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Academic literature on the topic 'Teaching community'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Teaching community"

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Hunt, Andrea N., Christine A. Mair, and Maxine P. Atkinson. "Teaching Community Networks." Teaching Sociology 40, no. 3 (April 25, 2012): 198–214. http://dx.doi.org/10.1177/0092055x12441714.

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Wehbi, Samantha, Shaun Ali, and Brynn Enros. "Teaching Community Organizing." Journal of Community Practice 13, no. 2 (October 11, 2005): 93–106. http://dx.doi.org/10.1300/j125v13n02_07.

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Reader, George G. "TEACHING COMMUNITY MEDICINE." Annals of the New York Academy of Sciences 128, no. 2 (December 16, 2006): 582–88. http://dx.doi.org/10.1111/j.1749-6632.1965.tb11670.x.

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MacDonald, Ian. "The Teaching Community: Recreating university teaching." Teaching in Higher Education 6, no. 2 (April 2001): 153–67. http://dx.doi.org/10.1080/13562510120045168.

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Moxley, David P., Ann Rosegrant Alvarez, Lorraine M. Gutierrez, and Alice K. Johnson Butterfield. "Teaching Community Practice, Educating Community Practitioners." Journal of Community Practice 13, no. 1 (June 14, 2005): 1–7. http://dx.doi.org/10.1300/j125v13n01_01.

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Fynn, Angelo, Martin Terre Blanche, Eduard Fourie, and Johan Kruger. "Teaching Community Psychology as Community Engagement." Journal of Psychology in Africa 22, no. 4 (January 2012): 573–75. http://dx.doi.org/10.1080/14330237.2012.10820570.

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George, Marius T. "Teaching Hand Washing Techniques in a Community Using Innovative Teaching-Learning Methods." Asian Pacific Journal of Health Sciences 3, no. 3 (July 2016): 167–72. http://dx.doi.org/10.21276/apjhs.2016.3.3.25.

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Young, Lynn. "Teaching for the community." Primary Health Care 1, no. 7 (July 1991): 8. http://dx.doi.org/10.7748/phc.1.7.8.s14.

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De Wolfe, Elizabeth A. "Teaching Consensus and Community." Teaching Anthropology: Society for Anthropology in Community Colleges Notes 6, no. 2 (September 1999): 11–13. http://dx.doi.org/10.1525/tea.1999.6.2.11.

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Baker, Nancy J., and Christopher J. Reif. "Community Context for Teaching." Journal of Aggression, Maltreatment & Trauma 1, no. 2 (January 9, 1998): 33–53. http://dx.doi.org/10.1300/j146v01n02_03.

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Dissertations / Theses on the topic "Teaching community"

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Oesch, Gary Robert. "Teaching Excellence: Perceptions of Community College Students." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001299.

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Robertson, Prudence Jane. "Research and teaching in a community of inquiry." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2937.

