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Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

[Back to Table of Contents]

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Artifact #7: Annotated Bibliography Assignment

Annotated Bibliography Assignment

Valerie Palermo
Medaille Collage
ECI 510: Research in Education
Dr. Illana Lane
February 27th, 2019

Annotated Bibliography Assignment

Article Reference
Lew, M. M., & Nelson, R. F. (2016). New Teachers’ Challenges: How Culturally Responsive
Teaching, Classroom Management, & Assessment Literacy Are Intertwined. Multicultural
Education, 23(3), 7–13. Retrieved from
http://ezproxy.medaille.edu/login?url=http://search.ebscohost.com.ezproxy.medaille.edu/login.as
px?direct=true&db=eric&AN=EJ1119450&site=ehost-live&scope=site

Objective/Purpose
Lew and Nelson have identified that “culturally responsive teaching, classroom management,
and classroom assessment are some persistent issues that new teachers face in their own
classroom” (Lew & Nelson, 2016, p. 7). Their research explores whether the teacher education
programs and professional development opportunities are sufficiently preparing new teachers for

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handling these three challenges simultaneously in their classrooms. They feel that these three
components of teaching are dependent on one another to teach effectively. They want to
determine whether teacher education is sufficiently addressing these areas for preservice teachers
and if professional development is adequately satisfying the needs of new teachers.

Target Population/Participant Number

For this study, they used twelve new teachers. They defined ‘new’ as “teachers who
graduated from the teacher education program in the last two years” (Lew & Nelson, 2016, p. 9).
The group consisted of ten females and two males. Eight of the teachers were from elementary
schools, two were from middle schools and two were teaching in high schools. All of the schools
were from the same district. 83% of these teachers were Caucasian.

Research Method
This study used qualitative research in order to investigate the questions that they had asked.
They conducted the study with data collected through 30-minute interviews where
“participants were asked to self-assess their level of effectiveness in the areas of culturally
responsive teaching (CRT), classroom management, and classroom assessment” (Lew & Nelson,
2016, p. 9). They were then asked whether they felt their teacher education programs prepared
them for these areas and in addition, what professional development had been offered to them
since they had started teaching.
After the data was collected, they “adapted Bogdan and Biklen’s (1998) approach for
transcribing and analyzing the interview data for emerging themes” (Lew & Nelson, 2016, p. 9).
They developed categories to determine the main themes that were evident in the data by
independently developing categories and then merging this information to narrow the
information down to common themes.
To ensure the data was trustworthy, they applied “four aspects of trustworthiness—i.e.
credibility, dependability, confirmability, and transferability” (Lew & Nelson, 2016, 9). To
ensure that the data was credible, they would clarify details with the participants. They also had
an external auditor “to examine the research process and the product of the research study. The
purpose was to evaluate the accuracy and whether or not the findings, interpretations and
conclusions are supported by the data” (Lew & Nelson, 2016, p. 9).

Article Summary
For this study, Moi Mooi Lew and Regena Fails Nelson conducted interviews with beginning
teachers in order to determine whether they felt their education and training had adequately
prepared them to implement effective classroom management and evaluate students (across all
subject areas) while simultaneously integrating a culturally responsive curriculum. Their
qualitative research conducted by an informal assessment (consisting of interviews with
elementary, middle and high school teachers) was designed to determine the teachers’ locus of
control over these aspects of the classroom.

Results/Outcome
The results from this study were broken down between the three categories, which are:
culturally responsive training, classroom management and assessment literacy.
For culturally responsive training, Lew and Nelson stated: “that participants’ understanding
about CRT was focused on learning about cultural traditions instead of pedagogy that can help

