Keyword: advocacy

ABSTRACT: This study examines the experiences of nine secondary content teachers who report high self-efficacy in working with English learners (ELs) in mainstream classrooms. As the number of ELs in US schools grows, many content area teachers feel unprepared to support these students effectively. Grounded in the theoretical frameworks of culturally responsive pedagogy and teacher self-efficacy, this phenomenological study focuses on mathematics, science, and social studies teachers in Florida public schools. The research employs in-depth, semi-structured interviews to explore teachers’ perceptions and lived experiences. Significant themes that emerged from the analysis include (a) undercover advocacy, (b) ethic of care, and (c) leveraging student achievement data. A common thread woven through all narratives was the integration of students’ native languages through translation and translanguaging practices while leading with empathy. Participants created more equitable learning environments for ELs in mainstream classrooms through multifaceted, often covert, advocacy efforts. Implications for teacher preparation programs and school districts are discussed, including professional development initiatives to cultivate teachers’ asset-based ideologies toward ELs and improve their pedagogical practices. Recommendations for state and national policymakers include modifications to ESOL certification requirements. This research informs efforts to foster mainstream teacher preparedness and efficacy in working with linguistically diverse student populations.

ABSTRACT: School leaders are integrating social and emotional skills content into their academic curriculumto create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students’ social-emotional competence, college and career readiness, and academic success. Overall, theGSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for preassessment variables of social-emotional competence, the analysis of covariance revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program’s multicomponent approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group’s acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students’ social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students’ academic success and equips them with the skills and attitudes necessary for success beyond the classroom.