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The interweaving of two strands of inquiry forms the backbone of this thesis. In the first strand (the 'what' of the thesis) I explore the qualitatively different ways in which academic staff at the University of Canterbury, New Zealand experience the relation between research and teaching and investigate the pedagogical implications of this variation. In the second strand (the 'how' of the thesis) I focus on the process of coming to know and to talk within the field of higher education. Here I chart my journey as a learner through the writing of the thesis. The two strands are linked through their mutual focus on learning, inquiry and the social construction of knowledge in which both academics and students in higher education engage. Theoretically I position myself variously within a hermeneutic and postmodern framework, using the tension between these perspectives to both advance and interrogate my work. I argue that this methodological tension mirrors the dilemma of the contemporary university, caught as it is between traditional unities and postmodern fragmentation. Ultimately I argue a case for a productive space at the intersection of the hermeneutic and the postmodern - a space where the university and educational research might flourish. I locate my empirical study within a historical and contemporary, international and local higher education context. In doing so I highlight the contemporary tension between a traditional, scholarly, higher education culture and a market driven, performative culture. This tension is evident both in the paradoxical nature of recent research and in the results of my empirical study. In terms of empirical work, previous quantitative research in the area of the research/teaching 'nexus' has focused primarily on the co-relation between research productivity and student evaluations of teaching and indicates little or no relation between the two. In contrast qualitative studies, which have focused on academics' experiences of the relation, suggest a close connection between research and teaching with discipline and level of teaching being the principal determinants of variation. I argue that the complexity of research, teaching and the research/teaching relation has been ignored in institutional discourses and in the co-relational research and under-appreciated in qualitative studies. In order to reveal this complexity I explore the individual's experience as a coherent whole or multi-phenomenal field, which embraces knowledge, research, teaching and learning and their inter-relation. My analysis reveals significant variation in experience of the research/teaching relation at undergraduate level from a weak relation to a total integration of the two phenomena. I open up the discourse of the relation at a detailed level through an exploration of the metaphors academics use to describe their experiences of research, teaching, learning and knowledge and of the research/teaching relation. Those academics experiencing a weak relation use orientational metaphors which emphasise its hierarchical nature (research is divorced from or at best informs teaching). Those experiencing an integrated relation use metaphors emphasising the shared (teacher and student) construction of knowledge. These outcomes raise important questions about structures of knowledge and the nature of disciplinary inquiry, about networks of power and about the nature of the pedagogical relationship which determines students' participation in a community of inquiry. There is a direct relation between academics' experiences of knowledge (which are embedded in a disciplinary context) and their approaches to research, teaching and learning. These experiences may also be instrumental in shaping pedagogical relations of power. In conclusion I advocate a higher education community based on the notion of shared (academic/student) inquiry within disciplines and increasingly, at disciplinary intersections. My study suggests that, to survive in the twenty-first century, the university needs to harness its fragmentation productively by seeking not agreement but robust interdisciplinary dialogue that might enable us to live beside and understand one other while benefiting from our heterogeneity. I argue that such dialogue must enable us to use the perspective of the other to reflect critically on our own positions and practices.
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Cameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.

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Samhaber, Carol Ann. "Canadian Community College Faculty and Teaching and Learning Professional Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1394.

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Many colleges have faced the challenge of engaging faculty in teaching and learning professional development. The purpose of this project study was to investigate why full-time school of business faculty at a small community college in Canada do not complete college course design and student assessment training. Faculty members are urged to complete these trainings in order to implement their courses to successfully prepare students to graduate from college and launch professional careers. The research questions in this study focused on faculty perceptions regarding factors that have prevented their completion of this college's course design and student assessment professional development. The conceptual framework for this study was the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation developed by Keller. A bounded case study design using purposeful sampling was adopted and 12 faculty members from the department agreed to participate in the study. Data collection included interviews that were coded and analyzed for common themes. The key findings suggested that faculty would be interested in having input in mandated professional development so that sessions were more closely aligned with their learning needs and performance plans. The project, a white paper, included recommendations based on findings that may be used by the college to establish a faculty professional development policy that is connected to performance and refine the faculty professional development offerings to accommodate faculty learning needs. Student graduates of the college might benefit from this research as faculty, through professional development, become better able to address the knowledge and skills they require to be positioned to contribute effectively to their communities and the Canadian economy.
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Clinnin, Kaitlin M. "Moving from "Community as Teaching" to "Community as Learning": A New Framework for Community in Higher Education and Writing Studies." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491222371780264.

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Scales, Renay Ford. "Ethics of Teaching: Beliefs and Behaviors of Community College Faculty." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3212/.

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This study examines the ethical beliefs and behaviors of full-time community college faculty. Respondents report to what degree they practice sixty-two behaviors as teachers and whether they believe the behaviors to be ethical. Survey participants engaged in few of the behaviors, and only reported two actions as ethical: (1) accepting inexpensive gifts from students and (2) teaching values or ethics. The participants reported diverse responses to questions about behavior of a sexual nature, but most agreed that sexual relationships with students or colleagues at the same, higher or lower rank were unethical. Additional findings relate to the presence of diversity among the faculty, using school resources to publish textbooks and external publications, selling goods to students, and an expansive list of other behaviors. Findings of this study are compared to results from earlier studies that utilized the same or similar survey instrument with teaching faculty. The study has implications for organizational policy and procedure, for faculty training and development, the teaching of ethics or values in the classroom and for future research.
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Carreon, Orlando. "Effective Teaching of Chican/Latin Students| A Community Responsive Approach." Thesis, University of California, Davis, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934196.