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student learning” (Lew & Nelson, 2016, p. 9). The teachers felt that they had a good
understanding of CRT and yet they seemed to only understand it in a simplistic way or “as a
paradigm for teaching and learning” (Lew & Nelson, 2016, p. 9). Most of the teachers agreed
that their teacher education had not sufficiently prepared them to be a culturally responsive
teacher. They also stated that the professional development support that was offered was
“basically generic” (Lew & Nelson, 2016, p. 10). The study demonstrated that the teachers felt
confident in addressing individual needs within the classroom but not in addressing the students’
race or cultures. There was a definite shortfall in their teacher’s education and “not [exposing]
the student to ways to integrate CRT into the classroom [or enabling them to conceptualize] what
CRT is in the syllabus” (Lew & Nelson 2016, p. 10).
In the area of classroom management, it was evident that the teachers were utilizing a range
of techniques they had learned to effectively manage their classes. These could be divided into
two categories, which are classroom organization and behavioural management (Lew & Nelson,
2016, p. 10). Most of the participants felt that this was a skill that had to be modified and evolve
with their growth as a teacher. They also reflected on the fact that it was one thing to learn about
techniques in a classroom and another to implement them within their own classroom. They felt
that they had lacked opportunities to practice these skills beforehand in a class setting. They also
concluded:
New teachers were exposed to two different approaches to classroom management. One
approach uses principles and strategies to build a community of learners who intrinsically
respect each other and the classroom environment. The second approach uses external cues
and systems to manage behaviours. The new teachers are still trying to figure out how to use
both approaches effectively. (Lew & Nelson, 2016, p. 11)
The study results indicated that “more support and guidance is needed to help the new teachers
implement both approaches to meet the needs of all children in their classrooms” (Lew &
Nelson, 2016, p. 11).
Lastly, in the area of assessment literacy, Lew and Nelson stated that: “the data analysis led
us to three preliminary findings that need to be further verified as the study moves forward”
(Lew & Nelson, 2016, p. 11). From their findings, they felt that this cohort of teachers are
“somewhat assessment-literate” (Lew & Nelson, 2016, p. 11). Many of the teachers felt that their
preservice education had covered assessment tools through many of the courses, however many
of them did not feel well-prepared in assessment competency. In the area of professional
development, it appeared that this varied significantly. Some of the teachers felt that they were
required to be self-taught and some stated that they had some training in the state-wide
assessments (Lew & Nelson, 2016, p.11). For this particular group, the district they worked in
seemed to put a lot of weight on formal assessments in order to use them towards reporting
grades. The teachers felt there was a gap between what they had learned in their teacher’s
education and what the districts required of them (Lew & Nelson, 2016). This study concluded
that the teachers need more assistance due to “the mixed messages” from the district (Lew &
Nelson, 2016, p. 12). They also felt that teachers would benefit from more professional
development opportunities at the school.
In speaking with many people (teachers, new teachers, and student teachers), I do find that
many people associate celebrating cultural holidays with culturally responsive teaching. There
does seem to be a necessity to have a dedicated class in order to explore the characteristics that
help to nurture Culturally Responsive Teaching. While these teachers may feel that they are
addressing diversity by recognizing cultural holidays, they are not fully grasping the depth of

