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Exploring Inquiry, Culturally Responsive Teaching Practices, and Discourse-Based Pedagogy in Professional Development Schools
Fri, April 22, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Bankers HillSession Type: Paper Session
Abstract
The first qualitative study examines the practices within an exemplary PDS that contribute to an inquiry stance including four approaches to inquiry collaboration and four levels of structure for inquiry. The second study, which is qualitative, describes the steps taken to form a PDS and culturally responsive teaching practices teacher candidates used. The third study uses a collaborative teacher-inquiry approach to examine a year-long Restorative Justice Practice project while the fourth explores the use of a virtual reading group to ensure a stronger commitment to an antiracism stance within PDS work and activities. The final case study examines how beginning teacher educators develop and enact professional vision for discourse-based pedagogy within the context of a professional development school.
Sub Unit
Papers
Enhancing Professional Development School Teacher Educators' Professional Vision for Discourse-Based Pedagogy - Amy Voss Farris, The Pennsylvania State University; Rachel Miriam Vriend Croninger, The Pennsylvania State University; Rachel Wolkenhauer, The Pennsylvania State University; Logan Rutten, The Pennsylvania State University; Yun-chen Yen, Penn State University; P. Karen Murphy, The Pennsylvania State University; Gwendolyn Lloyd, The Pennsylvania State University
Collaboration and Structure: How a Professional Development School Promoted Inquiry as Stance Among Teacher Candidates - Logan Rutten, The Pennsylvania State University; Rachel Wolkenhauer, The Pennsylvania State University
Preparing Teacher Candidates to Work With Micronesian Students: Culturally Responsive Teaching in a Hawai’i PDS - Monica Gonzalez Smith, University of Hawaii - Manoa; Nicole Schlaack, University of Hawaii - Manoa; Jennifer F.M. Padua, University of Hawaii - Manoa; Seanyelle Yagi, University of Hawaii - Manoa; Crista K. Banks, University of North Texas
Subverting the Cradle-to-Prison Pipeline Through a Restorative Justice Project: PDS Teacher-Residents' Retrospections, Transformations, and Resolutions - Teresa R. Fisher-Ari, Rollins Center for Language and Literacy; Will Smith; Molly Brown, Georgia State University; Kristina Montalban, Georgia State University; DaShaunda Patterson, Georgia State University; Brittany White, Georgia State University
Using a Virtual Reading Group to Address Antiracism Practices in a Professional Development School Network - Stacey E. Leftwich, Rowan University; Cathy A.R. Brant, Rowan University; William A Rozycki, Rowan University, College of Education