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Volume 7, Issue 1, Catherine Scott 2017 Coastal Carolina University

Volume 7, Issue 1, Catherine Scott

Catalyst: A Social Justice Forum

The Science, Technology, Engineering, and Mathematics (STEM) field is greatly promoted as a career path for students in recent years, and the demand for individuals specializing in STEM disciplines is expected to rise. Often, when considering STEM, one thinks of careers related to medicine, laboratory settings, or the pure sciences. However, in examining only these aspects of STEM, we may errantly overlook the impacts that P-20 education may have in using STEM as a means for improving student lives. One unique aspect of STEM is its role in helping to improve our well being as individuals and society as a ...


"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, LaTasha Thompson, Deborah Lewis 2017 Florida A&M University

"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis

Catalyst: A Social Justice Forum

The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus ...


What Demotivates Foreign Efl Teachers? A Case Study In Turkish Context, Turgay Han, Zinat Mahzoun 2017 Ordu University

What Demotivates Foreign Efl Teachers? A Case Study In Turkish Context, Turgay Han, Zinat Mahzoun

The Qualitative Report

This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the subjects at a primary/ secondary school in east of Turkey. Face-to-face interviews, profile forms, field notes and diaries were used to obtain the necessary data for the research. The findings indicated that lack of effective communication with school administration and colleagues and lack of interest, attention and respect from behalf of students were the main causes of demotivation at work for both teachers.


Institutionalizing An “Ethic Of Care” Into The Teaching Of Ethics For Pre-Service Teachers, Michelle Hawks, Thashika Pillay 2017 University of Alberta

Institutionalizing An “Ethic Of Care” Into The Teaching Of Ethics For Pre-Service Teachers, Michelle Hawks, Thashika Pillay

Journal of Critical Thought and Praxis

This paper calls for the acknowledgement and institutionalization of an ethic of care into the education of decision-making processes for pre-service teachers. The impetus for this paper came from the author's experiences with teaching a mandatory ethics and law course for pre-service teachers. Over the course of their teaching and as expounded upon in this paper, the authors illustrate how the course goals, aims, objectives and readings ignore discussions on gender in the teaching profession. Using a critical feminist policy analysis, the authors analyse the ethical perspectives taught in the required textbooks. Findings suggest that the absence of the ...


What About The Little People?: Empowering Middle School Students To Discard The Great Man Theory, Sarah Straub 2017 University of Houston

What About The Little People?: Empowering Middle School Students To Discard The Great Man Theory, Sarah Straub

MLET: The Journal of Middle Level Education in Texas

This paper attempts to address the promotion of critical thinking in our middle school students as they reflect on the widely-accepted White Eurocentric perspective of history that has been traditionally taught in school. In this article, the incomplete treatment of history is identified as Carlyle’s Great Man Theory. The hope is that educators can be critical of the curriculum they are teaching so as to promote critical perspectives in their own students. History is not just the story of Great Men – it is a collective story of which many of us have a partial understanding. Specifically, this article addresses ...


Taking It To The Streets: Teaching Methods And Curriculum Courses On-Site With Partner Schools, Amanda Wall, Christine Draper 2017 Georgia Southern University

Taking It To The Streets: Teaching Methods And Curriculum Courses On-Site With Partner Schools, Amanda Wall, Christine Draper

Middle Grades Review

Our introductory middle grades course meets on-site in a partner school. This context for the course derives from an overall emphasis on partnerships in our College of Education. Meeting on-site affords teacher candidates more continuity in a middle level classroom so that they can observe young adolescents and middle level teaching. At the early stage of our program, this course meeting on-site helps prepare teacher candidates to contribute positively to schooling for young adolescents.


“You Want Me To Do What?” The Benefits Of Co-Teaching In The Middle Level, Ellis Hurd, Gary Weilbacher 2017 Illinois State University

“You Want Me To Do What?” The Benefits Of Co-Teaching In The Middle Level, Ellis Hurd, Gary Weilbacher

Middle Grades Review

Exemplary middle schools use interdisciplinary teaming which often involves some level of co-planning, co-teaching, and co-assessing. In addition to this collaborative foundation, federal mandates for supporting students have led to frequent co-teaching between special educators, bilingual/bicultural specialists, and regular classroom teachers. Given that middle level educational frameworks, current inclusion practices, and demands for differentiation are all dependent upon teachers working together, increasing the presence of co-teaching within middle level teacher education program is both pragmatically sound and connected to foundational theories of middle level education. Middle school teachers and university faculty members who engage in co-teaching with teacher candidates ...


