Handbook of Research on Teachers of Color and Indigenous Teachers PDF Download
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Author: Conra D. Gist
Publisher: American Educational Research Association
ISBN: 093530293X
Category : Education
Languages : en
Pages : 1167
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Book Description
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
Author: Conra D. Gist
Publisher: American Educational Research Association
ISBN: 093530293X
Category : Education
Languages : en
Pages : 1167
Get Book Here
Book Description
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
Author: Julie A. Luft
Publisher: Routledge
ISBN: 1000568016
Category : Education
Languages : en
Pages : 663
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Book Description
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
Author: Ashley N. Woodson
Publisher: Taylor & Francis
ISBN: 1003832865
Category : Social Science
Languages : en
Pages : 236
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Book Description
This book reflects the diversity and possibility of critical research in education, with an emphasis on the examination of the intersections of social identities for men teachers of color, and the relationship between social identity and struggles for political and professional agency. The authors address race and race inequality in education and provide a strong theoretical foundation for filling the empirical gap on men teachers of color by engaging in questions such as: How do critical considerations of the intersection of race, gender, and profession inform the future of teacher education? What does it mean to be ‘men’ or ‘of color’ in the context of the teaching profession in the U.S. and abroad? What are the aims of ethnoracial diversity in the field of education? The research included in this edited volume explores topics including, but not limited to, men teachers of color and their perceived pathways to the profession; their perceptions of and partnerships with colleagues of other genders; their sexual and gendered identities and performances; and how they embrace, reject, or negotiate the expectations of performing as a role model in classrooms. Moreover, the chapters provide explicit implications for teachers, teacher educators, university, and PK-12 administrators, education activists, and/or education policymakers. In sum, this volume charts a new landscape in education research for all men teachers of color. The chapters in this book were originally published as a special issue of the journal Race Ethnicity and Education.
Author: Zugelder, Bryan S.
Publisher: IGI Global
ISBN: 166843850X
Category : Education
Languages : en
Pages : 666
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Book Description
In light of recent sociological events and the COVID-19 pandemic, education has undergone an incredible change in both policy and delivery. As a result, many educators have sought different career paths. It is essential to maintain a concentrated effort to retain educators; however, recruiting teachers into the profession is only one area of focus; there must be intentional support for teacher development along the educator continuum in order to sustain the profession through institutional struggles. The Handbook of Research on the Educator Continuum and Development of Teachers expands on the body of research related to the educator continuum with a holistic view of teacher development. This book combines theory, concepts, and research studies that pinpoint facets of the educator continuum, providing researchers with scholarly contributions that advance the profession. Covering topics such as instructional coaching, special educator career development, and teacher retention, this major reference work is a valuable resource for educational faculty and administration, teacher colleges, educators of K-12 and higher education, pre-service teachers, government officials, teacher education administrators, libraries, researchers, and academicians.
Author: Golnaz Arastoopour Irgens
Publisher: Springer Nature
ISBN: 3031470141
Category :
Languages : en
Pages : 515
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Book Description
Author: David Philoxene
Publisher: Teachers College Press
ISBN: 0807782637
Category : Education
Languages : en
Pages : 241
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Book Description
Increasingly, faculty with intersectional perspectives are challenging many aspects of higher education and urging a radical reimagination of the institution itself. This volume explores the successful strategies and contradictions of working within, against, and beyond a university with the goal of creating a humanizing educational experience for students and faculty alike. Providing a glimpse of what is possible, chapter authors describe their efforts to build alternative core curriculums, research apprenticeships, community partnerships, ways of interacting with one another, and models of leadership. They reimagine academic milestones and processes like hiring, tenure and promotion, faculty support, research, funding, publishing, collaboration, and more. Each essay details the institutional structures and supports that were effective at improving academic work in teaching and research contexts. Crafting Homeplace in the Academic Borderlands is a much-needed examination of what it means to create a homeplace in academia where humanization is practiced as the foundation for a new way to teach, learn, know, and be in relationships. Book Features: Demonstrates what scholar practitioners can accomplish when