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Beginning Teachers & Strategies for Asset-Based Pedagogy

Andrew Kwok,
Joseph Waddington,
Jenna Davis,
Sara Halabi,
Debbee Huston,
Rita Hemsley

Our study examines roughly 2,000 novice teachers’ responses about how they account for students’ cultural, ethnic/racial, and linguistic diversity. We qualitatively analyze robust open-ended survey responses to explore teachers’ reported strategies for how they integrate asset-based pedagogy (ABP). We identify codes related to these strategies and then investigate them by participant demographics. This illuminates both the predictive validity of our qualitative analyses as well as provides initial evidence as to whether certain characteristics are associated with critical techniques. Our findings inform practitioners of a suite of ABP strategies as well as districts and policymakers about how novice teachers are processing asset-based instruction and who to target support in this vital pedagogical area.

Keywords
Pedagogical beliefs, novice teachers, culture, mixed methods
Education level
K-12 Education
Topics
Teacher and Leader Development
Tags
Culturally responsive schooling,
Instructional practices,
Equity
Download 02/2023
Document Object Identifier (DOI)
10.26300/s6ck-7v61
EdWorkingPaper suggested citation:
Kwok, Andrew, Joseph Waddington, Jenna Davis, Sara Halabi, Debbee Huston, and Rita Hemsley. (). Beginning Teachers & Strategies for Asset-Based Pedagogy. (EdWorkingPaper: -732). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/s6ck-7v61

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