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Portraits of School-Based YPAR Teachers: A Narrative Inquiry into Why Teachers Integrate YPAR as Part of Their Instructional Practice, Alternative Panel Session

Wed, October 16, 1:20 to 2:30pm, The Graduate Hotel and Conference Center, The Beast

Abstract

Given the potential of YPAR, we have seen its expansion in schools in the last two decades. Although there is a growing body of literature on students’ experiences with YPAR, less attention has been paid to the experiences and characteristics of the teachers who are facilitating school-based YPAR. In the existing research that does focus on teachers, a primary focus is on the actions they took to implement YPAR and how they navigated some of the challenges they faced. There is less attention on the traits and backgrounds of school-based YPAR teachers. What are the histories, dispositions, motivations, and/or pedagogical approaches of teachers who facilitate YPAR in school?
Given the interest in school-based YPAR, it is critical to develop more nuanced profiles of YPAR teachers. Our team believes there are many attributes that could contribute to being a successful YPAR teacher and that they come to this work with different beliefs, goals, and approaches. Our collaborative team has extensive experience designing, implementing, and evaluating YPAR in both in-school and out-of-school contexts. As a team, we are in the middle of one multi-year project focused on integrating YPAR in four high schools in Cleveland and a second multi-year project focused on implementing YPAR in 30 districts in Ohio. To date, members of this research team have worked with over 20 full-time teachers who have implemented YPAR in schools. The teachers represent a wide range of content areas and teach in four different public schools in the Cleveland Metropolitan School District.

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