Leanne M. Evans, Crystasany R. Turner, Kelly R. Allen
{"title":"“Good Teachers” with “Good Intentions”: Misappropriations of Culturally Responsive Pedagogy","authors":"Leanne M. Evans, Crystasany R. Turner, Kelly R. Allen","doi":"10.51830/JULTR.3","DOIUrl":"https://doi.org/10.51830/JULTR.3","url":null,"abstract":"This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments. They include culturally responsive practices as a smokescreen of good intentions, culture as a hook to gain students’ attention, and culturally responsive pedagogy as a tool of assimilation. As teacher educators, we see a need to critically examine pedagogical approaches to specifically identify the perpetuation of historical inaccuracies, harmful stereotypes, and masks of good intentions. Three premises are proposed that reflect a commitment to defining and identifying culturally responsive teacher education practices.","PeriodicalId":190841,"journal":{"name":"Journal of Urban Learning, Teaching, and Research","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127435996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"College and Career Readiness Opportunities for Latinx English Learners in Urban High Schools","authors":"Corinne Martinez, C. Mendoza","doi":"10.51830/JULTR.2","DOIUrl":"https://doi.org/10.51830/JULTR.2","url":null,"abstract":"Through interviews and focus groups with 21 high school seniors, this research examines the experiences of Latinx English learners in college and career academies in urban districts across California. In California, the college and career readiness landscape is varied and complex. However, many stakeholders see the Linked Learning approach as leading the reform effort in preparing students for a full range of post-secondary options. Using opportunity to learning theory (OTL) within a social capital framework, we sought to understand the college and career readiness experiences of Latinx English learner students. The results indicated that students expressed a clear desire to attend college and pursue a career. Additional findings reveal that students benefited from the Linked Learning experience in ways that contributed to their self-confidence, increased responsibility, and important 21st century skills that could be used beyond the classroom. However, despite having accumulated social capital, students articulated existing challenges that they must navigate as they pursue their post-secondary opportunities, including attending college and entering the workforce. The recommendations include a multi-pronged approach to addressing the college and career readiness of Latinx English learner students.","PeriodicalId":190841,"journal":{"name":"Journal of Urban Learning, Teaching, and Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121414011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities.","authors":"Liana Gonzalez","doi":"10.25148/ETD.FI10041610","DOIUrl":"https://doi.org/10.25148/ETD.FI10041610","url":null,"abstract":"This study investigated the impact of a range of variables as predictors of graduation potential for students with Specific Learning Disabilities (SLD) or Emotional Behavioral Disorders (EBD) within a large urban school district. These factors included the following characteristics and elements: (a) primary exceptionality, (b) gender, (c) race/ethnicity, (d) grade, (e) current enrollment, (f) academic history, (g) behavioral history, (h) Florida Comprehensive Assessment Test (FCAT) performance, and (i) educational setting. Results indicated that a successful academic history was the only significant predictor of graduation potential when statistically controlling for all other variables. While at marginal significance, results also yielded that students with SLD or EBD in inclusive settings experienced better academic results and behavioral outcomes than those in self-contained settings.","PeriodicalId":190841,"journal":{"name":"Journal of Urban Learning, Teaching, and Research","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130185459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}