The Influence Of Technology On Teaching Practices At A Catholic School, Meredith JC Swallow 2017 University of Maine at Farmington

The Influence Of Technology On Teaching Practices At A Catholic School, Meredith Jc Swallow

Journal of Catholic Education

Supporting twenty-first century skill development calls for necessary changes in teaching practices to encourage contemporary learning outcomes. Research points toward technology integration as a catalyst for supporting shifting pedagogies necessary to enhance learning. As many Catholic educators and leaders are attempting to re-shape Catholic school learning for the twenty-first century, the Catholic school context provides a unique opportunity to understand technology integration and teaching practices. To address the need of understanding the development of teaching practices of Catholic educators in a digital age, this qualitative multiple-case study examines teaching practices of four middle-level Catholic school educators during a one-to-one technology ...


Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery 2017 University of Dayton

Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery

Charles J. Russo

This article reflects on the place of multicultural education in Catholic schools. The authors review the history and development of Catholic schools in order to set a context for examination of the appropriateness of multicultural education.


How To Start A Rebellion: Using Film To Engage Social Studies Students, Ariel Jones 2017 University of Toledo

How To Start A Rebellion: Using Film To Engage Social Studies Students, Ariel Jones

Learning to Teach

History teachers face the obstacle of connecting content about the past to their students living in the present. Research in the fields of film, psychology, and education suggest that the use of narrative film in the social studies classroom actually more effectively engages students in the class itself, as well as the historical material. When they are more engaged, they grow cognitively, as well as in terms of their meaningful learning and preparation to become citizens of our society. This article explores the views of experts in these fields, as well as the implementation of film as a teaching tool ...


Technological Resources In The History Classroom, Rebecca Fork 2017 University of Toledo

Technological Resources In The History Classroom, Rebecca Fork

Learning to Teach

As a history teacher, it is not uncommon to hear students explain that they “hate” history class. Today, students are oftentimes turned off and uninterested when they are required to merely memorize dates, names, and events through traditional means like lectures. With the advances in technology and increasing presence of technological resources in school, teachers must seriously consider including technology resources in their toolbox of teacher methods. There are various types of technological resources available to the history teacher such as digital storytelling, online simulations, and virtual history museums. With these techniques incorporated into the classroom, teachers will grasp the ...


Developing Democratic Participation Through Civil Liberties Education In Social Studies Classrooms, Geoffrey L. Earnhart 2017 University of Toledo

Developing Democratic Participation Through Civil Liberties Education In Social Studies Classrooms, Geoffrey L. Earnhart

Learning to Teach

Social studies educators must prepare students for the challenges of a changing world by providing them content knowledge and developing attitudes conducive to participatory citizenship. Most future government policies will have civil liberties implications, thus studying these issues provides a firm foundation for future decision making. Teachers should approach this content using student-centered methods in an open classroom climate in order to build students’ political efficacy that they will need for the future. These techniques equip students to be informed decision makers and encourages them to participatory citizens in later life.


Socializing Science Education Empowering Students Through The Use Of Discourse And Argumentation Of Socioscientific Issues, Christin Wilkins 2017 University of Toledo

Socializing Science Education Empowering Students Through The Use Of Discourse And Argumentation Of Socioscientific Issues, Christin Wilkins

Learning to Teach

Science teaching must begin to accommodate the changing role that science and technology has in the modern world. Citizens have increased avenues in which science can be used in decision-making in their lives and teaching students only content knowledge is not enough to equip them with the critical skills they need. Science education must promote social justice by giving all students opportunities to learn the nature of science as it relates to socio-scientific issues and explore the different values that are embedded in scientific decision-making. Science education should not only address content, it should encourage discourse and practice of science ...


Differentiation In The Science Classroom: An Overview Of Strategies To Aid In General Science Instruction, Jennifer Anne Croft 2017 University of Toledo

Differentiation In The Science Classroom: An Overview Of Strategies To Aid In General Science Instruction, Jennifer Anne Croft

Learning to Teach

One could argue that the hardest part about science is reading the material. The vocabulary within the text is difficult, there are many graphs, pictures, equations, diagrams, and tables of information all added to enhance the text, but can be overwhelming (Mason & Hedin, 2011). With all of these various factors contributing to the complexity of science texts, how can students ever read a science text successfully? Through the utilization of literacy accommodations provided by the teacher, students in the regular education science classroom are capable of improving their academic achievement, especially in reading science texts. In this article, accommodations for ...


