Shamaine Bertrand | Illinois State University (original) (raw)

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Papers by Shamaine Bertrand

Research paper thumbnail of Essential 1: justice is our “comprehensive mission”

PDS Partners: Bridging Research to Practice

PurposeTo detail the revised Essential #1.Design/methodology/approachThis is a description and ca... more PurposeTo detail the revised Essential #1.Design/methodology/approachThis is a description and case study of Essential #1.FindingsThis article includes the following elements: details of the rationale behind the revisions to the Essential; highlights of the specific changes to the Essential; and definitions of the key concepts related to the Essential.Practical implicationsThis article provides the following: a “Deepening Our Learning” section, with a description of the Essential in action that might help others to integrate this ideal into their teaching and teacher education practices; and a reflection on potential impacts of the new elements of each Essential on existing or new PDS work.Originality/valueThis article provides a description and application of the revised Essential #1.

Research paper thumbnail of The Marathon Continues: Black Faculty Awakened & Inspired by Neighborhood Nip to Redesign Community-Engaged Teacher Education Courses

Equity & Excellence in Education

Research paper thumbnail of Preparing teacher candidates to address anti-blackness and see the assets of black students in clinical practice

PDS Partners: Bridging Research to Practice

PurposeThis article shares how providing teacher candidates with experiences in a predominantly b... more PurposeThis article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical courses. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or professional development school (PDS) partnerships can incorporate practices that address anti-blackness in clinical practice.Design/methodology/approachConceptual paper sharing experiences addressing anti-blackness in school-university partnerships.FindingsNational Association of Professional Development Schools (NAPDS) recently revised their Nine Essentials to include this revised version of Essential 1: A comprehensive mission which calls for the advancement of equity, antiracism and social justice within and among schools, colleges/universities an...

Research paper thumbnail of Everybody Ain’t Got It, But They Should

BRILL eBooks, Feb 6, 2023

Research paper thumbnail of Show & Tell: Elementary Teacher Candidates' Perceptions of Teaching in High-Poverty Schools

Multicultural Education, 2019

Research paper thumbnail of Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences

Research paper thumbnail of Bout That Teacher Preparation Life": Preparing White Preservice Teachers to Teach Students of Color

Proceedings of the 2021 AERA Annual Meeting

Research paper thumbnail of The inequitable consequences of school disciplinary policies on Black girls in Ohio

Studies have examined the effects of school disciplinary policies and practices on Black boys. Mu... more Studies have examined the effects of school disciplinary policies and practices on Black boys. Much of this research highlights the degree to which many of these disciplinary policies and practices have affected Black boys in P-12 contexts in negative ways. A small and emerging body of scholarship has begun to investigate the effects of school discipline policies and practices in P-12 contexts on Black girls. The focus of this study was to investigate the effects of disciplinary policies on Black girls in comparison to girls from other races in the 15 largest school districts in Ohio. Drawing from recent out-of-school suspension data from the Office for Civil Rights Data Collection, we examined the degree to which Black girls were suspended out of school in the 15 largest school districts in Ohio. More specifically, out-of-school suspension rates (1 or more suspensions combined) for Black girls in relation to the suspension rates of girls from other racial backgrounds was analyzed. Findings indicated that Black girls were suspended at disproportionately higher rates in the majority of the districts in this study. Recommendations for practice are discussed.

Research paper thumbnail of Class Dismissed: An Examination of How Teacher Candidates Are Prepared for Title I Schools

Research paper thumbnail of Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds

Journal of Urban Learning, Teaching, and Research

Despite the diversity of the American student population, the current teacher force and cohorts o... more Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perceptions of students from these backgrounds and offered their professor entry points for knowledge and skill development related to teaching students living in impoverished backgrounds.

Research paper thumbnail of Teacher Educators as Disruptors Redesigning Courses in Teacher Preparation Programs to Prepare white Preservice Teachers

Journal of Culture and Values in Education

Many institutions of higher education, and their teacher preparation programs, have mission or co... more Many institutions of higher education, and their teacher preparation programs, have mission or core value statements that include terms such as diversity, equity, or social justice. The terms are meant to suggest an inclusive approach but it’s often difficult to see how those terms are operationalized. As two Black pre-tenure faculty members working in predominantly white institutions (PWIs), we have pushed our teacher preparation programs to go beyond putting keywords in mission statements and provide ways to follow through so future teachers can enact the concepts in their classrooms. We use Self-Study in Teacher Education Practices (S-STEP) and Critical Race Theory (CRT) to make meaning of our own narratives, the systems that negatively impact people of color, and signaling words within our teacher preparation programs. We use the data from our personal narratives to discuss ways junior faculty can act as disruptors to ensure white preservice teachers are better prepared for the ...

