All research, e.g., qualitative or quantitative, is concerned with the extent to which analyses c... more All research, e.g., qualitative or quantitative, is concerned with the extent to which analyses can adequately describe the phenomena it seeks to describe. In qualitative research, we use internal validity checks like intercoder agreement to measure the extent to which independent researchers observe the same phenomena in data. Researchers report indices of agreement to serve as evidence of consistency and dependability of interpretations, and we do so to make claims about the trustworthiness of our research accounts. However, few studies report the methods of how multiple analysts developed alignment in their interpretation of data, a process that undergirds accounts of consistency, dependability, and trustworthiness. In this article, we review the issues and options around achieving intercoder agreement. Drawing on our experience from a longitudinal, team-based research project that required rapid cycles of qualitative data analysis, we reflect on the challenges we had achieving h...
Utilizing Ruiz’s (1984, 1995) language orientation and language policy work, this ethnographic st... more Utilizing Ruiz’s (1984, 1995) language orientation and language policy work, this ethnographic study compared two intercultural bilingual education (IBE) schools located in two Wichí-Weenhayek communities on both sides of the Argentinean-Bolivian border. We examined Wichí-Weenhayek and non-Indigenous teachers’ profiles, teacher-student interactions, and school-community relations. Findings showed that Wichí-Weenhayek teachers in Argentina played only teacher-aid roles and were unable to promote the Wichí language as resource. Although the Wichí-Weenhayek teachers in Bolivia taught in both languages and were in charge of instruction, these teachers did not have enough pedagogical training or materials to meet the language-as-right and language-as-resource goals of their IBE program. Regarding teacher-students interactions, the non-Indigenous teachers in Argentina used a teacher-centered model of instruction, while in Bolivia, teachers commonly interacted with their students using Wichí and employed more student-centered strategies. Finally, the school-community relationship in Argentina only happened in school because the non-Indigenous principal and teachers did not live in the same town as their students. In Bolivia, on the other hand, children and families commonly interacted with their Wichí-Weenhayek teachers inside and outside the school because all of them lived in the same town. Implications for the development of IBE programs that serve transnational Indigenous communities are discussed here.
Proceedings International Conference of the Learning Sciences 2020 (ICLS), 2020
Reflection has long been considered a core practice of teaching and the continuous
professional ... more Reflection has long been considered a core practice of teaching and the continuous
professional learning of teachers (Dewey, 1910; Schön, 1983). It is often one of the central features of pre-service and in-service teacher development, and considered the everyday practice of teaching. While reflection is considered a good rule of thumb for teacher learning, there have been few empirical studies that seek to connect the process of reflection to changes in teachers’ knowledge, beliefs, and practices. We report on preliminary findings of a systematic review of the literature on teachers’ video reflection. We use these findings to map the design space for learning through reflection and learning technologies that can support this process.
The following articles originated as a class assignment in
an Introduction to Critical Race Theory course. The students and the professor (Dr. Thandeka Chapman) quickly realized the powerful depictions of race/ethnicity, gender, and class that they created with their counter storytelling. When putting my sister off the phone before teaching class, I tell her, “It’s time to make the magic happen!” I
believe magic, in the sense that my students and I develop deeper understandings of systems of oppression and the faces at the bottom of the well (Bell, 1992), happens every time I teach a class. But in this particular class, with the authors in this special
issue, this assignment was extremely impactful and meaningful
for all of us. In these articles, the authors tell stories and counterstories about subtle and overt instantiations of race and racism in K-16 educational settings and communities of color, and the forms of resistance and resilience generated by students and families to withstand forces of oppression. The authors also
use their stories to explain disparate education outcomes in communities of color, the crafting of white supremacy, and how past and current education outcomes have little to do with students’ academic abilities or intellectual merits. Last, the counterstories presented in this issue highlight community, family, personal strength, hope, joy, and love in ways that rarely appear in academic spaces. These stories, and being in service
to our communities by putting these words in academic spaces, are so important that we need to share them—“our magic”—with a larger audience.
Findings from a Survey of State Science Leaders: Year 2, 2019
This report presents results from a study of the Council of State Science Supervisors (CSSS). CSS... more This report presents results from a study of the Council of State Science Supervisors (CSSS). CSSS is a professional association for state science leaders that works to sustain and nurture a dynamic learning community and to empower its members to be effective and articulate advocates for quality science education at the local, state, and national levels. Given that many state science supervisors are working to support implementation of the Framework for K-12 Science Education, we sought to develop an understanding of CSSS members’ roles and responsibilities, as well as their use of research to inform state implementation decisions. While state education agencies play key roles in supporting the implementation of standards that align with the Framework, with state science supervisors taking a lead role, little is known about how these individuals use research to inform their decisions.