“I’M Just Not Good At Math!” Rethinking What You Know About Mathematics, Katherine Ann Pohl 2017 University of Toledo

“I’M Just Not Good At Math!” Rethinking What You Know About Mathematics, Katherine Ann Pohl

Learning to Teach

There are many misconceptions regarding mathematics that produce negative student dispositions in a classroom. Such misconceptions are not fact based but are due to an ineffective, fixed mindset where a student limits their abilities based upon low self-efficacy and self-concept. Fixed mindsets fuel negative attitudes toward mathematics and can contribute to math anxiety. Studies have shown that the brain can grow and develop throughout a person’s life is partially dependent upon one’s mindset and experiences. Mathematics teachers can utilize a growth mindset where students have high self-efficacy and self-concept to promote positive dispositions toward mathematics. In doing this ...


Changing The Way That Math Is Taught: Conceptual Versus Procedural Knowledge, Jordan R. Joersz 2017 University of Toledo

Changing The Way That Math Is Taught: Conceptual Versus Procedural Knowledge, Jordan R. Joersz

Learning to Teach

The purpose of this article is to present teachers with information and data regarding the relationship that exists between procedural and conceptual knowledge while attempting to validate the notion that the development of conceptual knowledge should be at the forefront of student learning in the mathematics classroom. The article first delves into the definitions and overall significance that each of these modalities have in the mathematics classroom and after doing so, the article examines the theoretical ideologies that encompass them. The article concludes with a look into how the two knowledge bases are related, as well as empirical evidence regarding ...


Don’T Skirt The Subject: Using Canonical Texts As Opportunities For Race Discussion, Emily Gardner 2017 University of Toledo

Don’T Skirt The Subject: Using Canonical Texts As Opportunities For Race Discussion, Emily Gardner

Learning to Teach

While administrators, parents, and scholars across the nation ceaselessly debate the issue of whether or not racially challenging texts, such as Adventures of Huckleberry Finn, To Kill a Mockingbird, and Heart of Darkness, should be included in English language arts curriculum, many English teachers are left to teach these controversial texts with often insufficient training in how to utilize them in their classrooms. It is the responsibility of teachers to help students become empathetic citizens by developing the skills necessary to navigate through a racially diverse world. Therefore, teachers ought to use texts containing racism as opportunities to open a ...


In Defense Of Young Adult Literature, Marc Driscoll 2017 University of Toledo

In Defense Of Young Adult Literature, Marc Driscoll

Learning to Teach

English language arts teachers have forever relied on the English literature canon for their selection of text to use in the classroom. This article asks the question if this method is the most effective way to choose classroom texts based on the interest level of the students. It is argued that young adult literature, or literature that is written about characters that are the same age as students facing similar issues, can capture the interest of students and motivate them to be engaged in the English language arts lessons.


Do You Know I(Nformational) T(Ext) When You See It? Towards A Workable Definition Of Informational Text, Kevin O'Connor 2017 University of Toledo

Do You Know I(Nformational) T(Ext) When You See It? Towards A Workable Definition Of Informational Text, Kevin O'Connor

Learning to Teach

Scholars have noted that schools use very little informational text in instruction. This scholarship intersected with the movement to establish common learning standards for the English language arts. One of the results of this confluence is that the Common Core State Standards and, in turn, Ohio’s English language arts learning standards require that a “significant amount” of informational text be used in instruction. Unfortunately, there is confusion about what sort of texts are considered to be informational texts. Practicing English language arts teachers would be greatly assisted by a reliable and understandable definition of informational text. This practitioner’s ...


The Values Grounded Learning Environment: Developing A Positive School Culture And Student Success, Michael J. Redivo Ph.D., Lynn Coleman 2017 Desert Heights Academy

The Values Grounded Learning Environment: Developing A Positive School Culture And Student Success, Michael J. Redivo Ph.D., Lynn Coleman

National Youth-At-Risk Conference Savannah

The Values Grounded Learning Environment training provides educators with a comprehensive positive behavior management model, including basic strategies for effective limit setting and positive reinforcement. It is a user friendly model that can be implemented in a variety of educational settings and provides a framework for thoughtfully responding to student behaviors and emphasizing student and staff accountability.


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