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being culturally responsive. Therefore, they might feel that they are a culturally responsive
teacher and yet, their classroom does not reflect that. In the article, they stated that: “it is hoped
that learning ‘about’ culture was not substituted for learning to teach challenging academic
knowledge and skills that use cultural processes and knowledge as theoretical framework” (Lew
& Nelson, 2016, p. 9). In order to address this, they need to be instructed as to how to
incorporate culturally responsive lessons into their curriculum. It would also be beneficial to
incorporate culturally responsive standards into the regular curriculum so that the teachers are
acutely aware of the need to diversify their instruction.
This study uses a small sampling of new teachers, all of which are employed within the same
district. To delve further into the discrepancies or gaps between teacher education and teaching
practices, they would need to expand the reach of their study sampling. It would be useful to
interview teachers from different districts to gather more information as to what the teacher’s
education courses are missing. In addition, the student population’s demographic is unknown and
therefore, perhaps they haven’t considered incorporating a diverse and culturally responsive
curriculum. If they are teaching to a homogenous group of students, they might feel that this is
not necessary. It would be beneficial for them to learn about being culturally responsive not only
to be inclusive of all cultures but also to teach others about diversity and cultural understanding.
This might be very useful to incorporate at the school level through professional development as
it could target that specific school population and its’ needs, rather than addressing the topic
broadly at the college and university level.
I feel that there would be an inevitable learning curve between learning concepts in theory
and applying them in a practical setting. This would exist no matter what the training is. There
are some skills that can only be developed by practising them. Therefore, I feel no matter what is
taught in the classroom to new teachers, there are some skills that will only be honed by being in
a classroom and learning by trial and error. Practice teaching does offer more opportunity to
refine these skills, but it is still not their own classroom and therefore, they might still feel
limited.
I felt the strength of this study is following up with new teachers to determine what they feel
their training prepared them for and what they feel it lacked. These three issues are crucial to a
productive classroom and it is imperative to prepare teachers as adequately as possible. I feel the
best way to improve upon this study is to widen the study group to different districts and use a
more diverse teacher demographic. Secondly, I feel this information must be transparent between
teachers, schools and colleges/universities so that they all can look to address any gaps in this
learning (whether it is through new courses offered in education training or professional
development through the workplace.) For example, the teachers said that they had not taken a
course specifically in assessment but rather just incorporated assessment pieces into their other
courses. They felt a dedicated assessment course would be beneficial to help new teachers (Lew
& Nelson, 2016, 11). In the area of classroom management, the study demonstrated that the new
teachers felt that it had been addressed adequately in their training but that it was not sufficiently
addressed in professional development. Again, professional development has the advantage of
tailoring their training specifically to their student population. A teacher’s college cannot achieve
this. Therefore, it would be beneficial for districts to incorporate training that is relevant to their
specific schools and their student populations. This would ideally help to fill in gaps between
theory and practice and allow customization of the professional development to each specific
school and student population.

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Classroom Application

This is relevant primarily to the colleges and universities offering teacher’s education, but it
would also affect the classrooms as a result. As Lew and Nelson stated: “these efforts can also
help to address factors contributing to new teacher turnover and retention issues” (2016, p. 12). If
new teachers are entering into the classrooms feeling more confident and prepared to deal with
issues of classroom management, classroom assessment and offering a culturally responsive
curriculum, the classroom will be more productive, inclusive and organized. In turn, this would
undoubtedly enhance the students’ learning and have a positive impact on the majority of the
students. Enhancing the teachers’ skills in the area of Culturally Responsive Teaching will allow
them to create curriculum that the students can relate to and ideally, feel passionate about. It goes
beyond knowing a student’s learning needs. It aims to create an atmosphere where students feel
comfortable, included and valued, In turn, this will make the students more likely to value the
classroom and invest in their own education. For example, instead of a teacher having a unit on
Chinese New Year, the teacher can devise a lesson plan that is based on investigating geometric
shapes using origami.
Classroom management is a key part of teaching. When a classroom is poorly managed,
the students are less likely to learn and thrive. Therefore, as this study shows, it is imperative to
extend classroom management practices beyond teacher’s college. New teachers will have a
better awareness of teaching after having a year or two of experience and therefore, will be open
to new ideas and techniques to properly manage their classroom. For example, if a particular
class has a large population of busy students who struggle to pay attention, the school might have
some teacher training that offers the teachers alternate ways to arrange their classroom (for
example, seats that swivel, or desks that allow students to stand) or ways to incorporate a lot of
activities that have the students moving around.
Like classroom management, assessment literacy training needs to extend beyond
teacher’s college. There seems to be a gap between what is taught in teacher’s college and what
expectations are at a district level. By incorporating a class dedicated to teaching assessment
literacy strategies and following this up with professional development seminars within the
schools, new teachers will feel more supported in terms of what is expected of them and what
will best suit the school that they are working in. For example, a class can be developed to teach
the teacher candidates various assessment tools. This will give the teachers more background
knowledge and methods to draw upon when they are in a classroom. From there, the school
could provide them with a guideline of assessment tools that they generally prefer and then offer
professional development to further enhance their knowledge.