Esta etnografía educativa describe la implementación de la política de EIB en dos escuelas selecc... more Esta etnografía educativa describe la implementación de la política de EIB en dos escuelas seleccionadas que perteneciendo al mismo pueblo indígena wichí-weenhayek se relacionan con dos Estados, argentino y boliviano, con trayectorias distintas de incorporación del componente étnico de sus poblaciones. El análisis de la experiencia escolar cotidiana (Rockwell, 1995) considerando al docente, el trato a los niños, el rendimiento académico y la relación de la escuela con la comunidad muestra la permanencia de mecanismos de exclusión y una marcada distancia entre las dimensiones culturales y políticas de la vida de este pueblo que debilita los resultados alcanzados por la EIB en estas comunidades
El propósito de este texto es presentar las principales problemáticas que enfrentan los docentes ... more El propósito de este texto es presentar las principales problemáticas que enfrentan los docentes wichís en su accionar en las provincias de Salta y Formosa. La metodología empleada es un estudio de caso con cuatro visitas en terreno, en el marco de una investigación comparativa de las políticas de Educación Intercultural Bilingüe entre Argentina y Bolivia junto con la reseña de la investigación educativa reciente. Esto significa que se parte de experiencias concretas para proponer algunas generalizaciones, cuando la investigación reciente las sustentas. El capítulo se organiza en cuatro partes: una contextualización sucinta del desarrollo de la EIB en Argentina, una descripción de la legislación vigente, la identificación de las principales problemáticas y una sección con reflexiones finales.
Etnografía educativa que describe la implementación de la política de EIB en dos escuelas selecci... more Etnografía educativa que describe la implementación de la política de EIB en dos escuelas seleccionadas que perteneciendo al mismo pueblo indígena wichí-weenhayek se relacionan con dos Estados, Argentina y Bolivia, con trayectorias distintas de incorporación del componente étnico de sus poblaciones, con énfasis en la experiencia argentina.
Esta etnografía educativa describe la implementación de la política de EIB en dos escuelas selecc... more Esta etnografía educativa describe la implementación de la política de EIB en dos escuelas seleccionadas que perteneciendo al mismo pueblo indígena wichí-weenhayek se relacionan con dos Estados, Argentina y Bolivia, con trayectorias distintas de incorporación del componente étnico de sus poblaciones. El análisis de la experiencia escolar cotidiana (Rockwell, 1995) considerando al docente, el trato a los niños, el rendimiento académico y la relación de la escuela con la comunidad muestra la permanencia de mecanismos de exclusión y una marcada distancia entre las dimensiones culturales y políticas de la vida de este pueblo que debilita los resultados alcanzados por la EIB en estas comunidades.
Fundamentos, estándares y lineamientos para la transversalización de los ejes de igualdad de géne... more Fundamentos, estándares y lineamientos para la transversalización de los ejes de igualdad de género; pueblos y nacionalidades e interculturalidad; discapacidad; y ambiente. Dirigido al sistema de educación superior ecuatoriano. Co-publicación Secretaría de Educación Superior, Ciencia, Tecnología e Innovación y Oficina de la UNESCO en Quito y Representación para Bolivia, Colombia, Ecuador y Venezuela. Trabajo de edición.
Informe de investigación sobre enfoques de evaluación psicopedagógica con un listado de instrumen... more Informe de investigación sobre enfoques de evaluación psicopedagógica con un listado de instrumentos de evaluación más comúnmente empleados por psicopedagogos chilenos, cada uno con su respectiva ficha descriptiva y análisis.
Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación... more Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación del Ecuador a las escuelas públicas del país.
Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación... more Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación a todas las escuelas públicas del Ecuador.
Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación... more Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación de Ecuador a todas las escuelas fiscales del país.
Serie de textos de Lengua y Literatura, oficiales del Ministerio de Educación de Ecuador, de dist... more Serie de textos de Lengua y Literatura, oficiales del Ministerio de Educación de Ecuador, de distribución gratuita en las escuelas fiscales del país.
