Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across participants: 1) intentional integration of global topics and multiple perspectives into and across the standard curriculum; 2) ongoing authentic engagement with global issues; and 3) connecting teachers’ global experiences, students’ global experiences, and the curriculum. These signature pedagogies provide visions of possibility for concrete practices teachers can adapt to infuse global citizenship education into their own contexts and for policies that school districts and teacher education programs can consider in preparing and supporting teachers in this work.
Given the pervasive nature of child abuse and neglect, multilevel public health approaches are necessary. Implementation science can help in understanding the most effective ways to build infrastructure and support delivery of such approaches. In this theoretical paper, we describe the implementation of the Positive Parenting Program (Triple P), an evidence-based population-level parenting program in South Carolina. While implementation science has informed how to move population-level efforts to scale, we discuss challenges that persist in practice, such as when there is a need for multiple stakeholders to understand, support, and apply implementation best practices in a systematic and consistent way. To address this challenge, we introduce the role of a Community Capacity Coach, who lives in the local community and works towards the implementation of Triple P. The Coach is responsible for bridging gaps between the local community and statewide support systems. We detail the ways in which the Coach's role aligns with key intermediary functions, and how the Coach is embedded within the larger Triple P statewide support system. We then discuss the assessment of the Coach's impact; and conclude with future directions and next steps for this role within Triple P South Carolina. K E Y W O R D S capacity building, child abuse and neglect, evaluation, evidence-based programs, implementation science, population health, prevention | 1143Yet challenges remain in the application of implementation science in practice, particularly given the vast number of models and strategies available in the literature. Triple P South Carolina begins to address this through the use of a simplified theory of change model to help community leaders and other partners understand the key elements and activities that need to be developed to ensure strong implementation. Moreover, through an innovative Community Capacity Coaching model, Triple P South Carolina aims to tackle two key issues: translation and communication across multiple state system levels and the typically slow pace of developing community system capacities for programs scale-up.Community Capacity Coaching is an innovative approach within implementation science to improve population health efforts. Community Capacity Coaches address current gaps by understanding implementation science literature, applying models and strategies to multiple state system levels, and ensuring resources are devoted to building implementation infrastructure. Community Capacity Coaching is currently being used within populationlevel efforts in South Carolina to prevent child abuse and neglect. Evaluation efforts will capture coaching activities and outcomes over 3 years using data from two Community Capacity Coaches. Future research and evaluation are needed not only to capture the full benefits of community capacity coaching but also to identify additional innovations within implementation science to support public health approaches to prevent child abuse and neglect and other social issues. ORCID Mel...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.