Research paper thumbnail of Exploring Economic Diversity and Inequity Through Picture Books

Research paper thumbnail of Partnership in/as/for Literacies

Journal of Adolescent & Adult Literacy, 2016

Research paper thumbnail of The inequitable consequences of school disciplinary policies on Black girls in Ohio

Journal of Global Education and Research, 2021

Studies have examined the effects of school disciplinary policies and practices on Black boys. Mu... more Studies have examined the effects of school disciplinary policies and practices on Black boys.
Much of this research highlights the degree to which many of these disciplinary policies and
practices have affected Black boys in P-12 contexts in negative ways. A small and emerging body
of scholarship has begun to investigate the effects of school discipline policies and practices in P-
12 contexts on Black girls. The focus of this study was to investigate the effects of disciplinary
policies on Black girls in comparison to girls from other races in the 15 largest school districts in
Ohio. Drawing from recent out-of-school suspension data from the Office for Civil Rights Data
Collection, we examined the degree to which Black girls were suspended out of school in the 15
largest school districts in Ohio. More specifically, out-of-school suspension rates (1 or more
suspensions combined) for Black girls in relation to the suspension rates of girls from other racial
backgrounds was analyzed. Findings indicated that Black girls were suspended at
disproportionately higher rates in the majority of the districts in this study. Recommendations for
practice are discussed.

Research paper thumbnail of Teacher educators as disruptors: Redesigning courses in teacher preparation programs to prepare white preservice teachers

Journal of Culture and Values in Education, 2020

Many institutions of higher education, and their teacher preparation programs, have mission or co... more Many institutions of higher education, and their teacher preparation programs, have mission or core value statements that include terms such as diversity, equity, or social justice. The terms are meant to suggest an inclusive approach but it's often difficult to see how those terms are operationalized. As two Black pre-tenure faculty members working in predominantly white institutions (PWIs), we have pushed our teacher preparation programs to go beyond putting keywords in mission statements and provide ways to follow through so future teachers can enact the concepts in their classrooms. We use Self-Study in Teacher Education Practices (S-STEP) and Critical Race Theory (CRT) to make meaning of our own narratives, the systems that negatively impact people of color, and signaling words within our teacher preparation programs. We use the data from our personal narratives to discuss ways junior faculty can act as disruptors to ensure white preservice teachers are better prepared for the field.

Research paper thumbnail of Essential 1: justice is our “comprehensive mission”

PDS Partners: Bridging Research to Practice

PurposeTo detail the revised Essential #1.Design/methodology/approachThis is a description and ca... more PurposeTo detail the revised Essential #1.Design/methodology/approachThis is a description and case study of Essential #1.FindingsThis article includes the following elements: details of the rationale behind the revisions to the Essential; highlights of the specific changes to the Essential; and definitions of the key concepts related to the Essential.Practical implicationsThis article provides the following: a “Deepening Our Learning” section, with a description of the Essential in action that might help others to integrate this ideal into their teaching and teacher education practices; and a reflection on potential impacts of the new elements of each Essential on existing or new PDS work.Originality/valueThis article provides a description and application of the revised Essential #1.

Research paper thumbnail of The Marathon Continues: Black Faculty Awakened & Inspired by Neighborhood Nip to Redesign Community-Engaged Teacher Education Courses

Equity & Excellence in Education

Research paper thumbnail of Preparing teacher candidates to address anti-blackness and see the assets of black students in clinical practice

PDS Partners: Bridging Research to Practice

PurposeThis article shares how providing teacher candidates with experiences in a predominantly b... more PurposeThis article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical courses. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or professional development school (PDS) partnerships can incorporate practices that address anti-blackness in clinical practice.Design/methodology/approachConceptual paper sharing experiences addressing anti-blackness in school-university partnerships.FindingsNational Association of Professional Development Schools (NAPDS) recently revised their Nine Essentials to include this revised version of Essential 1: A comprehensive mission which calls for the advancement of equity, antiracism and social justice within and among schools, colleges/universities an...

