study revealed that teacher beliefs concerning mathematics related to HOT were highly positive (83%). While the percentage of students who hold highly positive beliefs concerning mathematics related to HOT was just over 50%, indicating the discrepancy between teacher and student beliefs. However, regarding the beliefs concerning mathematics related to LOT, teacher and student beliefs conformed; they had somewhat positive beliefs (68% and 71.30%, respectively). This study implies that teachers need to promote HOTS in mathematics teaching at schools to foster students’ positive beliefs toward HOT.
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Krumphals, I., M. Hopf, and C. Haagen-Schützenhöfer. "Teacher students’ beliefs about teaching physics and their teacher education." Journal of Physics: Conference Series 1287 (August 2019): 012039. http://dx.doi.org/10.1088/1742-6596/1287/1/012039.
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Jiang, Jingwen, Marja Vauras, Simone Volet, and Anne-Elina Salo. "Teacher Beliefs and Emotion Expression in Light of Support for Student Psychological Needs: A Qualitative Study." Education Sciences 9, no. 2 (March 28, 2019): 68. http://dx.doi.org/10.3390/educsci9020068.
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This study explored teacher beliefs and emotion expression via six semi-structured interviews with teachers, and discussed the findings in relation to the Self-Determination Theory, which addresses teacher support for autonomy, competence, and relatedness. The findings showed that teacher beliefs about their roles as educators, carers, and providers of reassurance reflected expressing clear expectation, caring for students, and considering student perspectives and feelings; teacher beliefs about equality between teachers and students appeared connected with trust in students and encouragement of their self-initiation; teacher beliefs about closeness to students reflected caring for students; teacher expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. This study revealed that teacher beliefs about teacher-student power relations may be connected with teacher appraisals of student misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their temper or suppress their emotion when they feel a need to direct-stage anger. Future research could investigate teachers’ faking a particular emotion, such as faking indifference as revealed in the present study. Future research could also explore the reason for and harmfulness of embracing beliefs, e.g., negative expression of anger as a safety belt.
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VENTURA, JULISSA. "“Above and Beyond Any Other Teacher or Staff”: The Invisible Nourishment Work of Bilingual Support Staff." Harvard Educational Review 90, no. 4 (December 1, 2020): 644–66. http://dx.doi.org/10.17763/1943-5045-90.4.644.
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This article explores the work of four high school bilingual support staff and how they went above and beyond their official job duties to support Latinx students. Drawing on eighteen months of ethnographic research in three high schools in Wisconsin, author Julissa Ventura shows how bilingual support staff nourished Latinx students by creating borderlands spaces, enacting pedagogies of acompañamiento, and taking on bridging work between school and students’ families. The study also highlights how bilingual support staff were often marginalized and unsupported in their work. Ventura makes clear that as schools continue to hire bilingual support staff in demographically changing schools, it is important to understand the multifaceted nature of their role and to center their expertise and knowledge in moving toward the nourishment of all students.
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Lunn, Stephanie, Monique Ross, Zahra Hazari, Mark Allen Weiss, Michael Georgiopoulos, and Kenneth Christensen. "How Do Educational Experiences Predict Computing Identity?" ACM Transactions on Computing Education 22, no. 2 (June 30, 2022): 1–28. http://dx.doi.org/10.1145/3470653.
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Despite increasing demands for skilled workers within the technological domain, there is still a deficit in the number of graduates in computing fields (computer science, information technology, and computer engineering). Understanding the factors that contribute to students’ motivation and persistence is critical to helping educators, administrators, and industry professionals better focus efforts to improve academic outcomes and job placement. This article examines how experiences contribute to a student’s computing identity, which we define by their interest, recognition, sense of belonging, and competence/performance beliefs. In particular, we consider groups underrepresented in these disciplines, women and minoritized racial/ethnic groups (Black/African American and Hispanic/Latinx). To delve into these relationships, a survey of more than 1,600 students in computing fields was conducted at three metropolitan public universities in Florida. Regression was used to elucidate which experiences predict computing identity and how social identification (i.e., as female, Black/African American, and/or Hispanic/Latinx) may interact with these experiences. Our results suggest that several types of experiences positively predict a student’s computing identity, such as mentoring others, having a job, or having friends in computing. Moreover, certain experiences have a different effect on computing identity for female and Hispanic/Latinx students. More specifically, receiving academic advice from teaching assistants was more positive for female students, receiving advice from industry professionals was more negative for Hispanic/Latinx students, and receiving help on classwork from students in their class was more positive for Hispanic/Latinx students. Other experiences, while having the same effect on computing identity across students, were experienced at significantly different rates by females, Black/African American students, and Hispanic/Latinx students. The findings highlight experiential ways in which computing programs can foster computing identity development, particularly for underrepresented and marginalized groups in computing.
