Developing Agency for Advocacy: Collaborative Inquiry-Focused School-Change Projects as Transformative Learning for Practicing Teachers

Brooks, Kathryn; Adams, Susan R.

doi:10.1080/1547688x.2015.1087758

Cited by 12 publications

(3 citation statements)

References 8 publications

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“…An example of a professional development program that supported content area teachers' instruction of ELs is Project Alianza in Indiana, which included a powerful element of requiring participants to design and implement a school change project focusing on ELs. It thus promoted EL advocacy in a practical, tangible way (Brooks & Adams, 2015). In the end, "Project Alianza's school change projects empowered participants to embrace new roles as advocates and teacher leaders for improved instruction and meaningful inclusion of ELLs" (Brooks & Adams, 2015, p. 21).…”

Section: In-service Teachersmentioning

confidence: 99%

“…In the end, "Project Alianza's school change projects empowered participants to embrace new roles as advocates and teacher leaders for improved instruction and meaningful inclusion of ELLs" (Brooks & Adams, 2015, p. 21). The project provided the outside impetus to compel them to engage in these school change initiatives (Brooks & Adams, 2015).…”

Section: In-service Teachersmentioning

confidence: 99%

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English Learner Teacher Advocates: A Systematic Literature Review

Norman¹,

Eslami²

2022

TESL-EJ

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In this systematic literature review, we synthesize and critically analyze information from publications between 2010 and 2020 that answer the following overarching research question: What does being (or not being) advocates for English learner (EL) students look like for EL teachers? Findings indicate that EL teachers’ backgrounds and characteristics, such as gender, race, intercultural experience, and experience teaching, affect their propensity to advocate and the types of advocacy in which they engage. Additionally, we examine ways teachers advocate for their students inside and outside the classroom/school, such as changing how they instruct their EL students, and speaking up for them at district or states’ departments of education meetings. We also explore and describe conditions that support (supportive administration, prioritizing ELs in the master school calendar, collaboration with general education teachers, for example) and hinder (unsupportive administration, marginalization of ELs and EL teachers, lack of collaboration with general education teachers, for instance) advocacy for ELs by EL teachers. Recommendations for pre- and in-service teacher education programs are offered, and potential areas for future research are also discussed.

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Section: In-service Teachersmentioning

confidence: 99%

Section: In-service Teachersmentioning

confidence: 99%

English Learner Teacher Advocates: A Systematic Literature Review

Norman¹,

Eslami²

2022

TESL-EJ

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“…Preservice teachers who completed coursework related to teaching ELLs expressed favorable attitudes toward heritage language maintenance (Markos, 2012), toward using L1 in instruction (Hutchinson, 2013), toward the inclusion of ELLs in mainstream classrooms (Clark-Goff & Eslami, 2016;Hutchinson, 2013), and toward their ability to teach ELLs (Clark-Goff & Eslami, 2016;Jimenez-Silva & Olson, 2012;Turgut, Adibelli Sahin, & Huerta, 2016). Inservice teachers also expressed more positive attitudes after participating in professional development related to teaching ELLs (Andrei, Ellerbe, & Cherner, 2015;Brooks & Adams, 2015;Hansen-Thomas, Grosso Richins, Kakkar, & Okeyo, 2016;2012;Tran, 2014).…”

Section: Variables Related To Teachers' Beliefs About Ellsmentioning

confidence: 99%

Teacher Beliefs About English Language Learners: A Critical Review of the Literature

Golden¹

2019

Proceedings of the 2019 AERA Annual Meeting

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The number of English language learners (ELLs) in U.S. schools has increased dramatically over the past two decades. As a result, general education teachers are finding ELLs in their classrooms with increasing frequency. Given the fact that teachers' perceptions and judgments of students' ability to learn are filtered through their beliefs, it is imperative for educational researchers to examine teachers' beliefs about ELLs. This critical review of empirical literature on general education teachers' beliefs about ELLs sought to synthesize what is known about the nature of these beliefs and suggest ways to address teacher beliefs in teacher preparation.

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Promoting teachers' advocacy and agency for equity in STEM education through research and reflection

Holincheck,

Galanti,

Butler

2024

J Res Sci Teach

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Systemic equity challenges in K‐12 STEM education place students from minoritized groups on an uneven footing, restricting access and opportunity for the diverse students who make up the majority population in US public schools. Teachers play a key role in advocating for equity and justice in STEM education. In positioning themselves as agents of change, they have the power to impact their classrooms, schools, and communities. Using a collaborative coding process informed by dominant and critical framings of equity in STEM education, we analyzed equity research presentations and final written reflections from a graduate course for practicing teachers (n = 23) focused on STEM integration. Teacher participants demonstrated one of four advocacy orientations: (a) equity in classroom teaching, (b) STEM education, (c) equity in STEM education, or (d) neither equity nor STEM. Our analysis of teachers' final course reflections led us to develop a rubric using principles of grammar to evaluate the levels of agency evident in teachers' statements. Most teachers were at least minimally agentic for STEM, but fewer teachers were agentic for equity. Only four of 23 teachers were highly agentic for equity in STEM education. We identify a need for more purposeful scaffolding in professional learning to build teacher advocacy and agency for equity in STEM education. Future research should explore the high‐leverage practices in STEM teacher education that foster advocacy and agency.

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Developing Agency for Advocacy: Collaborative Inquiry-Focused School-Change Projects as Transformative Learning for Practicing Teachers

Cited by 12 publications

References 8 publications

English Learner Teacher Advocates: A Systematic Literature Review

English Learner Teacher Advocates: A Systematic Literature Review

Teacher Beliefs About English Language Learners: A Critical Review of the Literature

Promoting teachers' advocacy and agency for equity in STEM education through research and reflection

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