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Increasing The Success Of African American Males With Learning Disabilities Attending California Community Colleges, Amar I. Abbott, Windy F. Martinez 2018 Taft College

Increasing The Success Of African American Males With Learning Disabilities Attending California Community Colleges, Amar I. Abbott, Windy F. Martinez

Journal of Research Initiatives

The purpose of this article is to identify strategies to increase the access, progress, and success for African-American males with Learning Disabilities (LD) attending the California Community College. California has the fifth largest population of African American people in the US, including over 1 million African American males. There is a growing body of literature discussing the barriers faced by African American males attending college, particularly in the areas of retention, persistence, and degree attainment. This journal article discusses how to ameliorate the issues regarding African-American males being successful in the community college environment. With special programs such as Umoja ...


Who Am I? The Identity Crisis Of A Researching Academic Developer, Cristina Cottom, Angela Atwell 2018 Embry-Riddle Aeronautical University

Who Am I? The Identity Crisis Of A Researching Academic Developer, Cristina Cottom, Angela Atwell

Publications

According to social identity theory, academic developers experience role conflict. This struggle stems from responsibilities that fall into various professional categories. An academic developer is both staff and faculty; both developer and researcher. These differing identities often have contradictory purposes, leaving the academic developer conflicted. In this poster session, two researching academic developers explore the challenges and benefits of this identity crisis.


A Qualitative Study: How Northeastern Illinois University’S College Of Education Program Successfully Prepares Black Males With A Previous Individualized Learning Plan To Become Teachers, Sunni Ali 2018 Northeastern Illinois University

A Qualitative Study: How Northeastern Illinois University’S College Of Education Program Successfully Prepares Black Males With A Previous Individualized Learning Plan To Become Teachers, Sunni Ali

Journal of Research Initiatives

As Teacher College Programs throughout the country attempt to increase their numbers of quality educators entering a classroom, one abiding concern remains: how do universities attract and successfully transition black male educators to become K-12 teachers? Such a lasting question has caused several national programs to arise, specifically an initiative consortium (N.I.C) that involved several colleges of education programs to develop and sustain strategies to increase black male teachers in the profession.

This qualitative-interview based study reviews how a teacher college program located in Chicago, Northeastern Illinois University (NEIU), applies N.I.C. external and internal mechanisms to ...


Guest Editors Foreword, Shawn A. Robinson, Richard McGregory, Howard Spearman, Corey L. Thompson 2018 Independent Scholar

Guest Editors Foreword, Shawn A. Robinson, Richard Mcgregory, Howard Spearman, Corey L. Thompson

Journal of Research Initiatives

Consequently, African American males with LD are still significantly less than their White counterparts to matriculate through the post-secondary system and receive a college degree. (Newman et al., 2011). Banks and Gibson (2016) asserted “the under-representation of AA college students with disabilities in 4-year institutions underscores the need for systematic examination of school and non-school variables that influence students’ transition to college and retention during the college years.” (p. 71). However, the limited scholarship on the subject continues to leave many unanswered questions related to theory and experiential knowledge regarding AA males with LD in higher education (Robinson, Ford, Ellis ...


Black Exceptionality In Academia: A Cultural-Historical Re-Conceptualization Of Black Male Students Identified With Learning Disabilities In Higher Education, Larry Love, Dosun Ko, AYDIN BAL 2018 University of Wisconsin-Madison

Black Exceptionality In Academia: A Cultural-Historical Re-Conceptualization Of Black Male Students Identified With Learning Disabilities In Higher Education, Larry Love, Dosun Ko, Aydin Bal

Journal of Research Initiatives

The under-representation of Black male students identified with learning disabilities (LD) in higher education is a symptom of a larger social injustice, the racialization of educational opportunities and outcomes in the United States. We provided a critical review of literature to examine the structural and social barriers facing Black college students identified with LD in terms of access to adequate support services, refusal of funds of knowledge that Black students bring to higher education, and hegemonic organization of higher education. Following themes are explored: a) historical legacy of racial inequity in academia; b) systemic contradictions in institutional practices; c) absence ...