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The search for effective teaching methods of Chican@/Latin@ students reached a new level of complexity when it was found that Chican@/Latin@ students who participated in the Mexican American/Raza Studies program (MARSD) in Tucson, Arizona were outperforming their White counterparts in academic achievement measures (Cabrera, Milem, Jaquette, & Marx, 2014). Rather than praise the MAS program and direct educational researchers to learn and replicate the effective teaching strategies of the program, powerful educational stakeholders sent lawyers and passed legislation HB 2281 which created the legal rationale to terminate the program (Cabrera et al., 2014). This raises the question: How serious are we as a society, including the field of Education, about closing achievement gaps and learning about effective teaching strategies of Chican@/Latin@ students? History may have the answer.

We know that the field of Education has historically failed Chican@/Latin@ students and other working class students of color in general (Duncan-Andrade, 2005b; Ladson-Billings, 1998; Noguera, Hurtado, & Fergus, 2013). Research in education of Chican@/Latin@/Chicano studies has extensive data illustrating school failure in the form of “drop out” or “push out” rates, low graduation rates, and low performance on academic achievement measures, for Chicano/a students (Luna & Revilla, 2013; Yosso, 2006). When you add that in places like California, Chican@/Latin@ students represent more than 53% of students enrolled in public schools, understanding how to effectively teach the largest demographic population becomes an ethical concern (California Department of Education, 2013-2014).

This study examines effective teaching of Chican@/Latin@ students in Hope Valley (pseudonym). I use survey instruments to ask Chican@/Latin@ college students from Hope Valley Community College to identify the most effective teachers in their K-12 experience. This form of community nomination is unique in the educational research in that it honors the pedagogical knowledge of young adults, rather than the conventional sources of knowledge (e.g., teachers, parents, scholars, and other educational researchers). The results of the survey lead me inside the classroom of these community nominated teachers, where I use ethnographic methods to learn about their efficacy as identified by their former students. This study asserts that a strengths-based community responsive approach to understanding effective teaching of Chican@/Latin@ students increases local capacity for community members and educational stakeholders to build on the unique pedagogical strengths of their own community.

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Hurt, Joy F. "Community College Instructors' Perceptions of Online Teaching and Learning: A Study of a Rural Community College." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1417.

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Jedele, Randall Eugene. "Teaching and learning in community a phenomenological study of community college faculty pedagogy and learning communities /." [Ames, Iowa : Iowa State University], 2007.

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Aguilar, Darla Jean. "Calculator Use In Developmental Mathematics in a Community College." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194530.

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The purpose of this study was to examine instructor and student usage of calculators in basic mathematics and prealgebra courses at a community college. Researcher-created surveys were given to 54 instructors and 198 students. The results showed instructors were fairly evenly divided about policies regarding the use of calculators. The major reason for not allowing calculators was that students needed to develop basic skills, and the major reason for allowing calculators was to concentrate on learning concepts. Students used calculators mainly for computation and seldom reported instructors using calculators in class for any other reason. Students were more likely to see calculators as learning tools than were teachers, who saw calculators mainly as computation machines. The results also indicated that instructors were confused about department calculator policies, and students were confused about classroom calculator use policies.
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Books on the topic "Teaching community"

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Hiatt-Michael, Diana B. Teaching, curriculum, and community involvement. Charlotte, NC: Information Age Pub., 2008.

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Close, Daniel W. Community Living Assessment & Teaching System. Eugene, OR: University of Oregon, 1992.

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Teaching, curriculum, and community involvement. Charlotte, NC: Information Age Pub., 2008.

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O'Banion, Terry. Teaching & learning in the community college. Washington: Community College Press, 1994.

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Bryant-Serrano, Maria I. Teaching sociology in the community college. Washington, D.C: American Sociological Association, 1995.

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Anderson, Phoebe M. Teaching preschoolers in the Christian community. Cleveland, Ohio: United Church Press, 1994.

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Cardoza, Clayson Zoe, and Blumberg Phyllis 1951-, eds. Real stories: Teaching cases in community health. San Francisco, CA: San Francisco State University, 2002.

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Opportunities and constraints of community language teaching. Clevedon, Avon [England]: Multilingual Matters, 1992.

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1949-, Allen Ronald J., ed. The vital church: Teaching, worship, community service. St. Louis, Mo: Chalice Press, 1998.

