SRATE

Abstract: The United States has seen an increase focus in science education at the same time that more students with disabilities (SWDs) are educated in a general education classroom. Because of this, science teachers must know how to implement best practices of working with SWDs. However, many science teachers report they do not feel prepared for this. This study explored required special education courses that middle school science pre-service teachers are required to take in the state of Tennessee. Overall, the majority of universities required only one course in special education. Themes of course descriptions and future directions are discussed.  

Abstract: Current political and social climates have pushed conversations about equity and inclusion to the forefront. At the same time, lawmakers in more than half of US states are pushing legislation that would limit discussion of these issues in schools. Educators must consider the best ways to continue conversations of equity and inclusion without drawing negative attention that could silence them. Disciplinary literacy centers inquiry, collaboration, academic vocabulary, and rhetorical reading, and is one method through which teachers can continue instruction in content and critical thinking while presenting students with opportunities to develop agency and social justice across disciplines.  

Abstract: Teacher education has increasingly situated social justice as a critical outcome in their programs. One resource, the Social Justice Standards (SJS), has been identified as a guiding tool for supporting pre-service teachers (PSTs) to plan for and enact social justice-oriented practices in their teaching. Situated in the context of a rural teacher education program at a predominately White institution (PWI) in Texas, this qualitative study explored the perceived successes, struggles, and future considerations of five pre-service and in-service teachers in using the SJS. Findings illustrate students’ varied conceptualizations of social justice and their mixed feelings of confidence, anxiety, fear, and unpreparedness to actualize it in their future teaching.  

Abstract: In the southeastern region of the United States, English Learners (ELs) present the fastest growing public school population. Therefore, in-service educators need to be specifically prepared to provide culturally and linguistically appropriate research-evidenced practices to support ELs within the content areas. The characteristics and impact of two graduate-level online courses for an endorsement in ESOL are shared. Based on described benefits and challenges, suggestions for future offerings are provided.  

Abstract: Implementing literature circles in K-12 classroom provides students opportunities to take ownership of their learning. Teachers can maximize students’ learning through social justice practices. Providing students equitable access to resources where they choose, collaborate, create, and communicate in safe spaces is conducive to students’ cognitive and personal development. Integrating digital tools is an interactive way for students to enhance their literature circle experiences. Students use digital tools to demonstrate their understanding of literacy concepts. Literature circles can be assessed and modified based upon grade level and students’ needs. Digital literature circles provide students opportunities to critically analyze literature while collaborating with others in an interactive format. Implementation, formats, resources, and assessments to infuse technology in literature circles while promoting equity and social justice concepts will be presented.