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Crisp, Gloria, Erin Doran, Vincent Carales, and Christopher Potts. "Disrupting the Dominant Discourse: Exploring the Mentoring Experiences of Latinx Community College Students." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 057–78. http://dx.doi.org/10.28945/4510.
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Aim/Purpose: The purpose of this study was to better understand the sources of mentoring and ways in which mentors, as forms of social and familial capital, facilitate the development of capital among Latinx community college students Background: A more focused and nuanced understanding of the role of mentors in further developing Latinx students’ capital is needed to guide mentoring programs in designing asset-based programs that recognize and build upon students’ community cultural wealth Methodology: Drawing from Solórzano and Yosso’s (2001) work, we use asset-based, counter-storytelling as a qualitative, methodological approach to reframe the deficit perspective that is embedded in prior literature on Latinx college students. The sample included 11 Latinx community college students who participated in the Robert Noyce Teacher Scholarship Program. Contribution: Results suggest that mentoring programs designed to serve Latinx community college students may be more efficient and may provide more meaningful support by recognizing and building upon the assets and capital provided by students’ networks and communities. Findings: Interviews revealed that participants leveraged community cultural wealth in the form of mentoring networks established prior to and during college, to develop other forms of capital that enabled them to reach their educational goals. Recommendations for Practitioners: The paper provides practical implications for mentoring programs, initiatives that include a mentoring component, as well as more generally for institutional agents who support Latinx students. Recommendation for Researchers: Findings provide a foundation for future research opportunities that could further examine how supportive relationships with institutional agents promote the educational and professional success of Latinx community college students. Future Research: Several suggestions for future research are provided, including qualitative work that explores how students identify and interact with mentors and other institutional agents during college and how they utilize these relationships to navigate the college environment.
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Gutshall, C. Anne. "Student Perceptions of Teachers’ Mindset Beliefs in the Classroom Setting." Journal of Educational and Developmental Psychology 6, no. 2 (September 19, 2016): 135. http://dx.doi.org/10.5539/jedp.v6n2p135.
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<p>Academic Mindset is a collection of 4 beliefs that directly impacts student academic perseverance, academic behaviors and academic performance (Farrington et al., 2012). Research suggests teachers and students hold beliefs about the stability/malleability of ability (Dweck, 2006); however, little is known about the nature of the relationship between student ability beliefs and teacher ability beliefs in classroom settings. The current research explores the nature of Student Mindset beliefs (n=359) (SM), Students’ Perception of Teacher Mindset beliefs (SPTM) and Teacher Mindset (TM) beliefs. Results suggest that Student Mindset (SM) is related to Teacher Mindset (TM) and fully mediated by Student Perception of Teacher Mindset (SPTM). Implications for educators are discussed.</p>
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Kam, Jennifer A., Andy J. Merolla, and Andrew C. High. "Latinx Immigrant Youth’s Indirect and Direct Disclosures About Their Family-Undocumented Experiences, Received Emotional Support, and Depressive Symptoms." Communication Research 47, no. 4 (June 11, 2019): 599–622. http://dx.doi.org/10.1177/0093650219851424.
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Drawing upon sensitive interaction systems theory, this study investigated Latinx immigrant youth’s indirect and direct disclosures about their family-undocumented experiences (i.e., informing others of their own or family’s undocumented experiences, including details surrounding their undocumented situation) to a teacher(s) or a friend(s). Furthermore, this study examined how such disclosures relate to subsequent disclosure and to received emotional support across an academic year. Received emotional support, in turn, was theorized to predict youth’s depressive symptoms. Survey data were collected in the beginning, middle, and end of the 2015-2016 academic year from 410 Latinx family-undocumented students (ninth-12th grades). Latinx students reported more indirect than direct disclosures about their family-undocumented experiences, potentially as a way to seek support. They also reported greater indirect and direct disclosure about their family-undocumented experiences to a friend(s) compared with a teacher(s). Emotional support did not significantly mediate the associations between disclosure and depressive symptoms; however, indirect and direct disclosures to a friend(s) positively related to depressive symptoms within various waves.