working together to collectivize their practice in the academy.Shares stories of scholar practitioners working across P–20 formal and informal educational and youth development spaces to humanize praxis in community work, research, teaching, activism, and leadership.Unearths contradictions and tensions that manifest among institutional demands, community needs, and the crisis around us.Provides a case study of transforming one diverse, higher education institution to support faculty with diverse cultures and identities. Contributors: Belinda Arriaga-Hernandez, Monisha Bajaj, Zenón Barrón, Jane Bleasdale, Patrick Camangian, Melissa Canlas, Seenae Chong, Daniela Dominguez, David Donahue, Johanna Estrella, Emma Hayde Fuentes (editor), Bianca Haro, Rosa M. Jimenez, Cecelia Jordan, Susan Katz, Shabnam Koirala-Azad, Danfeng Soto-Vigil Koon (editor), Jean Pierre Ndagijimana, Genevieve Negron-Gonzales, Eghosa Obaizamomwan-Hamilton, Margo Okazawa-Rey, David Philoxene (editor), Farima Pour-Khorshid, Patricia (Pati) Ramirez, Ruchi Rangnath, Patricia Rojas-Zambrano
Author: Monisha Bajaj
Publisher: Teachers College Press
ISBN: 0807781088
Category : Education
Languages : en
Pages : 176
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Book Description
This important book offers strategies, models, and concrete ideas for better serving newcomer immigrant and refugee youth in U.S. schools, with a focus on grades 6–12. The authors present 20 strategies grouped under three categories: (1) classroom and instructional design, (2) school design, and (3) extracurricular, community, and alumni partnerships. Each chapter provides research-based information, classroom examples, tips for implementing each strategy, and additional resources. Readers will find engaging profiles of schools, students, and alumni interspersed throughout the book, offering both varied perspectives and practical advice. Humanizing Education for Immigrant and Refugee Youth will assist today’s educators, school leaders, policymakers, and scholars interested in the holistic success and well-being of immigrant and refugee students. Book Features: Practical strategies for educators and school leaders are rooted in empirical research and classroom narratives from across the United States.Multiple, real-life examples are used to illustrate each strategy.Each chapter concludes with a brief summary and recommended resources.School and student profiles demonstrate what the strategies look like in practice, as well as their benefits for students.Diverse perspectives are presented by researchers, classroom teachers, school leaders, and newcomer students.
Author: Laura W. Perna
Publisher: American Educational Research Association
ISBN: 0935302905
Category : Education
Languages : en
Pages : 359
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Book Description
Also known as free tuition and free college programs, college promise programs are an emerging approach for increasing higher education attainment of people in particular places. To maximize the effectiveness of their efforts and investments, program leaders and policymakers need research-based evidence to inform program design, implementation, and evaluation. With the goal of addressing this knowledge need, this volume presents a collection of research studies that examine several categories and variations of college promise programs. These theoretically grounded empirical investigations use varied data sources and analytic techniques to examine the effects of college promise programs that have different design features and operate in different places. Individually and collectively, the results of these studies have implications for the design and implementation of promise programs if these programs are to create meaningful improvements in attainment for people from underserved groups. The authors efforts also provide a useful foundation for the next generation of college promise research.
Author: Kristin N. Rainville
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 512
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Book Description
This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives focused on diversity, equity, and belonging in higher education. Contributing authors provide a framework for faculty learning communities and how these communities can offer faculty a place and space to explore antiracist and social justice-oriented teaching. show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the past and future of faculty learning communities focused on diversity and equity.
Author: Hank Gutierrez
Publisher: Rowman & Littlefield
ISBN: 1475872933
Category : Education
Languages : en
Pages : 225
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Book Description
Given the academic perils facing our Black and historically oppressed students of color in the United States, the need to bridge the gap between classroom-based culturally relevant practices and culturally responsive leadership has never been greater. How is this done? Answering that question is the goal of this book. Explicit tactics are shared for university and site level leaders in mobilizing the heavy lifting in creating a transformational base – supporting teachers’ enactment of culturally responsive pedagogy. With first-hand testimonies and frameworks from research, this book allows practitioners to regain an understanding of culturally relevant practices, as well as the overlay of culturally responsive transformational leadership (Khalifa, 2016; Northouse, 2019), creating an equitable school climate where Black and historically oppressed students thrive academically.