All research, e.g., qualitative or quantitative, is concerned with the extent to which analyses c... more All research, e.g., qualitative or quantitative, is concerned with the extent to which analyses can adequately describe the phenomena it seeks to describe. In qualitative research, we use internal validity checks like intercoder agreement to measure the extent to which independent researchers observe the same phenomena in data. Researchers report indices of agreement to serve as evidence of consistency and dependability of interpretations, and we do so to make claims about the trustworthiness of our research accounts. However, few studies report the methods of how multiple analysts developed alignment in their interpretation of data, a process that undergirds accounts of consistency, dependability, and trustworthiness. In this article, we review the issues and options around achieving intercoder agreement. Drawing on our experience from a longitudinal, team-based research project that required rapid cycles of qualitative data analysis, we reflect on the challenges we had achieving h...
Utilizing Ruiz’s (1984, 1995) language orientation and language policy work, this ethnographic st... more Utilizing Ruiz’s (1984, 1995) language orientation and language policy work, this ethnographic study compared two intercultural bilingual education (IBE) schools located in two Wichí-Weenhayek communities on both sides of the Argentinean-Bolivian border. We examined Wichí-Weenhayek and non-Indigenous teachers’ profiles, teacher-student interactions, and school-community relations. Findings showed that Wichí-Weenhayek teachers in Argentina played only teacher-aid roles and were unable to promote the Wichí language as resource. Although the Wichí-Weenhayek teachers in Bolivia taught in both languages and were in charge of instruction, these teachers did not have enough pedagogical training or materials to meet the language-as-right and language-as-resource goals of their IBE program. Regarding teacher-students interactions, the non-Indigenous teachers in Argentina used a teacher-centered model of instruction, while in Bolivia, teachers commonly interacted with their students using Wichí and employed more student-centered strategies. Finally, the school-community relationship in Argentina only happened in school because the non-Indigenous principal and teachers did not live in the same town as their students. In Bolivia, on the other hand, children and families commonly interacted with their Wichí-Weenhayek teachers inside and outside the school because all of them lived in the same town. Implications for the development of IBE programs that serve transnational Indigenous communities are discussed here.
Proceedings International Conference of the Learning Sciences 2020 (ICLS), 2020
Reflection has long been considered a core practice of teaching and the continuous
professional ... more Reflection has long been considered a core practice of teaching and the continuous
professional learning of teachers (Dewey, 1910; Schön, 1983). It is often one of the central features of pre-service and in-service teacher development, and considered the everyday practice of teaching. While reflection is considered a good rule of thumb for teacher learning, there have been few empirical studies that seek to connect the process of reflection to changes in teachers’ knowledge, beliefs, and practices. We report on preliminary findings of a systematic review of the literature on teachers’ video reflection. We use these findings to map the design space for learning through reflection and learning technologies that can support this process.
The following articles originated as a class assignment in
an Introduction to Critical Race Theory course. The students and the professor (Dr. Thandeka Chapman) quickly realized the powerful depictions of race/ethnicity, gender, and class that they created with their counter storytelling. When putting my sister off the phone before teaching class, I tell her, “It’s time to make the magic happen!” I
believe magic, in the sense that my students and I develop deeper understandings of systems of oppression and the faces at the bottom of the well (Bell, 1992), happens every time I teach a class. But in this particular class, with the authors in this special
issue, this assignment was extremely impactful and meaningful
for all of us. In these articles, the authors tell stories and counterstories about subtle and overt instantiations of race and racism in K-16 educational settings and communities of color, and the forms of resistance and resilience generated by students and families to withstand forces of oppression. The authors also
use their stories to explain disparate education outcomes in communities of color, the crafting of white supremacy, and how past and current education outcomes have little to do with students’ academic abilities or intellectual merits. Last, the counterstories presented in this issue highlight community, family, personal strength, hope, joy, and love in ways that rarely appear in academic spaces. These stories, and being in service
to our communities by putting these words in academic spaces, are so important that we need to share them—“our magic”—with a larger audience.
Findings from a Survey of State Science Leaders: Year 2, 2019
This report presents results from a study of the Council of State Science Supervisors (CSSS). CSS... more This report presents results from a study of the Council of State Science Supervisors (CSSS). CSSS is a professional association for state science leaders that works to sustain and nurture a dynamic learning community and to empower its members to be effective and articulate advocates for quality science education at the local, state, and national levels. Given that many state science supervisors are working to support implementation of the Framework for K-12 Science Education, we sought to develop an understanding of CSSS members’ roles and responsibilities, as well as their use of research to inform state implementation decisions. While state education agencies play key roles in supporting the implementation of standards that align with the Framework, with state science supervisors taking a lead role, little is known about how these individuals use research to inform their decisions.