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Tunku Mohtar, Tunku Mohani, Charanjit Kaur Swaran Singh, Napisah Kepol, Ahmad Zainuri Loap Ahmad, and Sasigaran Moneyam. "Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners." English Language Teaching 10, no. 9 (August 20, 2017): 208. http://dx.doi.org/10.5539/elt.v10n9p208.
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The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.
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Brownlee, Joanne. "Epistemological Beliefs in Pre-service Teacher Education Students." Higher Education Research & Development 20, no. 3 (November 2001): 281–91. http://dx.doi.org/10.1080/07294360120108377.
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Newcomer, Sarah N. "Investigating the Power of Authentically Caring Student-Teacher Relationships for Latinx Students." Journal of Latinos and Education 17, no. 2 (May 2017): 179–93. http://dx.doi.org/10.1080/15348431.2017.1310104.
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Fergus, Edward. "“Because I’m Light Skin . . . They Think I’m Italian”." Urban Education 52, no. 4 (September 21, 2016): 460–90. http://dx.doi.org/10.1177/0042085916666931.
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Discussions on Latino/a students’ interpretation of the opportunity structure and schooling treat racial/ethnic identification among Latino/as as static, despite skin color variation. This article provides findings from interviews with six Mexican students who discussed teachers identifying them as “White-looking” or “Hispanic/Mexican-looking.” Both groups shared belief in the achievement ideology and understood the opportunity structure as fraught with barriers. However, the “White-looking” students perceived themselves as being able to permeate such barriers meanwhile the “Hispanic/Mexican-looking” students believed such barriers affect their ability to “make it” regardless of their aspirations. This study raises questions regarding theories on academic variability of Latino/a students.
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Patterson, Nikita D., and Karen S. Norwood. "A Case Study of Teacher Beliefs on Students' Beliefs about Multiple Representations." International Journal of Science and Mathematics Education 2, no. 1 (2004): 5–23. http://dx.doi.org/10.1023/b:ijma.0000026490.21148.16.
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Russell, Katharine. "Read Like a Roman: Teaching Students to Read in Latin Word Order." Journal of Classics Teaching 19, no. 37 (2018): 17–29. http://dx.doi.org/10.1017/s205863101800003x.
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For countless students of Latin (myself included), prevailing memories of Latin instruction involve being taught to unpick Latin sentences by racing towards the verb and securing the meaning of the main clause before piecing together the rest. However, this ‘hunt the verb’ approach, where one's eyes are jumping back and forth in search of the resolution of ambiguity, is not necessarily conducive to fluent reading of Latin (Hoyos, 1993). If, as so many textbooks and teachers vouch, we are aiming to unlock Roman authors for all students to read, then we need to furnish them with the skills to be able to read Latin fluently, automatically and with enjoyment, not engender in them a process more akin to puzzle-breaking. I chose to experiment with teaching students to read Latin in order, firstly because, as Markus and Ross (2004) point out, the Romans themselves must necessarily have been able to understand Latin in the order in which it was composed as so much of their sharing of literature happened orally. Indeed, as Kuhner (2016) and others who promote the continuation of spoken Latin have argued, this is still a very real possibility today. And secondly, because it is a skill which I, and others, believe to be teachable (Hansen, 1999; Markus & Ross, 2004; Hoyos, 2006; McCaffrey, 2009). Not only that, but whatever our starting point, Wegenhart (2015) believes that by encouraging these reading skills early, we can encourage our students to be ‘expert’ readers who will be able to enjoy reading Latin long after they have been through their exams.
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Martin-Beltrán, Melinda, Angélica Montoya-Ávila, Andrés A. García, and Nancy Canales. "Do You Want to Tell Your Own Narrative?”: How One Teacher and Her Students Engage in Resistance by Leveraging Community Cultural Wealth." Association of Mexican American Educators Journal 12, no. 3 (December 18, 2018): 97. http://dx.doi.org/10.24974/amae.12.3.408.
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This qualitative case study offers a window into one classroom in which one Latinx English language arts teacher and her newcomer high school students tapped into community cultural wealth (Yosso, 2005) as they engaged in literacy practices to resist oppression, denounce discrimination, and strive for social justice. We draw upon Yosso’s (2005) framework of community cultural wealth (CCW) to understand how teachers can encourage resistance among historically marginalized students within the current racist and xenophobic political climate; and we examine how students respond to the teacher’s invitation to engage and develop their resistant capital through their writing. Data analyzed for this study include student letters, teacher interviews, and fieldnotes from one lesson, which was situated in a year-long ethnographic study. We found that the teacher cultivated resistant capital by tapping into students’ lived experiences to scrutinize oppressive rhetoric and persist in the face of adversity. Students seized the opportunity to resist the dominant anti-immigrant narrative by leveraging their resistant capital through counter-stories, assertions of experiential knowledge, and appeals to a moral imperative. Our study contributes to scholarship on CCW by exploring how CCW is utilized in a previously under-examined context and has implications for educators by offering examples of classroom practices that cultivate CCW and transform deficit discourses that threaten to impede academic success, especially among Latinx students.
