Browsing by Subject "Critical pedagogy"

Now showing 1 - 3 of 3
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    Co-Investigation and Co-Education in ‘Family as Faculty’ Approaches: A Repositioning of Power
    (Taylor & Francis, 2021) Santamaría Graff, Cristina
    Family as Faculty (FAF) approaches originate from family-centered healthcare models and have been adapted in special education teacher education programs to positively influence and impact pre-service special education teachers’ dispositional understandings of working and collaborating with parents/families. However, the majority of research centered on these approaches fails to address issues of equity, specifically uneven power relationships between teachers and families. This paper expands upon FAF approaches by integrating conceptual framings linked directly to critical pedagogy, such as co-investigation and co-education, as integral components in addressing power relations between future special education teachers and multiply marginalized families of children with disabilities. Deliberate repositioning of parents/families as co-investigators/co-educators within research and teacher education programs targets uneven power dynamics to further assist future teachers in critical self-reflection of their own power and privilege in relation to the students and families with whom they will work.
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    The Relationship of Teacher Use of Critical Sociocultural Practices with Student Achievement
    (Institute for Critical Education Studies, 2013-04-15) Teemant, Annela; Hausman, Charles S.
    This exploratory study examined whether teacher use of critical sociocultural practices improved student performance on a criterion-referenced English/Language Arts exam or the LAS Links assessments of English language proficiency for English Language Learners. Fifteen urban elementary teachers participated in a year of professional development, which used an instructional coaching model to increase teacher use of critical sociocultural practices. Using a new scale called Critical Stance, observers measured the degree of fidelity teachers exhibited in using critical practices. Teachers’ Critical Stance post-intervention and growth scores were significantly and positively correlated with increased student performance on the English/Language Arts exam as well as on five LAS Links assessments. Both native and non-native English speakers benefited from increased teacher use of Critical Stance. Teacher use of Critical Stance was also a stronger predictor of ELLs’ gains in English proficiency than teacher use of higher order thinking.
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    Tailoring STEM Instruction for Diverse Learners: What Matters Most?
    (2012-10) Teemant, Annela
    This presentation focused on defining a three-tiered transformative approach to differentiating instruction for diverse learners, which includes changing the organization of classrooms, improving the quality of learning activities, and creating a culture of recognition that respects all learners. Using supporting evidence from instructional coaching studies, this paper identifies challenges facing STEM teachers at each tier of differentiation. While coached elementary and secondary teachers make significant gains in implementing this approach to differentiation, STEM teachers, in particular, make significantly less growth and less consistent growth. Implications for increasing STEM teachers’ knowledge and skills for differentiating instruction for diverse learners are addressed.