Becoming The Cultural “Other”: Pre-Service Teachers Conducting Ethnographic Projects While Studying Abroad, Maria Dantas-Whitney, Chelsea Cotton, Haley Christensen, Maggie Edwards, Lindsay Freeman, Jessica Wood 2018 Western Oregon University

Becoming The Cultural “Other”: Pre-Service Teachers Conducting Ethnographic Projects While Studying Abroad, Maria Dantas-Whitney, Chelsea Cotton, Haley Christensen, Maggie Edwards, Lindsay Freeman, Jessica Wood

Northwest Journal of Teacher Education

In the summer of 2011 a group of pre-service teachers from Western Oregon University joined a study-abroad program in Argentina. During their approximate two-month stay, pre-service students had the opportunity to take intensive coursework in Spanish, as well enroll in credit-bearing courses leading to an ESOL endorsement (English for Speakers of Other Languages). One of the ESOL courses offered during the program was “Culture and Community in ESOL/Bilingual Classrooms.” This article is written by five of the students who participated in this course, in collaboration with their professor. In particular, the article focuses on an ethnographic course project.


Physical Activity During Full-Day And Half-Day Kindergarten, Lauren Talley, Ryan Cook, Patti-Jean Naylor, Viviene Anne Temple 2018 University of Victoria, BC

Physical Activity During Full-Day And Half-Day Kindergarten, Lauren Talley, Ryan Cook, Patti-Jean Naylor, Viviene Anne Temple

Northwest Journal of Teacher Education

The aim of this study was to compare the physical activity levels of children during fullday and half-day kindergarten. Of the 47 children who participated in this study, 22 (girls = 50%) attended full-day kindergarten and 25 (girls = 40%) attended half-days. Actigraph activity monitors were used to assess physical activity and sedentary behavior of the children. We found that children were more active during full-day kindergarten. The rates of light-intensity physical activity were significantly higher during full-day kindergarten. However, levels of moderate-to-vigorous physical activity (MVPA) were quite low, and efforts to promote MVPA would be beneficial.


Student Teacher Field Supervisors Articulate Their Roles, Jan Byers-Kirsch, Naomi Jeffery Petersen 2018 Central Washington University

Student Teacher Field Supervisors Articulate Their Roles, Jan Byers-Kirsch, Naomi Jeffery Petersen

Northwest Journal of Teacher Education

The importance of field supervision of student teacher candidates is well-recognized. However, the role of the supervisor is often unarticulated and ambiguous, left to the field supervisor and the candidate to delineate and define. The individual practices of field supervisors are often idiosyncratic representations of the goals of the specific teacher preparation program, or simply based on personal knowledge and experience. What are those supervisory practices, and are there differences based on the supervisors’ professional backgrounds? Based on survey responses from field supervisors at one university, this qualitative investigation suggests supervisors’ professional backgrounds and affiliations with teacher preparation programs do ...


Life Changing Events For Students: An Initial Exploratory Study, Michael A. Rousell 2018 Southern Oregon University

Life Changing Events For Students: An Initial Exploratory Study, Michael A. Rousell

Northwest Journal of Teacher Education

The purpose of this exploratory study was to discover under what conditions teachers’ comments create transformative moments for students. This study shows that emotional arousal, frequently triggered by surprise, appears to be a catalyst for the spontaneous and profound restructuring of a student’s personal schema or worldview. Our brains evolved to respond to emotionally intense challenges rapidly and reflexively. These challenges are instantly processed by the brain’s innate, stress-driven, conceptual, problem-solving system. Our reflexive brain system is organized to accept the most expedient solution, not necessarily the best one. It’s thus quite vulnerable to making impetuous responses ...


Promoting Cross-Cultural Competence And Awareness In Teacher Education: Toward The Integration Of Western And Non-Western Perspectives, Stephen Woolworth, Vidya Thirumurthy 2018 Pacific Lutheran University

Promoting Cross-Cultural Competence And Awareness In Teacher Education: Toward The Integration Of Western And Non-Western Perspectives, Stephen Woolworth, Vidya Thirumurthy

Northwest Journal of Teacher Education

Calls for culturally competent teachers persist amidst the ongoing diversification of the P-12 student population (Aud et al. 2010), continued racial homogeneity of the teacher workforce (Boser, 2011), chronic academic achievement disparities between majority and minority student groups (Vanneman et al., 2009), and persistent racial disproportionality in school discipline practices (Losen et al, 2012). In an effort to encourage and promote cross-cultural competence and awareness, we describe a graduate seminar we designed and taught around the integration of western and nonwestern perspectives on cognition, development and learning. We share a number of insights gained from the seminar experience and conclude ...