Esta etnografía educativa describe la implementación de la política de EIB en dos escuelas selecc... more Esta etnografía educativa describe la implementación de la política de EIB en dos escuelas seleccionadas que perteneciendo al mismo pueblo indígena wichí-weenhayek se relacionan con dos Estados, argentino y boliviano, con trayectorias distintas de incorporación del componente étnico de sus poblaciones. El análisis de la experiencia escolar cotidiana (Rockwell, 1995) considerando al docente, el trato a los niños, el rendimiento académico y la relación de la escuela con la comunidad muestra la permanencia de mecanismos de exclusión y una marcada distancia entre las dimensiones culturales y políticas de la vida de este pueblo que debilita los resultados alcanzados por la EIB en estas comunidades
El propósito de este texto es presentar las principales problemáticas que enfrentan los docentes ... more El propósito de este texto es presentar las principales problemáticas que enfrentan los docentes wichís en su accionar en las provincias de Salta y Formosa. La metodología empleada es un estudio de caso con cuatro visitas en terreno, en el marco de una investigación comparativa de las políticas de Educación Intercultural Bilingüe entre Argentina y Bolivia junto con la reseña de la investigación educativa reciente. Esto significa que se parte de experiencias concretas para proponer algunas generalizaciones, cuando la investigación reciente las sustentas. El capítulo se organiza en cuatro partes: una contextualización sucinta del desarrollo de la EIB en Argentina, una descripción de la legislación vigente, la identificación de las principales problemáticas y una sección con reflexiones finales.
Etnografía educativa que describe la implementación de la política de EIB en dos escuelas selecci... more Etnografía educativa que describe la implementación de la política de EIB en dos escuelas seleccionadas que perteneciendo al mismo pueblo indígena wichí-weenhayek se relacionan con dos Estados, Argentina y Bolivia, con trayectorias distintas de incorporación del componente étnico de sus poblaciones, con énfasis en la experiencia argentina.
Esta etnografía educativa describe la implementación de la política de EIB en dos escuelas selecc... more Esta etnografía educativa describe la implementación de la política de EIB en dos escuelas seleccionadas que perteneciendo al mismo pueblo indígena wichí-weenhayek se relacionan con dos Estados, Argentina y Bolivia, con trayectorias distintas de incorporación del componente étnico de sus poblaciones. El análisis de la experiencia escolar cotidiana (Rockwell, 1995) considerando al docente, el trato a los niños, el rendimiento académico y la relación de la escuela con la comunidad muestra la permanencia de mecanismos de exclusión y una marcada distancia entre las dimensiones culturales y políticas de la vida de este pueblo que debilita los resultados alcanzados por la EIB en estas comunidades.
Fundamentos, estándares y lineamientos para la transversalización de los ejes de igualdad de géne... more Fundamentos, estándares y lineamientos para la transversalización de los ejes de igualdad de género; pueblos y nacionalidades e interculturalidad; discapacidad; y ambiente. Dirigido al sistema de educación superior ecuatoriano. Co-publicación Secretaría de Educación Superior, Ciencia, Tecnología e Innovación y Oficina de la UNESCO en Quito y Representación para Bolivia, Colombia, Ecuador y Venezuela. Trabajo de edición.
Informe de investigación sobre enfoques de evaluación psicopedagógica con un listado de instrumen... more Informe de investigación sobre enfoques de evaluación psicopedagógica con un listado de instrumentos de evaluación más comúnmente empleados por psicopedagogos chilenos, cada uno con su respectiva ficha descriptiva y análisis.
Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación... more Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación del Ecuador a las escuelas públicas del país.
Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación... more Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación a todas las escuelas públicas del Ecuador.
Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación... more Serie de textos de Lengua y Literatura, distribuidos gratuitamente por el Ministerio de Educación de Ecuador a todas las escuelas fiscales del país.
Serie de textos de Lengua y Literatura, oficiales del Ministerio de Educación de Ecuador, de dist... more Serie de textos de Lengua y Literatura, oficiales del Ministerio de Educación de Ecuador, de distribución gratuita en las escuelas fiscales del país.
