Community Asset Inquiry: A Model For Esol Teacher Praxis In Family And Community Engagement, 2020 Central Connecticut State University
Community Asset Inquiry: A Model For Esol Teacher Praxis In Family And Community Engagement, Felice Atesoglu Russell, Amanda Richey
Excelsior: Leadership in Teaching and Learning
In this article, we present findings from our qualitative, self-study research on the development and implementation of two course assignments (community asset maps and oral histories) designed to support practicing teachers’ praxis in working with English learner (EL) students within the context of family and community engagement. Providing an example of how English to Speakers of Other Languages (ESOL) teacher praxis might be developed, findings are framed by our Community Asset Inquiry model. This model, grounded in equity literacy and transformative family and community engagement supports teachers’ development of praxis in support of an asset-based approach, deep knowledge of school ...
Black Males Matter, The Educational Marathon Continues: The Relative Impact Of Student-, Family-, And School-Level Domains On The Educational Outcomes Of Black Males, 2020 The Graduate Center, City University of New York
Black Males Matter, The Educational Marathon Continues: The Relative Impact Of Student-, Family-, And School-Level Domains On The Educational Outcomes Of Black Males, Shawn F. Brown
All Dissertations, Theses, and Capstone Projects
The educational outcomes of Black males within the United States are problematic. In far too many areas of life (health, education, employment, income, and mortality), this population is overrepresented in the lowest quartile. This dissertation seeks to understand that phenomenon by systematically considering conduits and barriers to these outcomes. More specifically, by employing the High School Longitudinal Study (HSLS) data set, ecological systems theory, and critical race theory, and hierarchical regression modeling, this dissertation explores the relative impact of student-level, family-level, and school-level domains on the educational outcomes of a national sample of Black males. Given the findings, recommendations are ...
In-Service Biology Teachers’ Perceptions And Pedagogical Rating Of Two Mobile Learning Applications Recommended For Learning Biology In Nigerian Secondary Schools, Uchenna Udeani Prof, Jeremiah Nosakhare Akhigbe Mr
The African Journal of Information Systems
The study investigated in-service biology teachers’ perceptions of the instructional use of smartphones equipped with Biology Mobile Learning Applications (BMLAs) in the learning of biology concepts in Nigerian senior secondary schools and the pedagogical rating of two commercially available mobile learning applications recommended for learning biology. The study utilized a descriptive survey design. Data collected were analyzed using descriptive and inferential statistics. Findings gathered revealed that the in-service biology teachers had good perceptions of the instructional use of BMLAs and that these perceptions influence their pedagogical rating and selection of mobile applications. The study also revealed that demographic variables such ...
Developing Sophisticated Reasoning Through Experiential Cognitive Dissonance, 2020 Western Oregon University
Developing Sophisticated Reasoning Through Experiential Cognitive Dissonance, Leslie Mclane
Academic Excellence Showcase Proceedings
In Jean Piaget’s theory of cognitive development, equilibration promotes increasingly complex forms of thought. When children encounter new events that they can interpret and respond to using either actions or thoughts (schemes), they experience equilibrium. Children assess schemes as they learn from experiences, modifying and forming new schemes through the process of assimilation and accommodation. Assimilation is when children can respond to and possibly interpret events in a way that is consistent with existing schemes, while accommodation requires modification or the formation of a new scheme (Ormrod, 2016). As children age, they increasingly meet situations in which their current ...
“Because Like – And So I Don’T – So I Think It’S Maybe, I Don’T Know”: Performing Traumatic Effects While Reading Lynda Barry’S The Freddie Stories, David Lewkowich, Michelle Miller Stafford
SANE journal: Sequential Art Narrative in Education
As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading The Freddie Stories presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between dreaming and waking life is not always obvious, multiple monsters appear in different and changeable forms, and as Freddie experiences repeated difficulties with language and cognitive function, his traumatic past enfolds upon the time in which the story is set. In this paper, we analyze how ...
Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., 2020 University at Albany, State University of New York
Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore
The Language and Literacy Spectrum
In The Vulnerable Heart of Literacy: Centering Trauma as Powerful Pedagogy (2019), Elizabeth Dutro provides educators with heart-felt, inquiry-based strategies for using trauma as pedagogy in literacy classrooms. This book describes how to situate both educators and children to provide testimony and be critical witnesses in an effort to allow life knowledge, empathy, and wisdom be brought to classroom learning experiences. Dutro uses classroom vignettes and student work samples to illustrate how the concept of trauma as pedagogy can be applied across genres. Experiences and examples of literacy instruction in children's work from several elementary classrooms, from second grade ...
The Value Of Conflict And Disagreement In Democratic Teacher Education, 2020 University of Minnesota Morris
The Value Of Conflict And Disagreement In Democratic Teacher Education, Kiel F. Harell
Democracy and Education
Deliberative democracy surfaces disagreements so that people holding conflicting stances understand each other’s reasons for the purpose of decision-making. Democratic education approaches should provide students with the opportunity to learn and practice how to address conflict in the collective decision-making process. In this paper, I examine the Foxfire Course for Teachers, a professional development retreat in which teachers learn to practice democratic teaching by themselves experiencing democratic decision-making. In particular, a series of disagreements among course participants is analyzed in detail to understand the learning that resulted and the conditions that supported that learning. As a result of this ...
Student Wellbeing And Open Studio Process In The School Curriculum, 2020 Lesley University
Student Wellbeing And Open Studio Process In The School Curriculum, Maria Kim
Expressive Therapies Dissertations
This study aimed to explore whether Open Studio Process (OSP) increased wellbeing of middle and high school students when facilitated by teachers as a part of the regular art curriculum. It was hypothesized that OSP might increase the sense of wellbeing among middle and high school students as well as facilitating teachers. The research was conducted as a mixed methods study in South Korea where students need preventative interventions for their wellbeing. The researcher trained eight teachers to facilitate OSP and five of them implemented it with their classes for seven sessions. Quantitative data (K-YSR; pre- and posttest) were collected ...
Systemic Racism In Education: Perspectives Of Teachers Of Color, 2020 Dominican University of California
Systemic Racism In Education: Perspectives Of Teachers Of Color, Stephany Vallejo
Master of Science in Education | Master's Theses
Many strides have been made in addressing equity, diversity and social justice in the field of education. However there has remained a gap in the representation of the voices of Teachers of Color. Current literature reveals that there is underlying systemic racism deterring People of Color from pursuing a career in education for a variety of reasons including social, financial, racial and political barriers. Applying Critical Race Theory, critical studies of Whiteness and Microaggressions this study analyzes the experiences of Teachers of Color through their educational career. This research uses a qualitative methods approach with an emphasis on a constructivist ...
Diagramming Academic Equity: Exploring Educator Perceptions Of Using Student Data To Institute Equitable Academic Programming In Public Secondary Schools, 2020 Minnesota State University Moorhead
Diagramming Academic Equity: Exploring Educator Perceptions Of Using Student Data To Institute Equitable Academic Programming In Public Secondary Schools, Matthew Dass
Dissertations, Theses, and Projects
By viewing Adams’ Equity Theory through an educational equity lens, the author intends to demonstrate which data educators feel are most important when designing education plans that offer all public secondary students equitable access to school curricula and resources. Creating equitable educational plans for all students is vital to ensuring students are granted access to the curricular resources necessary to both achieve their respective academic potential, and stimulate engagement through integrating individual student interests into academic planning. Consequently, this study seeks to establish specifically which data points educators feel are most important when instituting equitable education programming for students, and ...
Context Matters: Concepts Of School Engagement In The Context Of Geographic Isolation, 2020 Fort Hays State University
Context Matters: Concepts Of School Engagement In The Context Of Geographic Isolation, Gary Andersen, Linda E. Feldstein
This case study research represents an attempt to gain a better understanding of conceptions of school engagement in a rural, isolated, agricultural mid-western community. Local school administrators, in collaboration with a regional university, chose to make student engagement the focus of deep inquiry in order to better address student concerns, improve teaching, and student outcomes (Association of Teacher Educators, 2007). Researchers interviewed students, teachers, and parents in a local high school, using an interview protocol specifically designed for each constituency. The study results point to a mostly behavioral, or compliance driven concept of engagement among all groups interviewed, but further ...
