Engage!最新文献_第2页

Our Language Belongs in Our Learning 我们的语言属于我们的学习

Engage! Pub Date : 2023-03-08 DOI: 10.18060/26531

Luke Coleman

{"title":"Our Language Belongs in Our Learning","authors":"Luke Coleman","doi":"10.18060/26531","DOIUrl":"https://doi.org/10.18060/26531","url":null,"abstract":"Millions of Black Americans speak a version of English not reflected in the American education system. This version of English—African American Vernacular English—is rule-governed, oral, and systematically different from the “standard” form of English (referred to as Mainstream American English from hereon) used in academic spaces. Though many young Black students enter the education system knowing African American Vernacular English, classroom instruction occurs in Mainstream American English. Black students are instructed in a language that is radically different from the one they use at home yet are expected to perform at levels similar to those of students who already speak mainstream English. This expectation contributes to the achievement gap, wherein Black students, on average, perform at lower levels than white students on evaluations in education. \u0000This research, as a community-centered attempt to examine differences in literacy and achievement rates between Black and white students in America, seeks to address the achievement gap in two West Philadelphia elementary schools by leveraging the University of Pennsylvania’s resources. This paper describes my problem-solving learning research, using the Penn Reading Initiative as a vehicle for change in order to support students’ cultural and sociolinguistic backgrounds in the classroom, ideally improving literacy rates through culturally responsive pedagogy. This article lays out the problem of dialectical miscomprehension and details a solution developed alongside community members in West Philadelphia. This article also reflects on the progress made in the two years since the original research took place. It highlights the development of the Netter Center’s Professional Development Associates team and the Anti-Racism Working Group—both having been influenced by work done in this problem-solving learning framework.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74082404","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}

引用次数: 0

If Not You, Then Who? 如果不是你，那是谁?

Engage! Pub Date : 2023-03-08 DOI: 10.18060/27201

Justin Deem-Loureiro

引用次数: 0

Activism Engage Segment 行动主义参与部分

Engage! Pub Date : 2023-03-08 DOI: 10.18060/27200

Paul Ford II

引用次数: 0

An Emerging University-School-Community Partnership: A Story in Three Acts for Sustainable Relationships 新兴的大学-学校-社区伙伴关系:可持续关系的三种行为的故事

Engage! Pub Date : 2023-03-08 DOI: 10.18060/26542

Seungho Moon, Jon Schmidt, Anna Press, David C. Ensminger, M. Hendrickson

{"title":"An Emerging University-School-Community Partnership: A Story in Three Acts for Sustainable Relationships","authors":"Seungho Moon, Jon Schmidt, Anna Press, David C. Ensminger, M. Hendrickson","doi":"10.18060/26542","DOIUrl":"https://doi.org/10.18060/26542","url":null,"abstract":"The purpose of this article is to share and theorize narratives regarding an institutional effort to build a sustainable partnership with underrepresented community schools. Narrative research is applied as a mode of inquiry with vivid stories and lived experience. Logos University [pseudonym] has developed and strengthened partnerships with seven community schools over the past decades to promote equity and social justice in the urban context. The sustainability of partnerships has been an emerging issue in university-assisted community schools. This paper provides vivid narratives and insight into a suggestion for a sustainable partnership model from a university perspective. Authors garner multiple narratives about partnerships and institutional efforts to create degree programs including Program T for undergraduate teacher education and Program C for graduate programs. Authors articulate the complexity of community partnerships and crucial elements to consider for advancing partnerships with mutual respect and trust. As part of institutional efforts to create sustainable partnerships, authors illustrate the process and development of one undergraduate and one graduate programs associated with university-community-school partnerships. These programs are focused on educating students as research-practitioners in the ongoing sustainable support and collaboration among schools, universities, and communities. This paper elaborates the origin of Program T and Program C and community partnership elements embedded in these programs. An asset-based frame is examined across narratives in developing and implementing degree programs and offering core courses. The subjectivities of each author enrich the conversations on ongoing efforts to build sustainable, trust-based partnerships. Overall, this paper contributes to extend the approach to community partnership and equity-oriented education highlighting the value of university-community partnership for local schools and institutional efforts. ","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86349249","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}