Uploads
Papers by Zaynab Gates
language-as-resource goals of their IBE program. Regarding teacher-students interactions, the non-Indigenous teachers in Argentina used a teacher-centered model of instruction, while in Bolivia, teachers commonly interacted with their students using Wichí and employed more student-centered strategies. Finally, the school-community relationship in Argentina only happened in school because the non-Indigenous principal and teachers did not live in the same town as their students. In Bolivia, on the other hand, children and families commonly interacted with their Wichí-Weenhayek teachers inside and outside the school because all of them lived in the same town. Implications for the development of IBE programs that serve transnational Indigenous communities are discussed here.
professional learning of teachers (Dewey, 1910; Schön, 1983). It is often one of the central features of pre-service and in-service teacher development, and considered the everyday practice of teaching. While reflection is considered a good rule of thumb for teacher learning, there have been few empirical studies that seek to connect the process of reflection to changes in teachers’ knowledge, beliefs, and practices. We report on preliminary findings of a systematic review of the literature on teachers’ video reflection. We use these findings to map the design space for learning through reflection and learning technologies that can support this process.
The following articles originated as a class assignment in
an Introduction to Critical Race Theory course. The students and the professor (Dr. Thandeka Chapman) quickly realized the powerful depictions of race/ethnicity, gender, and class that they created with their counter storytelling. When putting my sister off the phone before teaching class, I tell her, “It’s time to make the magic happen!” I
believe magic, in the sense that my students and I develop deeper understandings of systems of oppression and the faces at the bottom of the well (Bell, 1992), happens every time I teach a class. But in this particular class, with the authors in this special
issue, this assignment was extremely impactful and meaningful
for all of us. In these articles, the authors tell stories and counterstories about subtle and overt instantiations of race and racism in K-16 educational settings and communities of color, and the forms of resistance and resilience generated by students and families to withstand forces of oppression. The authors also
use their stories to explain disparate education outcomes in communities of color, the crafting of white supremacy, and how past and current education outcomes have little to do with students’ academic abilities or intellectual merits. Last, the counterstories presented in this issue highlight community, family, personal strength, hope, joy, and love in ways that rarely appear in academic spaces. These stories, and being in service
to our communities by putting these words in academic spaces, are so important that we need to share them—“our magic”—with a larger audience.
Other by Zaynab Gates
language-as-resource goals of their IBE program. Regarding teacher-students interactions, the non-Indigenous teachers in Argentina used a teacher-centered model of instruction, while in Bolivia, teachers commonly interacted with their students using Wichí and employed more student-centered strategies. Finally, the school-community relationship in Argentina only happened in school because the non-Indigenous principal and teachers did not live in the same town as their students. In Bolivia, on the other hand, children and families commonly interacted with their Wichí-Weenhayek teachers inside and outside the school because all of them lived in the same town. Implications for the development of IBE programs that serve transnational Indigenous communities are discussed here.
professional learning of teachers (Dewey, 1910; Schön, 1983). It is often one of the central features of pre-service and in-service teacher development, and considered the everyday practice of teaching. While reflection is considered a good rule of thumb for teacher learning, there have been few empirical studies that seek to connect the process of reflection to changes in teachers’ knowledge, beliefs, and practices. We report on preliminary findings of a systematic review of the literature on teachers’ video reflection. We use these findings to map the design space for learning through reflection and learning technologies that can support this process.
The following articles originated as a class assignment in
an Introduction to Critical Race Theory course. The students and the professor (Dr. Thandeka Chapman) quickly realized the powerful depictions of race/ethnicity, gender, and class that they created with their counter storytelling. When putting my sister off the phone before teaching class, I tell her, “It’s time to make the magic happen!” I
believe magic, in the sense that my students and I develop deeper understandings of systems of oppression and the faces at the bottom of the well (Bell, 1992), happens every time I teach a class. But in this particular class, with the authors in this special
issue, this assignment was extremely impactful and meaningful
for all of us. In these articles, the authors tell stories and counterstories about subtle and overt instantiations of race and racism in K-16 educational settings and communities of color, and the forms of resistance and resilience generated by students and families to withstand forces of oppression. The authors also
use their stories to explain disparate education outcomes in communities of color, the crafting of white supremacy, and how past and current education outcomes have little to do with students’ academic abilities or intellectual merits. Last, the counterstories presented in this issue highlight community, family, personal strength, hope, joy, and love in ways that rarely appear in academic spaces. These stories, and being in service
to our communities by putting these words in academic spaces, are so important that we need to share them—“our magic”—with a larger audience.