scholarly journals Behind Successful Refugee Parental Engagement: The Barriers and Challenges

2021 ◽  
Vol 44 (4) ◽  
pp. 907-937
Author(s):  
Rahat Zaidi ◽  
Christine Oliver ◽  
Tom Strong ◽  
Hanan Alwarraq
Keyword(s):  
Teacher Collaboration ◽  
Culturally Responsive ◽  
Development Program ◽  
Parental Engagement ◽  
Community Collaboration ◽  
Urban Centre ◽  
New School ◽  
Refugee Families ◽  
Barriers And Challenges ◽  
Arabic Speaking

This two-year study examined the barriers and challenges encountered by refugee parents as they negotiate their children’s successful transition into a new school system. The researchers sought to determine what can be learned from parent and educator experiences of these obstacles in order to optimize parent–teacher collaboration for refugee families. Contextualized within a LEAD (Literacy, English and Academic Development) program in an urban centre in Western Canada, the study triangulated data from focus groups comprising Syrian and Iraqi Arabic-speaking families, teachers, and settlement workers. The data were qualitatively analyzed by incorporating Epstein’s six types of parental involvement, a culturally responsive model accounting for parental engagement within the context of home-school-community collaboration (Epstein & Sheldon, 2006). From this model, the researchers make recommendations that include province-wide initiatives to support leadership and teacher training, mandated programming to support refugee and immigrant youth, and the establishment and expansion of board and in-school settlement best practices province-wide.

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

Repetita Iuvant? A Repeated Randomized Controlled Trial on the Effectiveness of an At-Scale Teacher Professional Development Program

2021 ◽  
pp. 0193841X2110553
Author(s):  
Giovanni Abbiati ◽  
Gianluca Argentin ◽  
Andrea Caputo ◽  
Aline Pennisi
Keyword(s):  
Professional Development ◽  
Teacher Collaboration ◽  
Program Implementation ◽  
Program Effectiveness ◽  
Controlled Trial ◽  
Development Program ◽  
Professional Development Program ◽  
Small Scale ◽  
Randomized Controlled ◽  
The Impact

Background A recent stream of literature recognizes the impact of good/poor implementation on the effectiveness of programs. However, implementation is often disregarded in randomized controlled trials (RCTs) because they are run on a small scale. Replicated RCTs, although rare, provide a unique opportunity to study the relevance of implementation for program effectiveness. Objectives Evaluating the effectiveness of an at-scale professional development program for lower secondary school math teachers through two repeated RCTs. Research Design The program lasts a full school year and provides innovative methods for teaching math. The evaluation was conducted on two cohorts of teachers in the 2009/10 and 2010/11 school years. The program and RCTs were held at scale. Participating teachers and their classes were followed for 3 years. Impact is estimated by comparing the math scores of treatment and control students. Subjects The evaluation involved 195 teachers and their 3940 students (first cohort) and 146 teachers and their 2858 students (second cohort). Measures The key outcome is students’ math achievement, measured through standardized assessment. Results In the first wave, the program did not impact on students’ achievement, while in the second wave, a positive, persistent, and not insignificant effect was found. After excluding other sources of change, different findings across waves are interpreted in the light of improvements in the program implementation, such as enrollment procedure, teacher collaboration, and integration of innovation in daily teaching. Conclusions Repeated assessment of interventions already at-scale provides the opportunity to better identify and correct sources of weak implementation, potentially improving effectiveness.

Faculty Professional Development for Culturally Responsive Pedagogy in STEM Higher Education

2021 ◽  
pp. 998-1018
Author(s):  
Kelly M. Mack ◽  
Kate Winter ◽  
Claudia M. Rankins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Culturally Responsive ◽  
Information Science ◽  
Culturally Responsive Pedagogy ◽  
Development Program ◽  
Application Process ◽  
Faculty Professional Development ◽  
Implicit Biases ◽  
Responsive Pedagogy

This chapter showcases the purpose, activities, and outcomes of the Teaching to Increase Diversity and Equity in STEM (TIDES) faculty professional development program, which significantly increased both faculty skill level and confidence with implementing culturally responsive pedagogies in the computer/information science disciplines. Starting with the structure of the application process, TIDES intentionally created an effective learning environment where computer and information science faculty could not only learn about culturally relevant teaching practices and the need for them, but also unlearn what they may have absorbed about historical inequities in society and higher education and address their implicit biases about who can and should succeed in STEM. Evaluative data indicate that TIDES exceeded all its target outcomes, so this chapter is shared to support the replication of a proven practice of professional development to foster culturally responsive pedagogy among STEM faculty and, therefore, to support the recruitment and retention of diverse students in STEM.

