Dissertations / Theses on the topic 'Teaching community'

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.

Learner-Centered (LC) teaching focuses on shifting the role of an instructor from a provider of information to a facilitator of learning. Several Missouri community colleges have declared themselves LC institutions through use of the term in their mission statements and/or strategic goals. Although a metric for demonstrating this commitment, in the form of a rubric created by Dr. Blumberg (2009) existed, it was not in common use at the time this study was conducted. Additionally, a void existed on how the traits of LC instructors differed, if at all, from the traits of more traditional instructors. This quantitative, causal-comparative study attempted to address these two issues. The survey instrument used in this study was designed to rate the use of LC teaching methods by faculty using, with permission, Dr. Blumberg's rubrics. The survey also allowed the researcher to look for significant differences between faculty members' use of LC teaching methods and his or her training in pedagogy, teaching experience, and academic discipline. Analysis of results indicated respondents rated themselves at a high level of transitioning toward LC teaching methods. Respondents who reported receiving training in pedagogy from professional development (PD) provided outside their employer and faculty in the field of Oral and Written Communication were associated with significantly more LC teaching methods. Respondents who reported receiving their training in pedagogy from employer-provided PD were associated with significantly less LC teaching methods. Notably, no significant difference in the use of LC teaching methods was found among respondents with differing years of teaching experience. These findings imply changes to PD strategies, curriculum, and hiring policies may be the most effective should an institution wish to increase the use of LC practices by its faculty.

Along with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports inclusive in the community. Although successes have occurred regarding physical inclusion, skill building and social inclusion have not fared as well for those with more significant disabilities. This study evaluated a 5-week intensive, behavioral, specialized training and skill-building program for transition-age youth and emerging adults with more significant intellectual disabilities in a community college setting that utilized Applied Behavior Analysis (ABA) and Positive Behavior Support (PBS) strategies. Eighteen persons with significant IDs participated in the study in a mixed methodology research design. Through voluntary sampling, eight participants received the intervention first, in Group 1, and ten participants received the intervention second, in Group 2, through a quantitative switching replications design. Results were analyzed with a sequential explanatory approach for mixed methodology research. The results demonstrated a statistically significant increase when participants were in the intervention group, as compared to acting as the control group, on the Verbal Behavior Milestones Assessment and Program Plan (VB-MAPP), which measures social and communication skills. A similar pattern was trending towards significance on the Assessment of Functional Living Skills (AFLS). No statistically significant difference occurred on the Adaptive Behavior Assessment System (ABAS-3). Subscales on the San Martin Scale (SMS) for Quality of Life demonstrated statistically significant interaction effects for five of six subscales, when individuals were in the intervention group, but the treatment gains did not maintain after the intervention ended. The multiple-probe across-behaviors design demonstrated that participants were able to gain one to three skills while in the intervention, but, again, little carry-over effect was found on skills in baseline until the skill teaching was implemented. Further analysis demonstrated high satisfaction on the part of caregivers. Qualitative focus groups demonstrated a significant dichotomy between Theme 1, Fitting into a System, which did not meet individual needs, and Theme 3, Learning is Meaningful, which described successes and skill increases from the intervention as seen by caregivers. Results provided evidence that a short-term behavioral intervention can be effective in increasing skills, demonstrating satisfaction, and improving quality of life, combining a focus on behavior with one deriving from the disability rights movement.

This qualitative collective case study explored the experiences of faculty members in the social and behavioral sciences and SLO coordinators at community colleges in California as they engaged in student learning outcomes assessment (SLOA). Semi-structured interviews with eight faculty members and five student learning outcomes coordinators revealed common goals among the participants to use education to inform social change. Engaged student learning outcomes assessment practitioners shared characteristics with Rogers' (2003) early adopters. Participation in SLOA led to an invigoration of the teaching experience. Strategically-integrated dialogue among students in the classroom, faculty within departments, and across divisions within the institutions facilitated institutional change. Engagement in SLOA led to changes in teaching practice that align with research findings on best practices in higher education and participants perceived themselves to be better teachers as a result. However, participants were reluctant to claim responsibility for student learning or to identify improvements in student learning as a result of SLOA. Still, they were willing to consider the potential of SLOA as a tool to close achievement gaps. Recommendations focus on policy, leadership, and institutional strategies for increasing faculty engagement in SLOA.

Hip-hop is a powerful vehicle for student expression. Many young people today see hip-hop music as an outlet for expression and many of the adults, be they teachers, parents, or law enforcement, are often dismissive of the expression. Schools focused on meeting mandates handed down from departments of education and other political bodies are more interested in competing for scores and they often fail to listen to the people that our society marginalizes most. Educators need to learn to listen to what students have to say through their behavior, their dress, their music and their art, especially music. Unfortunately, the elements that characterize hip hop culture, specifically, graffiti, music, dress and poetry are often intimidating for adults and make them uncomfortable. This seems to be especially true in schools where hip hop is viewed as counter-productive to the goals of education. Like other styles of art however, hip hop serves as a vehicle for “expressing a range of feelings” that teenagers might otherwise suppress or channel into negative behavior. Allowing students the opportunity to use writing to communicate something meaningful and really paying attention to what they write has to be a primary responsibility of teachers.

This participant observation research project looks at the ways in which the participants in an extra-curricular hip hop music production club contribute to the teaching and learning that take place within a community of practice. Using the four dimensions of critical literacy (Lewison, Leland, & Harste, 2008) the data shows how participants in the program moved from the questioning the hip hop music presented in mainstream culture to creating their music that promotes social justice.