References
Lew, M. M., & Nelson, R. F. (2016). New Teachers’ Challenges: How Culturally Responsive
Teaching, Classroom Management, & Assessment Literacy Are Intertwined. Multicultural
Education, 23(3), 7–13. Retrieved from
http://ezproxy.medaille.edu/login?url=http://search.ebscohost.com.ezproxy.medaille.edu/login.as
px?direct=true&db=eric&AN=EJ1119450&site=ehost-live&scope=site

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I selected the Annotated Bibliography Assignment for my seventh artifact. I feel that this

highlighted two very important elements of being an excellent educator. Firstly, it demonstrates

research skills and critical thinking. Secondly, the topic address being a culturally responsive

teacher. As an educator, I feel it is crucial that we are continuously open to professional

development. Education is a field that is always growing and evolving, and I feel it is essential

that we understand that being a teacher is a process that is always evolving and growing as well.

It is not acceptable to simply be stagnant. Therefore, this artifact demonstrates my research on

this particular topic and the critical thinking to understand the topic on a deeper level. It is also a

highly relevant topic. I am hoping to teach within the Toronto or Peel District School Boards and

every school is incredibly diverse. I feel this type of research better prepares me to be an

educator that will enable every student to feel included, safe and enthusiastic. I feel that learning

can only take place when these requirements are met. In order for all three to be achieved, I must

be diligent with classroom management and conscious of the resources and lessons that I utilize

within the classroom. This artifact exemplifies the following professional and curriculum

standards:

Connections to Standards

INTASC

Standard 1 – Knowledge of Subject Matter

The candidate understands the central concepts, tools of inquiry, and structure of the discipline he or she

teachers and can create learning experiences that make these aspects of subject matter meaningful to

students.

Standard 2 – Knowledge of Human Development and Learning

The candidate understands how children learn and develop, and can provide learning opportunities that

support their intellectual, social, and personal development.

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Standard 3 – Instructional Strategies for Diverse Learners

The candidate understands how students differ in their approaches to learning and creates instructional

opportunities that are adapted to diverse learners.

Standard 5 – Motivation and Management

The candidate encourages an understanding of individual and group motivation and behavior to create a

learning environment that encourages positive social interactions, active engagement in learning, and self-

motivation.

NYS Code of Ethics for Educators

Principle 1

Educators nurture the intellectual, physical, emotional, social, and civic potential of each student.

Educators promote growth in all students through the integration of intellectual, physical, emotional,

social and civic learning. They respect the inherent dignity and worth of each individual. Educators help

students to value their own identity, learn more about their cultural heritage, and practice social and civic

responsibilities. They help students to reflect on their own learning and connect it to their life experience.

They engage students in activities that encourage diverse approaches and solutions to issues, while

providing a range of ways for students to demonstrate their abilities and learning. They foster the

development of students who can analyze, synthesize, evaluate and communicate information effectively.

Principle 2

Educators create, support, and maintain challenging learning environments for all. Educators apply their

professional knowledge to promote student learning. They know the curriculum and utilize a range of

strategies and assessments to address differences. Educators develop and implement programs based upon

a strong understanding of human development and learning theory. They support a challenging learning

environment. They advocate for necessary resources to teach to higher levels of learning. They establish

and maintain clear standards of behavior and civility. Educators are role models, displaying the habits of

mind and work necessary to develop and apply knowledge while simultaneously displaying a curiosity

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and enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Principle 3

Educators commit to their own learning in order to develop their practice. Educators recognize that

professional knowledge and development are the foundations of their practice. They know their subject

matter, and they understand how students learn. Educators respect the reciprocal nature of learning

between educators and students. They engage in a variety of individual and collaborative learning

experiences essential to develop professionally and to promote student learning. They draw on and

contribute to various forms of educational research to improve their own practice.

Principle Five

Educators collaborate with parents and community, building trust and respecting confidentiality.

Educators partner with parents and other members of the community to enhance school programs and to

promote student learning. They also recognize how cultural and linguistic heritage, gender, family and

community shape experience and learning. Educators respect the private nature of the special knowledge

they have about students and their families and use that knowledge only in the students’ best interests.

They advocate for fair opportunity for all children.

The Ontario Ethical Teacher Standards – CARE, INTEGRITY, AND RESPECT

 The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-

being and learning through positive influence, professional judgment and empathy in

practice.

 Honesty, reliability and moral action are embodied in the ethical standard of Integrity.

Continual reflection assists members in exercising integrity in their professional

commitments and responsibilities.

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