Improving student learning and development requires a constant exploration of practical collaboration methods with families and educational service providers. Using Bronfenbrenner’s socio-ecological systems theory can help stakeholders understand how internal and external factors affect a student’s overall performance and raise families’ and educational service providers’ awareness of their roles. The application of this theory encourages stakeholders to extend the existing dual capacity framework between families and schools to the quadruple partnership that further involves communities and universities. When families and educators become more aware of the complexities of the factors and make intentional efforts, they are more likely to create an effective partnership for facilitating student learning and development. Our article utilizes Bronfenbrenner’s theory to address the quadruple partnership of families, schools, communities, and universities. This article summarizes Bronfenbrenner’s theory and discusses how the idea can be applied to quadruple partnerships to improve the collaboration among stakeholders. Implications for practitioners and researchers are further discussed.
The history of literacy research is like a series of slow, undulating waves. Just as a wave reaches its crest, it wanes and another overtakes it. The ebb and flow of literacy scholarship follows a similar pattern. In this entry we focus on the topical shifts in literacy research during the last 140 years by using the language arts as our analytic frame (i.e., reading, writing, speaking, listening, viewing, and visually representing; National Council of Teachers of English [NCTE] and International Reading Association [IRA], 1996).
Guided by Shulman’s (1987) concept of pedagogical content knowledge (PCK), this study investigates pre-service and new Chinese language teachers’ instructional contexts, their PCK, and their challenges in teaching Chinese to students with disabilities in public K-12 schools in two Midwestern states in the United States. Both quantitative and qualitative data were collected from a survey. The study finds that Chinese language teachers are teaching in very complicated and difficult contexts for students with disabilities, and they are facing tremendous challenges, which may have contributed to their lack of PCK and seriously undermined their confidence and instruction as well. Therefore, more assistance and support are needed for public K-12 Chinese teachers in the U.S. inclusive classroom to promote more sustained development of Chinese education. Since there has been little research on this aspect of K-12 Chinese education in the United States, this study may help prompt more discussion on the topic in our field.
Teachers who work with students with emotional and behavioral disorders (EBD) play a vital role in public education, but they often experience a wide range of challenges when working with this group of students. To improve the quality of instruction for students with EBD, teachers not only need to equip themselves with a repertoire of up-to-date evidence-based practices, but also know the limitations of these practices. Through a systematic review of empirical studies published in peer-reviewed journals between 2006 and early 2018, this study reviews and discusses practical teaching and research implications on serving and supporting students with EBD in public education.
Purpose: Our study aims to create a framework grounded in Daisaku Ikeda’s philosophy of education for educators and researchers to implement and evaluate human education in the classroom. Research Methodology: We first synthesized the eighteen chapters by scholars involved in Ikeda studies, published in the book entitled: Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context to discover the main themes in Ikeda’s human education. Based on these themes, we selected six children’s stories developed by Ikeda to design lessons. We then conducted surveys with ten K-12 teachers across disciplines and school districts to explore their perspectives toward humanity and their feedback on our lesson design. Results: Our finding indicates that creating hope and joy in education is inseparable from human revolution, value creation, happiness, the greater self, global citizens, as well as life and death. In addition, the participant’s responses to the survey questions help educators and researchers understand what K-12 teachers look for in order to implement lessons on humanity more efficiently and effectively. Limitations: By no means would we consider our lesson design exemplary or applicable in all different contexts. Instead, we consider these lessons a starting point to continue exploring a better way to teach humanity in school. Contribution: Seeing examples of lesson plans on humanity and learning from K-12 teachers’ perspectives provide an aspect for educators and researchers to use, extend, or expand the present study to bring hope and joy to students in their local contexts.
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