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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), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 16Session 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, Pennsylvania State University; Rachel Miriam Vriend Croninger, Pennsylvania State University; Rachel Wolkenhauer, Pennsylvania State University; Logan Rutten, University of North Dakota; Yun-chen Yen, Pennsylvania State University; P. Karen Murphy, Pennsylvania State University; Gwendolyn Lloyd, Pennsylvania State University
Collaboration and Structure: How a Professional Development School Promoted Inquiry as Stance Among Teacher Candidates - Logan Rutten, University of North Dakota; Rachel Wolkenhauer, Pennsylvania State University
Preparing Teacher Candidates to Work With Micronesian Students: Culturally Responsive Teaching in a Hawai’i Professional Development School - Monica Gonzalez Smith, University of Hawai‘i at Manoa; Nicole Schlaack, University of Hawai‘i at Manoa; Jennifer F.M. Padua, University of Hawai‘i at Manoa; Seanyelle Yagi, University of Hawai‘i at Manoa; Crista K. Banks, University of North Texas
Subverting the Cradle-to-Prison Pipeline Through a Restorative Justice Project: Professional Development School 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