The Perils And Promise Of Personalized Learning, Allyson Fleming 2018 University of Victoria

The Perils And Promise Of Personalized Learning, Allyson Fleming

Northwest Journal of Teacher Education

In this article I explore the concept of personalized learning, a relatively new concept being promoted by the British Columbia (BC) Ministry of Education as the “new” approach to effective learning through the lens of a practicing professional. I begin by tracing my own emerging understanding of personalized learning as a discourse in BC education and then follow this with a discussion about the dominance of neoliberalism as an ideological frame for thinking about education and schooling. In particular, I consider how the role of the teacher shifts from professional to functionary, and how this shift is reified through two ...


The Importance Of Professional Dispositions: A Survey Of Diverse Teacher Educators, Kelly M. Benson, Naomi Jeffery Petersen 2018 Central Washington University

The Importance Of Professional Dispositions: A Survey Of Diverse Teacher Educators, Kelly M. Benson, Naomi Jeffery Petersen

Northwest Journal of Teacher Education

Dispositions are undisputedly crucial for teaching success and academic achievement, but what are they and which ones are most important for candidates to develop before student teaching? Can we identify, define, influence or assess dispositions for a common language among all stakeholders in teacher education? In order to find out if stakeholders from 30 certification areas share common definitions of essential teacher dispositions, and whether their range of opinions can be reduced to major constructs, we surveyed faculty and staff in 30 NCATE-accredited certification programs housed in three colleges of a large public comprehensive university. This article presents the qualitative ...


Collaborating To Teach Research Methods In Education, Todd Milford, Catherine Etmanski 2018 Griffith University

Collaborating To Teach Research Methods In Education, Todd Milford, Catherine Etmanski

Northwest Journal of Teacher Education

The purpose of this paper is to describe a pedagogical collaboration between two research methods instructors in a Faculty of Education in Canada. Both instructors represent different paradigms in the classic quantitative vs. qualitative dichotomy in that they were trained in vastly different ways and have tended to approach their research along these same lines. However, despite these differences the paper explores how they each viewed this as a potential limitation in their methods teaching and how through crossing over to each other’s classrooms were able to both expand their own understanding as well as offer a more balanced ...


Because It’S A Girl Cake!:Because It’S A Girl Cake!: Fostering Dialogue About Gender Identity In Elementary Classrooms, Niko Wacker, Amy E. Ryken 2018 Skyline Elementary School

Because It’S A Girl Cake!:Because It’S A Girl Cake!: Fostering Dialogue About Gender Identity In Elementary Classrooms, Niko Wacker, Amy E. Ryken

Northwest Journal of Teacher Education

In this documentary account, a kindergarten teacher and teacher educator describe our efforts to explore how young children think and reason about gender expression in and beyond the classroom. We describe our ongoing collaboration to develop a framework for teacher-initiated and student-initiated conversations about gender, which often result from students’ spontaneous remarks and questions about gender norms. We explore the question, How can educators create relevant and engaging learning opportunities to invite young learners to discuss gender norms within the classroom? In this paper we share kindergartners’ conversations about gender and three examples of their writing about this topic. We ...


“Community Building Makes It Nice For Everybody”?: Elementary Teachers’Understandings And Practices Of Classroom Management, Hillary Merk 2018 University of Portland

“Community Building Makes It Nice For Everybody”?: Elementary Teachers’Understandings And Practices Of Classroom Management, Hillary Merk

Northwest Journal of Teacher Education

This qualitative research study explored elementary teachers’ understandings and practices of classroom management, particularly in regard to their own and students’ power, race, gender, and social class. In the first theme, the community building framework “makes it nice for everybody”, I work to understand how these white, middleclass teachers embrace this approach due to their race, gender, and class, which engender their desire for pleasantry. The second theme, “hard kids are hard kids”: a common sense ideology of difference, emerged from these teachers’ understandings of how race, gender, social class, and power influence student behavior and their classroom management practices.


