Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers

How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an in-depth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, with both emotional costs and rewards. These results imply that teaching students with dyslexia may be challenging, and we hope that discussing teacher positioning in this context can help educators better understand teacher agency when working with students with SpLDs.

A Search for the Heart of Teacher Education Through Curriculum

Most of the millions of teachers in public and private schools have gone through teacher preparation programs. Preparing a person to teach is a centrally important, complicated, and many-layered process that carries deep responsibilities for the people who prepare those teachers, namely, teacher educators. So, it is not surprising that, even in the face of over 1,400 research studies about its effectiveness, there are still ongoing debates about the impact of teacher preparation on teachers in classrooms. It is not uncommon to see claims that teacher preparation is vitally important and, at the same time, claims that teacher preparation makes little difference. Because of myriad philosophies and varied desired outcomes, experts who design the pedagogy and content have varying touchstones for excellence that are put into programs along with variation in courses, admission, and degree requirements. How is it possible to get to the “heart” of preparing knowledgeable and caring teachers? There seems to be no one curriculum for the thousands of people entering the classrooms across America, so how can educators design and implement the methods that will best serve students in classrooms all across the country? Many underlying philosophies and values, as well as research, steer this enterprise—which leads to more confusion and angst. There has always been the quest for a “one shoe fits all” model for definitive curriculum, so epochs in teacher preparation can be traced back to when ideas and practices shifted. Other, varied sources contribute to the implementation and goals of teacher education: state and federal governments, education college research faculty, and local Boards of Education. The necessary professional credentials should be a factor (and ideally the same in all states), but ways to obtain teaching credentials are currently multiplying as alternative pathways are being created at a rapid pace. Then, there is the central question: Who is speaking for the welfare of the children in a united voice? Certainly, everyone in this endeavor should never forget that the purpose of a free and public education, both in the United States and other countries, is to create a literate population who can support and sustain a democracy. The ongoing quest is to discover what constitutes the heart of teacher preparation.

Toward Caring Language and Literacy Classrooms for Black Immigrant Youth: Combating Raciolinguistic Ideologies and Moral Licensing

Background In recent years, there has been a shift in migration pattern to the U.S. such that most immigrants are now coming from regions outside of Europe. These new groups (particularly Black immigrant populations) face acts of discrimination and injustices when they display, for example, linguistic and cultural divergence. Purpose This article explored the effects of raciolinguistic ideologies and moral licensing on the linguistic, literate, and broader cultural identities of Black immigrant youth and the subsequent impact on their academic achievement. Method I proposed a theory that links raciolinguistic ideologies with the concept of moral licensing to flesh out how the interconnection between these two concepts may be applied to explain seemingly helpful actions that are in fact harmful. Findings This exploration yielded a number of insights, but the standout point is that there seems to be a White Eurocentric way of being (that seems even present in schools) that has adverse effects on Black immigrants. Conclusions Under the guidance of caring teachers, Black immigrant students can be encouraged to feel valued and respected, and this should help to foster and increase their participation in classroom activities.

Pastoral Care and the Caring Teacher – Value Adding to Enabling Education

The concept of pastoral care to effectively meet the personal, social and academic needs of students is a complex yet under-researched matter in higher education. Similarly, under-researched and institutionally undervalued is the pivotal role that the caring teacher fulfils in imbuing pastoral care in enabling courses. Using an enabling course in a regional Australian university as the context, this article outlines the concept of pastoral care and then discusses the characteristics of the caring teacher, so fundamental to enabling education. The article draws on Motta and Bennett’s (2018) pedagogies of care, namely care as recognition, care as dialogic relationality, and care as affective and embodied praxis to analyse how the students perceived and valued care in the enabling course in which they participated. Findings indicate that supportive learning environments in which caring teachers nurture their students can promote very positive interactions, and ultimately, high student satisfaction and retention.

An Environment of Excellence: A Case Study Examining a High-Performing African American Urban School’s Learning Climate and Approach to Critical Cultural Care

Studies on urban education and reform often focus on school failure, without exploring the positive impacts of curricula and pedagogy on student achievement. In addition, existing studies often ignore two central components: school learning climates and care. This case study investigates student, teacher, and administrator experiences in a high-performing urban school in the South. Findings reveal that Ella Baker Academy (pseudonym) is uniquely characterized by a family environment, caring teachers, and individualized student attention. The results of this study are crucial given the lack of research on effective school-based practices that promote high achievement in African American urban students.

Hidden Success: Learning From the Counternarratives of High School Graduates Impacted by Student Homelessness

The number of youth experiencing homelessness in the United States has nearly doubled over the past decade from 688,000 in 2006 to over 1.3 million as of 2017. While graduating high school is a significant barrier for many students experiencing homelessness, many youth are able to successfully graduate despite their unstable living conditions. This qualitative study used the antideficit achievement framework to analyze the counternarratives of eight youth who successfully graduated high school while experiencing homelessness. Findings showed that strong peer relationships, the support from caring teachers, and attending church served as impactful influences that helped youth experiencing homelessness graduate high school.

STRATEGI MANAJEMEN KAS (CASH MANAGEMENT) DALAM RANGKA OPTIMALISASI DANA PADA YAYASAN INSAN MADANI SEJAHTERA (YIMS) TAHUN 2004-2009

cash management strategy (cash management) in order to optimize the foundation fund civil insan prosper (yims) year 2004-2009. Cash management strategy (cash management) in order to optimize the funds on Madani Insan Sejahtera Foundation (Yims) include: revenue from the year 2004 amounting to Rp. 18,250,500.00 until 2009 to Rp. 559,454,000.00 or 300 times increase. Similarly, expenditure in the form of compensation, public health services, skills training, caring teachers and preachers, the economic empowerment of the ummah, qurban from 2004 amounting to Rp. 17,787,500.00 until 2009 to Rp. 559 005 100 is almost 300%. The channeling of funds up to 98% - 102% from 2004 to 2009. The remaining funds are used for operational reserves the foundation. The Foundation expects an increase in revenue from activities that are funded in accordance mission of the foundation is: (1) to provide services to the community through empowerment programs that integrate educational programs, health, economy and skills. (2) Being a liaison between the haves with the community through the distribution of funds can not afford the social, charity, infaq, shodaqoh and humanitarian funds. (3) Establish partnerships with both private institutions, government or other social institutions in reducing social problems in the community. Keywords : cash management

The Gift of Competence: A Conversation With Michael George

Michael George’s career has focused on children and youth with significant behavior and emotional challenge. His career has spanned experiences as a direct service provider, university professor, and teacher trainer. George has led an effort to provide competent and caring teachers to a population who greatly need such teachers. George shares his thoughts and reflections on a career marked by the call providing the gift of competence.