Research paper thumbnail of Everybody Ain’t Got It, But They Should

BRILL eBooks, Feb 6, 2023

Research paper thumbnail of Show & Tell: Elementary Teacher Candidates' Perceptions of Teaching in High-Poverty Schools

Multicultural Education, 2019

Research paper thumbnail of Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences

Research paper thumbnail of Bout That Teacher Preparation Life": Preparing White Preservice Teachers to Teach Students of Color

Proceedings of the 2021 AERA Annual Meeting

Research paper thumbnail of The inequitable consequences of school disciplinary policies on Black girls in Ohio

Studies have examined the effects of school disciplinary policies and practices on Black boys. Mu... more Studies have examined the effects of school disciplinary policies and practices on Black boys. Much of this research highlights the degree to which many of these disciplinary policies and practices have affected Black boys in P-12 contexts in negative ways. A small and emerging body of scholarship has begun to investigate the effects of school discipline policies and practices in P-12 contexts on Black girls. The focus of this study was to investigate the effects of disciplinary policies on Black girls in comparison to girls from other races in the 15 largest school districts in Ohio. Drawing from recent out-of-school suspension data from the Office for Civil Rights Data Collection, we examined the degree to which Black girls were suspended out of school in the 15 largest school districts in Ohio. More specifically, out-of-school suspension rates (1 or more suspensions combined) for Black girls in relation to the suspension rates of girls from other racial backgrounds was analyzed. Findings indicated that Black girls were suspended at disproportionately higher rates in the majority of the districts in this study. Recommendations for practice are discussed.

Research paper thumbnail of Class Dismissed: An Examination of How Teacher Candidates Are Prepared for Title I Schools

Research paper thumbnail of Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds

Journal of Urban Learning, Teaching, and Research

Despite the diversity of the American student population, the current teacher force and cohorts o... more Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perceptions of students from these backgrounds and offered their professor entry points for knowledge and skill development related to teaching students living in impoverished backgrounds.

Research paper thumbnail of Teacher Educators as Disruptors Redesigning Courses in Teacher Preparation Programs to Prepare white Preservice Teachers

Journal of Culture and Values in Education

Many institutions of higher education, and their teacher preparation programs, have mission or co... more Many institutions of higher education, and their teacher preparation programs, have mission or core value statements that include terms such as diversity, equity, or social justice. The terms are meant to suggest an inclusive approach but it’s often difficult to see how those terms are operationalized. As two Black pre-tenure faculty members working in predominantly white institutions (PWIs), we have pushed our teacher preparation programs to go beyond putting keywords in mission statements and provide ways to follow through so future teachers can enact the concepts in their classrooms. We use Self-Study in Teacher Education Practices (S-STEP) and Critical Race Theory (CRT) to make meaning of our own narratives, the systems that negatively impact people of color, and signaling words within our teacher preparation programs. We use the data from our personal narratives to discuss ways junior faculty can act as disruptors to ensure white preservice teachers are better prepared for the ...

Research paper thumbnail of Exploring Economic Diversity and Inequity Through Picture Books

Research paper thumbnail of Partnership in/as/for Literacies

Journal of Adolescent & Adult Literacy, 2016

Research paper thumbnail of The inequitable consequences of school disciplinary policies on Black girls in Ohio

Journal of Global Education and Research, 2021

Studies have examined the effects of school disciplinary policies and practices on Black boys. Mu... more Studies have examined the effects of school disciplinary policies and practices on Black boys.
Much of this research highlights the degree to which many of these disciplinary policies and
practices have affected Black boys in P-12 contexts in negative ways. A small and emerging body
of scholarship has begun to investigate the effects of school discipline policies and practices in P-
12 contexts on Black girls. The focus of this study was to investigate the effects of disciplinary
policies on Black girls in comparison to girls from other races in the 15 largest school districts in
Ohio. Drawing from recent out-of-school suspension data from the Office for Civil Rights Data
Collection, we examined the degree to which Black girls were suspended out of school in the 15
largest school districts in Ohio. More specifically, out-of-school suspension rates (1 or more
suspensions combined) for Black girls in relation to the suspension rates of girls from other racial
backgrounds was analyzed. Findings indicated that Black girls were suspended at
disproportionately higher rates in the majority of the districts in this study. Recommendations for
practice are discussed.

Research paper thumbnail of Teacher educators as disruptors: Redesigning courses in teacher preparation programs to prepare white preservice teachers

Journal of Culture and Values in Education, 2020

Many institutions of higher education, and their teacher preparation programs, have mission or co... more Many institutions of higher education, and their teacher preparation programs, have mission or core value statements that include terms such as diversity, equity, or social justice. The terms are meant to suggest an inclusive approach but it's often difficult to see how those terms are operationalized. As two Black pre-tenure faculty members working in predominantly white institutions (PWIs), we have pushed our teacher preparation programs to go beyond putting keywords in mission statements and provide ways to follow through so future teachers can enact the concepts in their classrooms. We use Self-Study in Teacher Education Practices (S-STEP) and Critical Race Theory (CRT) to make meaning of our own narratives, the systems that negatively impact people of color, and signaling words within our teacher preparation programs. We use the data from our personal narratives to discuss ways junior faculty can act as disruptors to ensure white preservice teachers are better prepared for the field.