Theory Into Practice最新文献

{"title":"Teaching homeplace: How Teachers can Cultivate Black joy through culturally responsive practices in the classroom","authors":"Tamara K. Lawson","doi":"10.1080/00405841.2023.2287662","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287662","url":null,"abstract":"Cultivating Black joy is critical, given censorship placed in schools, on Black bodies, and in the curriculum. This article conceptualizes how the dimensions of culturally responsive teaching pract...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affirming Black Joy & Homeplace: A Call to Action for Practitioner Preparation Programs","authors":"Benjamin S. Kearl, Renae D. Mayes, Riley Drake","doi":"10.1080/00405841.2023.2287676","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287676","url":null,"abstract":"Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the liv...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Black Girl Magic is everything:” Recommendations for cultivating supportive spaces for Black girls","authors":"Lauren Mims, Marketa Burnett, Raquel Martin, Seanna Leath, Brooke Harris-Thomas","doi":"10.1080/00405841.2023.2287721","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287721","url":null,"abstract":"Published in Theory Into Practice (Just accepted, 2023)","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affinity groups to build homeplace and cultural humility practices of white school counselors","authors":"E. C. M. Mason, Daniel Dosal-Terminel, Hannah Carter, Sarah York Streitmatter","doi":"10.1080/00405841.2023.2287648","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287648","url":null,"abstract":"Every school counselor must be fully prepared to build homeplace (hooks, 1990) and Black Joy (Love, 2019) in K-12 education. For white school counselors, this requires an ongoing personal and profe...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond single-identity spaces of Black mattering: Homeplaces for Black LGBTQ+ identities in K-12 schools","authors":"Shamari Reid","doi":"10.1080/00405841.2023.2287661","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287661","url":null,"abstract":"Many scholars have documented the critical importance of youth having access to spaces of joy and homeplaces in which they learn to matter. Research has shown that Black LGBTQ+ youth often struggle...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Closing STEM opportunity gaps through critical approaches to teaching and learning for Black youth","authors":"Liane I. Hypolite, Kirk D. Rogers","doi":"10.1080/00405841.2023.2278972","DOIUrl":"https://doi.org/10.1080/00405841.2023.2278972","url":null,"abstract":"ABSTRACTThis article builds upon prior work by suggesting how public, K-12 education systems across the United States can address longstanding opportunity gaps in STEM education. More specifically, we bring together the work of critical perspectives in education, STEM pathway research, as well as best practices from teaching and learning scholarship. We suggest that through critical, interconnected, and aligned approaches to pedagogy, curricula, and instruction, educators can effectively advance the holistic success of Black youth. We begin by summarizing some of the systemic barriers to STEM pathways for Black students. We then highlight how extant studies have pointed to 3 essential teaching and learning strategies that empower Black youth toward academic, social, and civic engagement. We suggest that through: (1) culturally responsive, relevant, and sustaining pedagogies, (2) problem- and project-based, participatory curricula, and (3) a commitment to civic action and civic engagement, we can reduce and one day remove STEM opportunity gaps. When this collection of practices is offered to students in holistic ways through in and out-of-school opportunities, studies have shown the positive impact that these teaching and learning approaches can have on Black students’ experiences, engagement, and academic success outcomes throughout the K-12 pathway.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coaching Wellness, health, and success: Leveraging the Potential of Black male coaches to Promote Positive Outcomes for Black K-12 students","authors":"Isaac Woods, Jarrett Murphy, Lauryn Miller, Zarria Tolbert, Larraine Graham, Trimaine Sligh","doi":"10.1080/00405841.2023.2273571","DOIUrl":"https://doi.org/10.1080/00405841.2023.2273571","url":null,"abstract":"ABSTRACTWhile there are low percentages of Black males as educators, psychologists, pediatricians, and psychiatrists, Black students are more likely to have a Black male athletic coach. Previous research on the role of Black male coaches has demonstrated that there are several positive outcomes (i.e. academics, social skills, and reducing misbehaviors to deter criminalization) when the racial identity of Black students is matched with a Black coach. Black male coaches are an understudied cultural asset to the Black community. Therefore, this article explores how Black male coaches can be used to accelerate the closure of the opportunity gap by promoting community wellness, health, and academic success for Black youth. The recommendations for policymakers, educators, and school mental health professionals were written in collaboration with a Black male teacher-coach who works in a predominately Black high school setting.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135569512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies to Accelerate the Closure of Opportunity Gaps for Black Youth","authors":"Isaac L. Woods, Scott L. Graves","doi":"10.1080/00405841.2023.2267396","DOIUrl":"https://doi.org/10.1080/00405841.2023.2267396","url":null,"abstract":"This issue of Theory Into Practice is devoted to the closure of opportunity gaps for Black youth. Why is it important to close opportunity gaps for Black youth? First, the opportunity gap was previously called the achievement gap. This change in terminology was needed to reflect more accurately that disparities in student outcomes are more accurately described by the inequitable opportunities to achieve rather than deficit-thinking that placed the blame on the Black youth. Therefore, in this special issue, we describe the opportunity gap as the manifestation of the way external factors can contribute to lower rates of success in educational achievement, career prospects, and other life aspirations (McNamara et al. 2020). This gap is sustained and exacerbated by inequitable distribution of resources such as under-resourced schools (Kitchens, 2021), lack of Black professionals in child-serving professions (e.g. Farinde-Wu et al. 2020), lack of quality teachers as more Black students enroll in a school (Jackson, 2009), the intersection of health disparities and education(Fiscella & Kitzman, 2009), and lastly recent publications have related to Black children are lacking access to appropriate social-emotional learning experiences that humanize them and prepare them for a