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Manzano-Sanchez, Harold, Corliss Outley, Jorge E. Gonzalez, and David Matarrita-Cascante. "The Influence of Self-Efficacy Beliefs in the Academic Performance of Latina/o Students in the United States: A Systematic Literature Review." Hispanic Journal of Behavioral Sciences 40, no. 2 (March 24, 2018): 176–209. http://dx.doi.org/10.1177/0739986318761323.
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This review had three aims: (a) examine the relationship between self-efficacy (SE) and academic performance (AP) in Latina/o students, (b) identify the types of measures of SE and AP that have been used, and (c) identify the differences between global and specific measures of SE in predicting academic performance in Latina/o students. Twenty-seven articles were included in the analysis. Major findings included the following: (a) significant and positive relationship between self-efficacy and academic performance in Latina/o students, at all educational levels, and through different types of measurements of self-efficacy and academic performance; (b) particular performance domains or content, or task-specific variables, were more favorable in the examination of the relationship between self-efficacy and academic performance than global domains; (c) Latina/o is not a homogeneous group; therefore, acculturation process, immigration status, family’ experience on higher education, affective variables, and parents’ and teachers’ support were also factors that significantly correlated with Latina/os’ academic achievement.
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Mulati, Dyah Fitri, Joko Nurkamto, and Nur Arifah Drajati. "THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING." JOALL (Journal of Applied Linguistics & Literature) 5, no. 1 (February 2, 2020): 1–10. http://dx.doi.org/10.33369/joall.v5i1.7644.
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Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.
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Ma, Xiaoxue, Lingling Liu, and Xingyuan Cao. "An Investigation on the Teachers' Beliefs of Postgraduate Students in Master of Education in English." Journal of Educational Research Progress 2, no. 1 (November 22, 2022): 73–90. http://dx.doi.org/10.55375/joerp.2022.1.8.
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The key to a surge of interest in the study of teacher beliefs is the recognition that teachers are active decision-makers who play a central role in classroom activities and whose behavior is guided by teacher beliefs. To comprehensively understand the teacher beliefs of the 26 postgraduate students majoring in the master of education in English and the role of educational internship on the development of pre-service teachers' beliefs, we investigated and compared them with 100 in-service secondary school English teachers who participated in the "National Training Program" of the university. The data collected from the questionnaires were analyzed using the statistical software SPSS21.0. The results found differences between the two groups regarding beliefs about students learning, teaching, classroom management, and thoughts about the teacher-student role. And both groups showed aspects of relatively advanced or lagging development in all four dimensions of teachers' beliefs. At the same time, the pre-service teachers' educational internship positively impacts them to improve and establish correct teaching beliefs and stimulate their innovative teaching and research consciousness.
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Abu Radwan, Adel. "Changes in Prospective Teachers’ Beliefs about Foreign Language Learning in a Teacher Training Program." Journal of Arts and Social Sciences [JASS] 10, no. 2 (March 6, 2020): 37. http://dx.doi.org/10.24200/jass.vol10iss2pp37-48.
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This study examines changes in the beliefs of a group of undergraduate students about learning and teaching English as a foreign language. Learners’ beliefs are thought to shape students’ language learning experience and often guide their future teaching practices. Thus, any mistaken beliefs could negatively affect student learning and teaching experience for decades (Peacock, 2001). While some studies suggest that students’ beliefs are stable, inflexible and resistant to change, others show that students’ beliefs are amenable to change with proper intervention. This study uses a questionnaire to collect data from 212 students in the English Department at Sultan Qaboos University. The results show that learners hold strong beliefs about the role of vocabulary, grammar and practice in learning a foreign language. Moreover, their beliefs did not undergo any significant changes during the duration of the program though slight shifts in their beliefs could be noticed in the final year of their training. The study suggests that special attention should be given to this area to eliminate any detrimental beliefs held by prospective teachers. Early intervention may steer students in the right direction and could equip them with the theoretical and pedagogical beliefs necessary to positively influence their future students.