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Peacebuilding in community colleges: A teaching resource. Washington, DC: United States Institute of Peace Press, 2013.

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Book chapters on the topic "Teaching community"

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Holmes, Barbara, and Richard Bryant. "Fieldwork Teaching in Community Work." In Community Work, 151–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003190844-10.

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McKoy, Constance L., and Vicki R. Lind. "Community." In Culturally Responsive Teaching in Music Education, 137–54. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003208136-10.

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Oakes, Jeannie, Martin Lipton, Lauren Anderson, and Jamy Stillman. "The Community." In Teaching to Change the World, 395–426. Fifth edition, revised and updated. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351263443-14.

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Roberts, Roda P. "Community interpreting." In Teaching Translation and Interpreting 4, 157–75. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/btl.42.20rob.

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Norman, Mark, Jesse Sonoda, and Perri van Rossem. "Teaching Yoga to Incarcerated Populations." In Community Sport Coaching, 181–94. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003159063-11.

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Lazarus, Sandy. "Learning and Teaching in Academic and Community Contexts." In Community Psychology, 91–117. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99939-5_5.

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Knight, Jennie S. "Community-Engaged Education." In Engaged Teaching in Theology and Religion, 151–64. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137445650_11.

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Miller, Josephine L. "Community-based learning and teaching." In Community-based Traditional Music in Scotland, 135–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429281495-7.

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Reisner, Barbara A., Hilary J. Eppley, Margret J. Geselbracht, Elizabeth R. Jamieson, Adam R. Johnson, Sheila R. Smith, Joanne L. Stewart, Lori A. Watson, and B. Scott Williams. "Building an Online Teaching Community." In ACS Symposium Series, 309–30. Washington, DC: American Chemical Society, 2010. http://dx.doi.org/10.1021/bk-2010-1060.ch016.

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Kravetz, Katharine. "Case Studies in Community." In Teaching and Learning About Communities, 57–83. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56109-1_5.

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Conference papers on the topic "Teaching community"

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Criss, Shannon, and Nils Gore. "Igniting Community Through Engaged Teaching." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335071.

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Much of what we consider to be traditional teaching practices has been formed within the limits of a classroom setting, buried within a disciplinary focus. Yet our students face great societal, economic, and environmental challenges. We must ask what are we educating our students for? Do traditional models prepare our undergraduate and graduate students for a dynamic and changing world? Service-learning gets students involved in thinking in the context of real-world issues about how to address pressing community needs in partnership with community organizations. In this paper, community-engaged teaching and service-learning will be illuminated by highlighting four diverse pedagogical approaches. This paper will provide new considerations for how to integrate or advance service-learning through courses: (1) learn by designing and making; (2) learn by cross-disciplinary engagement; (3) learn by engaging in other fields and cultures; and (4) learn by serving in the pipeline.
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Gloor, Peter, Maria Paasivaara, Casper Lassenius, Detlef Schoder, Kai Fischbach, and Christine Miller. "Teaching a global project course." In Proceeding of the 2011 community building workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1984665.1984666.

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Stroulia, Eleni, Ken Bauer, Michelle Craig, Karen Reid, and Greg Wilson. "Teaching distributed software engineering with ucosp." In Proceeding of the 2011 community building workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1984665.1984670.

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Grino, Paulina. "Indigenous Science Teaching: Community as Resource." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444057.

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Nordio, Martin, Carlo Ghezzi, Bertrand Meyer, Elisabetta Di Nitto, Giordano Tamburrelli, Julian Tschannen, Nazareno Aguirre, and Vidya Kulkarni. "Teaching software engineering using globally distributed projects." In Proceeding of the 2011 community building workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1984665.1984673.

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Lin, Lin, and Yuzhu Han. "Application of Learning Community in Paper Teaching." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.392.

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Keenan, Ed, and Adam Steele. "Developing a pedagogical infrastructure for teaching globally distributed software development." In Proceeding of the 2011 community building workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1984665.1984667.

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Azulay, Shimon, and Irit Wolfgor. "Technology-Based Pedagogical Community of Meaning (COME):Theory, Practice, and Empirical Findings." In World Conference on Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldcte.2019.09.561.

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"Synergistic Teaching Model Based on Community of Inquiry." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.003.

