Poster #46 - Drawing on Student Funds of Knowledge to Increase Success for "At-Risk" Learners

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-4 - Division K Section 4 Poster Session

Abstract

This study examined individual and collaborative professional development (PD) of teachers within Through a Different Lens (TADL) inquiry teams. The focus of this project was to empower teacher inquirers as inclusive educators developing their practice to make learning engaging and relevant for all students. Participating teachers engaged together in five to seven PD meetings over the course of the school year. TADL PD activities endeavored to support teachers to remove barriers to success that many vulnerable students face; create strength-based classrooms where students can learn in alternative ways; and provide meaningful, relevant learning opportunities. Analyses of data identified student outcomes, and practices educators implemented that made a difference for students “at-risk” of not completing school.

Authors

• Leyton Schnellert, The University of British Columbia

• Shelley Moore, The University of British Columbia