The Efficacy Of Inquiry-Based Learning In Undergraduate Physiology, James DePaepe, Tracy Campion 2018 Central Washington University

The Efficacy Of Inquiry-Based Learning In Undergraduate Physiology, James Depaepe, Tracy Campion

Northwest Journal of Teacher Education

Lecture, where learning is passive, remains a prevalent instructional method of teaching content. Contextualized approaches like Inquiry-Based Learning (IBL) where students are more actively engaged remains less common. For 25 years the literature has supported contextualized approaches. Nevertheless, recent papers have claimed IBL to be an unguided approach that has produced content knowledge deficits. Therefore, we tested whether undergraduate physiology content could be learned using IBL. Four groups of undergraduates (mean ages=23, N=60) took a ten-week physiology course using IBL. A content valid pretest and posttest measured content knowledge. A one-way ANOVA indicated no significant differences within or ...


Enhancing Rural Internships: Considering The Post-Intern Voice, Edwin Ralph, Keith D. Walker 2018 University of Saskatchewan

Enhancing Rural Internships: Considering The Post-Intern Voice, Edwin Ralph, Keith D. Walker

Northwest Journal of Teacher Education

A lingering issue that has faced rural-practicum planners across all the professions relates to enhancing the overall quality of rural internships. In this report, the authors address a key facet of this subject by considering the viewpoint of post-interns regarding their own rural practicum experiences. The authors compare the perspectives of a recent group of Education post-practicum students regarding the quality of rural internships with findings from previous research related to the subject. The post-interns participating in the present study recently completed their 16-week extended practicum in rural schools in one Western Canadian province. They submitted written responses to questions ...


Latinos In Action: Cultivating Academics, Access, Equity, And Future Bilingual Educators, Maria Timmons Flores, Marilyn Chu, Michael Sampson 2018 Western Washington University

Latinos In Action: Cultivating Academics, Access, Equity, And Future Bilingual Educators, Maria Timmons Flores, Marilyn Chu, Michael Sampson

Northwest Journal of Teacher Education

Developing bilingual teachers is critical in closing the achievement gap experienced by bilingual and Latino children. This qualitative case study investigated the benefits of an academically grounded cross-age tutoring program designed to support low-income, bilingual high school students to graduate, pursue higher education, and explore education as a possible career. Data sources included observations, interviews, program artifacts, and quantitative academic indicators. Data were analyzed using grounded theory and narrative analysis. Theoretically framed as social design experiment (Gutierrez & Vossoughi, 2010), the study employs cultural historical perspectives and qualitative research to define underlying principles of transformative practice. Findings demonstrate shifts in individuals ...


Secondary School Students’ Lack Of Mathematics Understanding, Masomeh Jamshid Nejad 2018 University of British Columbia

Secondary School Students’ Lack Of Mathematics Understanding, Masomeh Jamshid Nejad

Northwest Journal of Teacher Education

A study was conducted to investigate the influence of pupils’ beliefs on their performance in problem solving. Twenty-seven students from Grade 8 participated in this study. The findings showed that there is a positive correlation between participants’ belief, some subscales of belief and participants’ performance in problem solving. Further research was then suggested. A study was conducted to investigate the influence of pupils’ beliefs on their performance in problem solving. Twenty-seven students from Grade 8 participated in this study. The findings showed that there is a positive correlation between participants’ belief, some subscales of belief and participants’ performance in problem ...


Improving Student Engagement With 21st Century Learning Practices, Thelma M. Gunn, Maurice Hollingsworth 2018 University of Lethbridge

Improving Student Engagement With 21st Century Learning Practices, Thelma M. Gunn, Maurice Hollingsworth

Northwest Journal of Teacher Education

There is sufficient evidence to support the importance of adaptive student engagement with respect to improved school behavior, academic achievement, and high school completion rates. Students who are more engaged exhibit high levels of adaptive attention, cognition, and behaviour as well as create social, physical, and intellectual resources (i.e., Appleton, Christenson, & Furlong, 2008; Fredrickson, 2001). A three-year study designed to investigate and track student engagement and academic achievement with Grade 9 and 10 students has demonstrated that 21st century instructional practices have the potential to improve students’ perceptions of community, orientation to school, and in particular, their academic strategies.


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