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Purchase, Helen, Wendy Anderson, Susan Deeley, Colin Reilly, and Michelle Welsh. "SHARING BEST TEACHING PRACTICE: REFLECTION, COMMUNITY AND REPOSITORY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0519.

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Reports on the topic "Teaching community"

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Gonsler, Kara. Outcomes of a One-week Teaching Training in Community-based Ecological Research. Portland State University, June 2010. http://dx.doi.org/10.15760/mem.21.

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Abdellatif, Nasser, and Andrew Akinmoladun. Upgrading the Teaching Laboratory of the Physics and Technology Department of the Bronx Community College. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada388760.

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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Stanley, Louise, and Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, July 2022. http://dx.doi.org/10.20933/100001258.

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We expect performance at the highest standard for everything we do. This must be supported by an excellent culture where contributions from everyone in our community are valued and recognised: academics with responsibilities in research, learning and teaching, and professional support. For staff and their work to flourish, everyone needs to feel part of a creative, open, equitable, and inclusive environment where we actively help and support each other to succeed and reach our full potential. A positive culture in our school is the foundation for our high­ performance community. It sustains our ambitious goals to train and educate the future generation of scientists and perform world-leading research with a positive impact on the world. We expect everyone in our community to work to the highest standard of integrity, not only in how we conduct our teaching and research, but also how we work together, treat each other and how we interact with other stakeholders. This document outlines our strategy for culture in the School.
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Nietschke, Yung. Australian Strategic Partnerships in Remote Education. Australian Council for Educational Research, October 2021. http://dx.doi.org/10.37517/978-1-74286-649-9.

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This report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade's Partnerships for Recovery: Australia's COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in government, tertiary institutions, community organisations and teachers.
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Balyk, Nadiia, Yaroslav Vasylenko, Vasyl Oleksiuk, and Galina Shmyger. Designing of Virtual Cloud Labs for the Learning Cisco CyberSecurity Operations Course. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3177.

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The article is devoted to the study of the problem of the cybersecurity basics teaching. The training of the ICT-specialties students using the course “CCNA Cyber Operations” of the network academy Cisco is considered. At present, many universities have similar academies, while others can open them. On the basis of free software platforms Apache CloudStack and EVE-NG Community authors designed and implemented a virtual cloud laboratory. It operates according to the “IaaS” model. Thanks to the technology of embedded virtualization, the work of many virtual machines, storing of their status, traffic analysis and visualization of network topologies are maintained. The article describes the experience of teaching students of the specialty “Pedagogical education. ICT” in the course “CCNA Cyber Operations” with the use of virtual cloud laboratories. The authors have been conducted a survey of students who studied at the course. Its purpose was to determine how much they satisfied were with the course. Statistical processing of the results was performed on the basis of the Rasch model using the software MiniSteps.
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Hunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley, and Camille Thomas. FSU Libraries Office of Digital Research & Scholarship Annual Report: 2020-2021. Florida State University Libraries, July 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.

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The Office of Digital Research and Scholarship partners with members of the scholarly community at FSU and beyond to engage with and act on innovative ideas in teaching, research, and creative activity. We privilege marginalized voices and unique contributions to scholarly discourse. We support interdisciplinary inquiry in our shared pursuit of research excellence. We work with scholars to explore and implement new modes of scholarship that emphasize broad impact and access.Our dream is to create an environment where our diverse scholarly community is rewarded for engaging in innovative modes of research and scholarship. We envision a system of research communication that is rooted in open, academy-owned infrastructure, that privileges marginalized voices, and that values all levels and aspects of intellectual labor. In addition to the accomplishments related to our core work areas outlined in this report, we also developed an Anti-Racist Action Plan in 2020 and continue to work on enacting and periodically revising and updating the goals outlined therein.
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Cookson, Jr., Peter W., and Linda Darling-Hammond. Building school communities for students living in deep poverty. Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/121.698.

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The purpose of this report is to make what is “invisible” visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments where students living in deep poverty are supported and successful. The report begins by documenting the human cost of deep poverty and how past policy decisions have contributed to the persistence of deep poverty. Based on this background, the report focuses on three promising strategies for meeting the learning and social-emotional needs of all children, including those living in deep poverty: (1) begin with funding adequacy and equity, (2) develop community schools and partnerships, and (3) develop a whole child teaching and learning culture.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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