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Dhakal, Basanta Raj. "Differentiated Reading Instruction: Teacher Beliefs and Strategies." Journal of NELTA 26, no. 1-2 (December 31, 2021): 56–69. http://dx.doi.org/10.3126/nelta.v26i1-2.45195.
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With an increasingly diverse student population in the classroom, it is imperative that teachers feel confident about their ability to teach reading to children who have varied reading proficiency to read. This study has explored in-service teacher beliefs on learner differences in reading instruction in school classrooms that instigated teacher strategies in meeting learner needs. Data were collected from classroom observation and interviews from two experienced teachers. Transcripts and field notes were coded and analyzed thematically. The result indicated that the teachers had high expectations for their students, however, they lacked sufficient skills to differentiate reading instruction to address the needs of students on a regular basis. Classroom instruction was mostly dominated by lecture methods and the materials and activities were limited to textbooks. The teachers saw reading differences as a classroom reality, recognized students reading differences in the classroom, and felt the need to grow every learning potential in reading. Some of the teaching strategies that aligned with differentiated reading instruction were: flexible grouping, library lesson and choice in reading, differentiated support, multisensory presentation of lessons, extension activities for high achieving readers, activating background knowledge and making connection, peer tutoring, exploratory activities, curriculum compacting, ongoing assessment and feedback, differentiated questioning, differentiated assignment, repeated instruction, and using technology.
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Redding, Christopher. "Is Teacher–Student and Student–Principal Racial/Ethnic Matching Related to Elementary School Grade Retention?" AERA Open 8 (January 2022): 233285842110675. http://dx.doi.org/10.1177/23328584211067534.
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This study uses data from the Early Childhood Longitudinal Study, 2010–2011 to better understand the rates of grade retention during elementary school and the factors associated with this grade retention. Using matched student–teacher and student–principal data, I examine the student-, teacher-, and school-level factors associated with a student’s probability of being retained. I then apply within-student comparisons to examine the extent to which students with a teacher or principal of the same race/ethnicity had a lower probability of being retained. No evidence of a relationship is found between student–teacher and student–principal racial/ethnic matching and reduced grade retention for Black, Latinx, or White students.
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du Plessis, André. "STUDENT-TEACHERS’ PEDAGOGICAL BELIEFS: LEARNER-CENTRED OR TEACHER-CENTRED WHEN USING ICT IN THE SCIENCE CLASSROOM?" Journal of Baltic Science Education 15, no. 2 (April 25, 2016): 140–58. http://dx.doi.org/10.33225/jbse/16.15.140.
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This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor teacher. The findings suggest that there appears to be a mismatch between the participants’ espoused beliefs and enacted beliefs when using ICT at this point in time. The participating student-teachers used ICT tools predominately in teacher-centred ways, yet they indicated that they held learner-centred beliefs. At the same time, this does not imply that there were no learner-centred activities during their lessons. The data seems to suggest that their exposure to teacher-centred pedagogy while being learners at school, as well as their tertiary experience could have played a role in how they taught Science. It is therefore important that lecturers model constructivist learner-centred pedagogy to students and provide opportunities for students to plan and model such practice. Key words: habitus, ICT beliefs, learner-centred pedagogy, student-teacher beliefs, teacher-centred pedagogy.
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Brownlee, Joanne, Nola Purdie, and Gillian Boulton-Lewis. "Changing Epistemological Beliefs in Pre-service Teacher Education Students." Teaching in Higher Education 6, no. 2 (April 2001): 247–68. http://dx.doi.org/10.1080/13562510120045221.
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BRISTOL, TRAVIS J., and JOY ESBOLDT. "Curricular Contradictions: Negotiating Between Pursuing National Board Certification and an Urban District’s Direct Instruction Mandate." Harvard Educational Review 90, no. 3 (September 1, 2020): 474–96. http://dx.doi.org/10.17763/1943-5045-90.3.474.
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In this article, Travis J. Bristol and Joy Esboldt examine the supports and constraints teachers at one midsized urban school serving predominately Latinx students encountered during school-based professional development aligned with becoming a National Board Certified Teacher (NBCT). Research has established that Black and Latinx students have less access to NBCTs when compared to White students, yet few studies offer insight into the organizational conditions that influence urban school teachers’ capacity to earn certification. Drawing on two years of ethnographic observations, interviews, and artifact analysis, this study finds that district and school-based factors constrained teachers’ capacity to earn National Board Certification, reporting that participants believed there was a misalignment between the district’s vision for instructional improvement, which focused on Direct Instruction, and the National Board for Professional Teaching Standards.