world of anti-Black racism (i.g. Miller et al, 2022; Rogers et al. 2022). Therefore, this gap cannot be attributed solely to academic instruction nor can it be measured solely through academic achievement. Outcomes of this gap include lower graduation rates, a lack of Black students enrolled in gifted and talented programs, and an overrepresentation of Black children in special education. An example of the punishment gap (Morris et al. 2021), the disproportionate number of Black children in restrictive special education placement (U.S. Department of Education, 2021), and the percentage of Black students in the juvenile justice system (Padgaonkar et al. 2021) collectively provide oppressive conditions that lead to the exclusion of Black children from mainstream educational placements and society. These cataclysmic contributors remove Black children from learning and support a hegemonic relationship that is efficacious to all life-sustaining outcomes. In this issue, we provide nine contributions to eradicate the opportunity gaps for Black children.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Black Student Outcomes: The Multifaceted Role of Psychology Professors in Higher Education","authors":"Erin Girio-Herrera, Rebecca Ferro, Minha Asif, Candice Aston","doi":"10.1080/00405841.2023.2259252","DOIUrl":"https://doi.org/10.1080/00405841.2023.2259252","url":null,"abstract":"ABSTRACTThe opportunity gap has contributed to unequal educational opportunities and success among Black youth, college students, and early career professionals. The American Psychological Association, Association for Black Psychologists, and Academics for Black Survival and Wellness (A4BL) have called psychologists to act in support of Black lives in higher education. Most research and guidance on this topic are communicated in a siloed manner (e.g. content for multicultural psychology courses) and across single domains (e.g. teaching). However, closing the gap warrants widespread change at many levels, requiring psychology professors to have a multifaceted impact simultaneously through their many roles. This article reviews 1) the opportunity gap in higher education and among early career psychologists; 2) psychology’s contribution to this gap; 3) evidence-based strategies to address the gap in higher education and in training the next generation of psychologists; and 4) one psychology professor’s multifaceted plan and actions in response to A4BL call to action including notable outcomes and lessons learned.KEYWORDS: Opportunity gapBlack studentshigher educationpsychologistspsychology professorsanti-racismDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional Resources1. Anti-Racist Pedagogy in Action: First Steps (website)https://ctl.columbia.edu/resources-and-technology/resources/anti-racist-pedagogy/This website offers anti-racist pedagogical strategies for professors in higher education. This guide discusses 5 steps, along with in-depth resources that educators can use to implement in the classroom. It also includes reflective prompts to guide professors in anti-racist pedagogy.2. Cisneros, D., Anandavalli, S., Brown, E. M., Whitman, J. S., & Chaney, M. P. (2023). Anti-racist mentorship: a multicultural and social justice approach to mentoring students identifying as Black, Indigenous, and persons of color in counselor education. Journal of Counselor Leadership & Advocacy, 10, 63–75. https://doi.org/10.1080/2326716X.2022.2162462This article was written to provide strategies on mentoring BIPOC students in counseling education and discusses important factors for mentors to keep in mind when advising BIPOC students. A case study is provided at the end for a more in-depth review of anti-racist mentoring.3. Sarr, F., Knight, S., Strauss, D., Ouimet, A. J., Cénat, J. M., Williams, M. T., & Shaughnessy, K. (2022). Increasing the representation of Black, Indigenous, and People of Colour as students in psychology doctoral programmes. Canadian Psychology, 63(4)","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"African-centered education (ACE): Strategies to advance culturally responsive pedagogy and Equitable Learning Opportunities for Young Black children","authors":"Iheoma U. Iruka, Danielle J. Allen, Takondwa Musa","doi":"10.1080/00405841.2023.2258732","DOIUrl":"https://doi.org/10.1080/00405841.2023.2258732","url":null,"abstract":"ABSTRACTFor too long, Black children’s educational needs have not been prioritized with attention to their culture, language, historical and contemporary racialized experiences, and building their positive racial identity. It is critical that early childhood education settings for young children be transformed to be a place of learning and healing by centering Black children’s cultural identity through African-centered education (ACE). Through ACE practices, Black children can find meaningful connections with their ancestral heritage to expand on their knowledge. In this article, we discuss the need and the history of ACE, its link to Black children’s well-being and outcomes, the status of these types of programming, and educational leaders’ understanding of what ACE entails. Finally, we end with ways to integrate ACE in early childhood through the R.I.C.H.E.R. framework. It is critical that the full humanity and cultural roots of Black children are centered on delivering on the promise of equal educational opportunity.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional Resources1.Lomotey, K. (1992). Independent Black institutions: African-centered education models. The Journal of Negro Education, 61, 455-462. doi: 10.2307/2295363This article provides information regarding Independent Black Institutions. The author first starts with a definition of African-centered education, followed by an overview of the history and philosophy of Independent Black Institutions (IBIs) and a discussion of the academic, social, and cultural development aspects stressed within these schools. The article concludes with recommendations for educators working with African American children and African-centered curricula.2.Brown Mamas (n.d.). 10 African-centered Curriculum for Black Homeschoolers. https://brownmamas.com/resource/african-centered-curriculum/As stated on their website, Brown Mamas is a “global, multi-generational community of Black mothers that creates safe spaces that put Black moms first, amplifies the voices and lived experiences of Black moms and creates innovative programs that solve social and economic problems and empowers Black mothers to lead in the communities they care for.” Started in Pittsburg, Brown Mamas has identified 10 African-centered curricula to support homeschooling efforts of Black parents. The curricula identified range from daily instructional guides to flash cards and other materials.3.Tabora, A. J. (2016). I walk a bit bigger now: Lessons from students in an African-centered after school program. The Journal of Negro Education, 85, 143-","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}