Increasing Family Involvement and Cultural Understanding through a University-School Partnership

Pohan, Cathy A.; Adams, Carol M.

doi:10.1080/01626620.2007.10463438

Cited by 13 publications

(20 citation statements)

References 5 publications

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“…While the educators did face structural challenges during the course of the partnership and despite the observation that there remained clear tensions between the authentic vs. standardised approaches to writing instruction in the schools, as highlighted earlier, the successes that were indeed observed with literacy seem to align with previous research, pointing to the usefulness of awareness for developing cultural understanding, enhancing relationships and instruction, differentiating instruction, impacting instruction, and providing diverse populations of students with equitable learning opportunities (e.g. Pedersen, ; Schoorman & Camarillo, ; Klug & Hall, ; Pohan & Adams, ; Jones, ; Rodriguez & Lamm, ; Tucker, ; Pallotta, ). The evidence that awareness was reflected within the context of the RPP suggests that more research is needed to determine if and how structural elements of an RPP can facilitate (or disrupt) awareness and influence literacy educators’ responses to CLDs’ literacy practices.…”

Section: Resultsmentioning

confidence: 63%

“…In these settings, teachers' development and use of such awareness have been shown to influence instruction and provide diverse populations of students with equitable learning opportunities (Klug & Hall, ). Moreover, teachers' years of experience with content‐based language teaching, as well as schools' internal learning communities, have proven useful for maintaining a school campus which not only supports diverse learners but also values students' differences in ways that guide instruction (Klug & Hall, ; Pohan & Adams, ; Jones, ). In turn, classroom teachers involved in such experiences have developed the capacity to differentiate instruction as they took on various learning styles and focused on positive student learning outcomes through their awareness of the students' various cultures (Pohan & Adams, ).…”

Section: Awareness Of Language and Culturementioning

confidence: 99%

“…Moreover, teachers' years of experience with content‐based language teaching, as well as schools' internal learning communities, have proven useful for maintaining a school campus which not only supports diverse learners but also values students' differences in ways that guide instruction (Klug & Hall, ; Pohan & Adams, ; Jones, ). In turn, classroom teachers involved in such experiences have developed the capacity to differentiate instruction as they took on various learning styles and focused on positive student learning outcomes through their awareness of the students' various cultures (Pohan & Adams, ). Teachers also stand to further develop awareness of and an ability to support CLDs' cultures—cultural competence—that positively impacts their learning (Allen, ).…”

Section: Awareness Of Language and Culturementioning

confidence: 99%

“…Classroom teachers in the 21st century enter the educational profession with a greater awareness of students’ cultural and linguistic differences, due to their experience(s) within school‐university partnerships (Pohan & Adams, ). Cooperation, teamwork, and collaboration around relationships between schools and universities have long been known to allow for a bridging of the gap between theory and practice (Gay, ).…”

Section: Awareness Of Language and Culturementioning

confidence: 99%

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Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

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Teacher-educators who are aware of differences that present themselves in diverse student populations must increasingly work to help teachers to connect with students in ways that allow them to improve literacy outcomes. Despite its potential for helping to address the needs of diverse students, awareness of culture and language often tends to be touted primarily as an expectation for teachers who work in K-12 schools and classrooms. It is less visible as a requirement for teacher-educators, despite the ever-increasing need for them to have the skills and expertise to guide teachers who work with culturally and linguistically diverse students (CLDs) in underperforming schools. This study was therefore developed to show the ways in which teacher-educators demonstrated awareness of language and culture while supporting the instructional literacy practices of in-service teachers and the literacy learning of CLDs. More specifically, the purpose of this study was to identify the elements of critical multilingual and critical multicultural awareness displayed by three literacy educators, who were supporting students' writing practices in diverse K-12 literacy classrooms within a research-practice partnership, over a period of one academic year. Findings show that the educators reflected awareness in their support for CLDs' literacies as they experienced transitions, confronted deficit views, capitalised on verbal, visual and written scaffolds with students and teachers, and fostered authenticity. The study presents implications for literacy educators who wish to reflect awareness when responding to CLDs' literacies in schools.John, a middle-school English language arts (ELA) teacher for five years, was recently asked to transfer to a 'turnaround' campus to support the diverse literacy needs of this student population, using the balanced literacy model. As John quickly realised, the demographics of the campus were quite different from his previous experiences. Challenged by the new setting, John's principal offered the support of a literacy teacher-educator from a nearby university with whom her school had previously worked. While John felt eager to learn, he also wondered whether the educator would have sufficient 'hands-on' experience with the culturally and linguistically diverse students (CLDs) 1 in his setting to be able to help him implement balanced literacy for this diverse student population.Teacher-educators who are aware of differences presenting themselves in diverse student populations must increasingly work to help teachers connect with students in ways that allow them to improve literacy outcomes (Haddix, 2017;Risko et al.,

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Section: Resultsmentioning

confidence: 63%

Section: Awareness Of Language and Culturementioning

confidence: 99%

Section: Awareness Of Language and Culturementioning

confidence: 99%

Section: Awareness Of Language and Culturementioning

confidence: 99%

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Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

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“…Most of the people who come to the clinic work but still can't find a way to make ends meet. (Ginn, 1996, p. 34) Other preservice teachers came to the simple but important realization that parents want their children to be successful in school (Pohan & Adams, 2007;Theilheimer, 2001). With some school districts seeking out professional development targeted at working with families who come from "cultures of poverty," it is not surprising that new educators may rely on deficit model thinking (Bomer, Dworin, May, & Semingson, 2008).…”

Section: Teaching Education 127mentioning

confidence: 94%

Educating preservice teachers for family, school, and community engagement

Evans

2013

Teaching Education

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Effective family, school, and community partnerships enhance the academic, social, and emotional development of children. As a result, colleges, schools, and departments of education are increasingly addressing the topic. Unfortunately, teachers continue to report that the most significant challenge encountered when entering the profession is the establishment of relationships with families and communities. This article reviews existing literature on the outcomes of efforts to prepare educators who are capable of successfully engaging a broad range of families and communities. Based on a comprehensive literature review, the findings reveal a narrow sample of empirically based research; however, these studies offer insights regarding pedagogical approaches that increase teachers' confidence and self-awareness, improve educators' knowledge of diverse families, and enhance teachers' ability to use knowledge about families and communities to improve instruction. This review examines efforts in higher education to address family engagement and the impact of various pedagogical approaches on preservice teachers. It concludes with recommendations for research in the field based on identified knowledge gaps.

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Benefits and limitations of partnerships amongst families, schools and universities: A systematic literature review

Mu,

Gordon,

et al. 2023

International Journal of Educational Research

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Increasing Family Involvement and Cultural Understanding through a University-School Partnership

Cited by 13 publications

References 5 publications

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Educating preservice teachers for family, school, and community engagement

Benefits and limitations of partnerships amongst families, schools and universities: A systematic literature review

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