Identifying Proactive Collaboration Strategies for Teacher Readiness For Marginalized Students

Abstract

This research discusses the value of collaborating to develop strategies that enhance teacher readiness for the marginalized student and the use of qualitative data that can lead to student academic and social success. Education domains include the learning environment, technology, and building parent and community connections. This research includes data from participants of an educators’ professional development workshop regarding the use of appropriate and proactive pedagogical strategies and theories.