scholarly journals Workshop Report

2019 ◽  
Vol 125 (9) ◽  
pp. 855-867 ◽  
Author(s):  
Li Pang ◽  
Philip Sager ◽  
Xi Yang ◽  
Hong Shi ◽  
Frederick Sannajust ◽  
...  
Keyword(s):  
Drug Development ◽  
Safety Data ◽  
Development Program ◽  
Initial Step ◽  
White Paper ◽  
Development Stage ◽  
Cardiovascular Safety ◽  
The Us ◽  
Barriers And Challenges ◽  
Structural Injury

Given that cardiovascular safety concerns remain the leading cause of drug attrition at the preclinical drug development stage, the National Center for Toxicological Research of the US Food and Drug Administration hosted a workshop to discuss current gaps and challenges in translating preclinical cardiovascular safety data to humans. This white paper summarizes the topics presented by speakers from academia, industry, and government intended to address the theme of improving cardiotoxicity assessment in drug development. The main conclusion is that to reduce cardiovascular safety liabilities of new therapeutic agents, there is an urgent need to integrate human-relevant platforms/approaches into drug development. Potential regulatory applications of human-derived cardiomyocytes and future directions in employing human-relevant platforms to fill the gaps and overcome barriers and challenges in preclinical cardiovascular safety assessment were discussed. This paper is intended to serve as an initial step in a public-private collaborative development program for human-relevant cardiotoxicity tools, particularly for cardiotoxicities characterized by contractile dysfunction or structural injury.

scholarly journals Understanding the direct involvement of parents in policy development and school activities in a primary school

2017 ◽  
Vol 4 (1) ◽  
pp. 25-33
Author(s):  
Bernie Tobin
Keyword(s):  
Teacher Collaboration ◽  
Policy Development ◽  
Teaching And Learning ◽  
Parental Engagement ◽  
Learning Needs ◽  
School Activities ◽  
Whole School ◽  
Children’S Learning ◽  
Home Values ◽  
Children's Learning

Abstract It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

Culturally Responsive Home/School Partnerships

2018 ◽  
pp. 255-273 ◽  
Author(s):  
Anita D. Rollins ◽  
Constance P. Hargrave ◽  
David E. Romero-Hernandez
Keyword(s):  
Social Capital ◽  
Academic Outcomes ◽  
Culturally Responsive ◽  
Parental Engagement ◽  
Lessons Learned ◽  
Youth Of Color ◽  
School Partnerships ◽  
Innovative Strategies ◽  
The Social ◽  
And Mathematics

To improve academic outcomes for students of color, educators must find new ways to implement change. It is essential that innovative strategies include parental engagement in the arsenal to improve academic outcomes for youth of color. The authors share insights gleaned from an examination of parental engagement, the social capital in families of color, the conditions necessary for social capital exchange, and how to create a climate that encourages G-STEM (growing students in science, technology, engineering, and mathematics) parental capital exchange. Lessons learned from the work of the authors with the parents and parent components of the program and strategies implemented by G-STEM leading to success are shared.

scholarly journals Factors Supporting or Hindering Continuation of a Collaborative Professional Development Program for Communicative Language Teaching

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Anto Arkato Gendole ◽  
Fer Coenders ◽  
Joke Voogt ◽  
Jules Pieters
Keyword(s):  
Professional Development ◽  
Teacher Collaboration ◽  
English Language ◽  
Language Teaching ◽  
Development Program ◽  
Communicative Language Teaching ◽  
Professional Development Program ◽  
Cross Sectional ◽  
Program Termination ◽  
Collaborative Professional Development

In this study, the continued use of core elements of a collaborative professional development program (CPDP) for communicative language teaching (CLT) after program termination is reported. A cross-sectional design using quantitative and qualitative data collection was applied. Teachers, facilitators and management perceived CPDP relevant and teachers appreciated the program elements. Teachers who participated in the development and implementation sessions of CPDP tended to apply CPDP elements better than teachers who merely used CPDP elements. Teacher collaboration was limited. Facilitators and management offered little support for teachers after the termination of the CPDP. The study recommended embedding CPDP in the English language department system as an in-service professional development program. 

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