引用次数: 0

Closing the Gap between Schools and Community: University/Community Collaboration Addresses Identified Barriers to Student Learning 缩小学校和社区之间的差距:大学/社区合作解决学生学习的障碍

Engage! Pub Date : 2023-03-08 DOI: 10.18060/26750

Kate Roelecke, J. Grim, Silvia Garcia

{"title":"Closing the Gap between Schools and Community: University/Community Collaboration Addresses Identified Barriers to Student Learning","authors":"Kate Roelecke, J. Grim, Silvia Garcia","doi":"10.18060/26750","DOIUrl":"https://doi.org/10.18060/26750","url":null,"abstract":"Two different community-engaged groups in Indianapolis, Indiana recommended trauma-responsive school communities to address barriers to student learning. Before merging their work, both groups represented collaborations of university academics; K-12 educators; dental, mental, and basic health providers; service organizations; youth development specialists; and public school parents. The conclusions from their work were clear: address the social/ emotional and mental health, trauma and violence, chronic absenteeism, and social media distractions of students or fail to impact learning and youth development success. Central to the conclusions was the collaborative nature of the community-engaged studies, input from the field, and survey respondent discussions and analysis of what the findings really meant. A culminating report, Closing the Gap between School & Community Partnerships: An assessment of schools in Indianapolis, recommends adopting whole-child approaches, strength-based family engagement, community school models, and increased public school funding to address the barriers identified from survey responses of 354 educators throughout the city of Indianapolis. This paper focuses on how the collaborative, community-engaged process led to the report findings and recommendations.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85542202","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}

引用次数: 0

Break Free from Incarceration 摆脱监禁

Engage! Pub Date : 2023-03-08 DOI: 10.18060/27198

Rylie Swalis

引用次数: 0

We Build Together the Spaces We End Up Calling Home 我们一起建造我们称之为家的空间

Engage! Pub Date : 2023-03-08 DOI: 10.18060/27194

D. Fernández

引用次数: 0

Amplifying Student Voices & Community Schools 放大学生的声音和社区学校

Engage! Pub Date : 2023-03-08 DOI: 10.18060/27188

Terri R. Jett, J. Grim

引用次数: 0

A Future Worth Investing In 值得投资的未来

Engage! Pub Date : 2023-03-08 DOI: 10.18060/27191

Jordan Brown

引用次数: 1

Understanding STEM from Students’ Perspectives: Exploring Students’ Lived Communities and the Learning Communities They Wish to Create 从学生的角度理解STEM:探索学生的生活社区和他们希望创建的学习社区

Engage! Pub Date : 2023-03-08 DOI: 10.18060/26517

J. Price

{"title":"Understanding STEM from Students’ Perspectives: Exploring Students’ Lived Communities and the Learning Communities They Wish to Create","authors":"J. Price","doi":"10.18060/26517","DOIUrl":"https://doi.org/10.18060/26517","url":null,"abstract":"Community engagement in STEM learning and teaching largely focuses on citizen science projects, serving the needs and goals of the largely white and male dominated STEM fields with only cursory attention to the lived experiences and narratives of the learners who engage in these experiences (Mahmoudi et al., 2022; Rautio et al., 2022). This article explores the ways in which researchers can work with students to uncover the ways in which they experience learning environments, and pathways for change according to their community memberships, aspirations, and goals. Participants in this research are high school biology students in a diverse mid-suburban city. To understand their perspectives, students participated in activity structures grounded in anthropological methods including ethnographic interviews (Emerson et al., 1995; Spradley, 1979), illustrations (Haney et al., 2004), pile sorts (Boster, 1994; Ryan & Bernard, 2003), and ranking (Smith & Borgatti, 1997; Thompson & Juan, 2006). Moving between consensus and individuals, this research demonstrates the ways in which students’ critical and meaningful experiences and aspirations can be understood and heard.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85579657","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}

引用次数: 0