Teacher Influences in the Racialization of Disabilities

Tefera, Adai; Thorius, Kathleen King; Artiles, Alfredo J.

doi:10.4324/9780203094280.ch14

Cited by 8 publications

(12 citation statements)

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“…This study reinforces the idea that social context matters in reform situations (Noguera, 2014), as school restructuring has the potential to recreate inequities when educators' beliefs and biases of students are ignored. Based on Carter's (CUNY School of Law, 2012) argument about the salience of White supremacy in U.S. education, additional studies are needed to examine how educators can strategically support students who are experiencing school environments that define intelligence and learning disabilities by race and social class (King, Akua, & Russell, 2014;O'Connor, Mueller, & Neal, 2014;Tefera, Thorius, & Artiles, 2014). Educators need to be concerned about the mental health of students in situations where low expectations and White superiority are primary elements of the school culture (Solórzano, Ceja, & Yosso, 2000;Tate et al, 2014).…”

Section: Implication For Urban Educationmentioning

confidence: 99%

“…Because student achievement cannot be discussed in separation from societal factors that contribute to classroom learning (Morrell & Noguera, 2011), there is a pressing need for school leaders to develop deeper understanding of the urban context, and to ensure that reform is implemented to meet the social, emotional, and academic needs of students. The field of educational leadership needs to further engage with intervening factors such as negative expectations that often result in the disproportional impact of schooling across social categories (Lomotey & Lowery, 2014;Tefera et al, 2014).…”

Section: Implication For Urban Educationmentioning

confidence: 99%

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Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance

Liou

Rotheram-Fuller

2016

Urban Education

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Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school’s pursuits of equity.

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Section: Implication For Urban Educationmentioning

confidence: 99%

Section: Implication For Urban Educationmentioning

confidence: 99%

Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance

Liou

Rotheram-Fuller

2016

Urban Education

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“…Across special education student populations, learners with autism spectrum disorder (ASD) are described as one of the most challenging groups for teachers (White, Smith, Smith, & Stodden, 2012). A critical factor impacting students’ educational outcomes is teachers’ skills and abilities when intervening across students (Tefera, Thorius, & Artiles, 2014). However, understanding the nature of teacher influence is challenging, because teaching effectiveness is related to numerous variables that reciprocally impact one another.…”

mentioning

confidence: 99%

Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation

Love

Findley

Ruble

et al. 2019

Focus Autism Other Dev Disabl

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Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers ( N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy.

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“…No studies of novice special educators investigated how novices negotiated the intersection between disability and cultural and linguistic diversity. This is a complex and challenging issue (Tefera, Thorius, & Artiles, 2014), and further research is needed to understand how novice special educators make sense of it. Methodologically, only one study of novice general educators relied on quantitative methods (Hopkins & Spillane, 2015), and more quantitative research is needed to determine whether the experiences and relationships identified in the reviewed studies are common among novices in high-poverty schools.…”

Section: Implications For Future Researchmentioning

confidence: 99%

Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review

Bettini

Park

2017

Urban Education

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Retaining teachers in high-poverty schools is essential for ensuring students who live in poverty have equitable educational opportunities. Understanding novices’ experiences can help school leaders improve novices’ retention in high-poverty schools throughout their careers. This integrative review of studies investigates novices’ experiences teaching in high-poverty schools. We identified common themes in extant studies, as well as several important areas of research that are, to date, under-studied; most notably, more research is needed to explore differences in novices’ experiences of their working conditions in high- versus low-poverty schools, and the implications of those differences for teacher development and retention.

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Teacher Influences in the Racialization of Disabilities

Cited by 8 publications

References 0 publications

Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance

Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance

Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation

Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review

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