Storying youth lives: centering equity in teaching and teacher education

Kinloch, Valerie; Burkhard, Tanja; Graham, DaVonna

doi:10.1080/09518398.2019.1678779

Cited by 13 publications

(10 citation statements)

References 14 publications

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“…While both Kinloch et al (2020) and Desai (2017) examined BCEEs in school, Muhammad (2012) presented a case study of Iris, a 16-year-old Black adolescent girl, as she participated in a 5-week writing institute, Sister Authors , during which “girls were encouraged to write openly and without apology” (Muhammad, 2012, p. 204). Iris described how her “multiple identities” emerged in her writing, but were not affirmed in traditional school settings:My African American identity is recognized because it has to be in order to be politically correct, but the depth is not there.…”

Section: Resultsmentioning

confidence: 99%

Black Brilliance and Creative Problem Solving in Fugitive Spaces: Advancing the BlackCreate Framework Through a Systematic Review

Mims

Rubenstein

Thomas

2022

Review of Research in Education

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Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students’ brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Black creative educational experiences (BCEEs) create fugitive spaces for creative expression and education. Within these spaces, both societal oppression and community assets are explicitly discussed as a part of the creative process, providing students methods for adaptive coping and for addressing systemic inequities. Given these findings, we advocate for consistent funding and support for fugitive spaces to promote Black students’ creativity.

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Section: Resultsmentioning

confidence: 99%

Black Brilliance and Creative Problem Solving in Fugitive Spaces: Advancing the BlackCreate Framework Through a Systematic Review

Mims

Rubenstein

Thomas

2022

Review of Research in Education

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“…Kunci keberhasilan peserta didik dalam pembelajaran daring bersumber dari proses pembelajaran yang dilakukan dan kualitas peserta didik berasal dari kualitas guru. Artinya, guru harus beradaptasi dan mengadopsi strategi pembelajaran agar sesuai dengan era perubahan sosial (Tondeur et al, 2019;Kinloch et al, 2020;Supardi et al, 2021). Adaptasi guru terhadap pembelajaran abad 21 yang dilakukan secara daring merupakan sebuah keniscayaan agar mereka tidak ketinggalan arah.…”

Section: Pembelajaran Daringunclassified

Views of Junior High School Teachers Toward Online Learning

Juhji

Sutarman²,

Raharjo³

2021

Idaarah

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Views of Junior High School Toward Online LearningThis study aims to explore the views of junior high school teachers on online learning. The survey method is used to gather the views of junior high school teachers in Serang Regency. Seventy-nine teachers who had taught at the junior high school level, consisting of 37 male teachers and 42 female teachers were asked questions via Google Form. The results showed the use of Whatsapp Group is more dominant than other online media because its use is more familiar and accessible to students. In general, teacher's views on online learning are moderate, although there are some items that indicate a high category. Further discussions regarding online learning are presented at the end and some of the advantages of online learning are discussed in depth.

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“…The key success of students had the source of learning competency, quality of students come from quality of teachers. That is, teacher should adapt and adopt teaching strategies to fit with the era of social change (Tondeur et al, 2019;Kinloch et al, 2020). The real-life situation of students cannot be separated from the truth of integration, but educational system and existentialists make students far from the purposes of changing world.…”

Section: Introductionmentioning

confidence: 99%

STREAM Education Curriculum for Primary Thai Language Teachers and School Implementation

Prommaboon

Boongthong

Nuangchalerm

2022

JEI

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This research employed mixed method for development curriculum for primary Thai language teachers according to STREAM education. The participants were 17 volunteering primary Thai language teachers for curriculum development and 110 primary students from 6 primary schools for curriculum implementation. The findings revealed that teachers were well-versed in the STREAM education curriculum, and that instructional management was at a high level. Thai teachers were capable of developing a STREAM-based integrated curriculum and learning management system. Students can improve their reading, writing, and analytical thinking skills as a result of the implementation. The result is fruitful for teachers and students in self-development, learning skill, and learning competency by employing integrated approach. Indeed, STREAM education should be more continuously improved and invite to school curriculum and instructional practices based on different contexts.

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Storying youth lives: centering equity in teaching and teacher education

Cited by 13 publications

References 14 publications

Black Brilliance and Creative Problem Solving in Fugitive Spaces: Advancing the BlackCreate Framework Through a Systematic Review

Black Brilliance and Creative Problem Solving in Fugitive Spaces: Advancing the BlackCreate Framework Through a Systematic Review

Views of Junior High School Teachers Toward Online Learning

STREAM Education Curriculum for Primary Thai Language Teachers and School Implementation

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