Why Kansas Can Not Get Over The Learning Styles Myth: A Document Analysis, 2020 Bethany College - Lindsborg
Why Kansas Can Not Get Over The Learning Styles Myth: A Document Analysis, Alan English
The term “learning styles theory” refers to a belief that students have individualized modes of learning which, once determined, will lead to improved classroom performance if material is presented in that specified mode. Despite a lack of empirical evidence, it is one of the most enduring and wide-spread beliefs in public education, leading many researchers to refer to it as a “myth”. This study consists of a document analysis of the Kansas State Department of Education’s website, KSDE.org, to determine the degree of influence that learning styles theory has on Kansas’s educational system. It is hoped that ...
Renovating Science Professional Development To Meet Teachers’ Needs, 2020 Kansas State University
Renovating Science Professional Development To Meet Teachers’ Needs, Julie Thiele, Ollie Bogdon
In order to meet the needs of elementary in-service teachers, renovated professional learning, including the components of the Effective Science Professional Development Model is vital. Increasing teachers’ pedagogical content knowledge, engaging teachers in investigations, school-year coaching with the underlying theme of collaboration are encompassed in the four key components of the renovated model. Experiences shared in the article, the successes and challenges of implementing professional development with the focus of shifting science education to hands-on investigations in doing science, provide leaders in science education the opportunity to explore effective professional development opportunities and utilize this model in their schools to ...
Rural Field Experiences: Promising Practices, 2020 Fort Hays State University
Rural Field Experiences: Promising Practices, Janet K. Stramel, Paul Adams
A Rural Field Experience, in which pre-service teachers are totally immersed in the rural school setting and rural life, has been successful in attracting and retaining mathematics and science teachers in rural schools. The week-long Rural Field Experience is having a lasting effect on recruiting and retaining teachers. Responses from teacher education candidates indicate that successful strategies for building partnerships support this program and approach. Funded by an NSF Robert Noyce Scholarship grant, this program includes unique courses focused on issues related to teaching in a rural community.
A Message From The Editors, 2020 Kansas State University Libraries
A Message From The Editors
A message from Dr. Gary Andersen and Dr. Laurie Curtis, editors of The Advocate
The Advocate, 2020 Kansas State University Libraries
See this document for information regarding membership in ATE-K and submission of manuscripts to The Advocate.
Exploring Stem Kit Diagrams For Braille Readers In Inclusive Classrooms, 2020 Federal College of Education (Special) Oyo Nigeria
Exploring Stem Kit Diagrams For Braille Readers In Inclusive Classrooms, Sariat A. Adelakun Dr
Journal of Science Education for Students with Disabilities
Diagrams appears in many school subjects but more prominent in science and mathematics taught in schools. Accessing these diagrams in an inclusive classroom has been identified to be problematic for blind students partly due to the teaching resources available and personnel type, support and sufficiency. Diagrams are mostly omitted by teachers leaving the blind person out in such classroom to access portion of education received by their peers. In many instances, questions with diagrams are treated as bonus for blind students in some countries which is not fair to them. This study explored the efficacy of STEM Kit diagrams on ...
Not So Different After All: Examining The Shift From Oregon Teacher Work Sample Methodology To Edtpa, 2020 St. John’s University
Not So Different After All: Examining The Shift From Oregon Teacher Work Sample Methodology To Edtpa, Chelsea Mabie
Northwest Journal of Teacher Education
Through a comparative analysis, the previous Oregon Teacher Work Sample Methodology utilized to assess preservice educators' competency is compared to the edTPA performance assessment, which formally replaces the later assessment system for newly minted Oregon educators as of the 2018-2019 school year. While Oregon Work Sample Methodology was cutting edge from the 1980s onward, the state legislature adopted edTPA in 2016. Many educators, administrators, and other hiring committees are not familiar with the new assessment system as they hire new educators coming out of state-accredited programs. After a comparison of both assessment systems' components in regards to InTASC standards, it ...
Content Area Literacy: The Effects Of Focusing On Preservice Teachers’ Literacy Identities, 2020 University of Houston Clear Lake
Content Area Literacy: The Effects Of Focusing On Preservice Teachers’ Literacy Identities, Heather Pule
Northwest Journal of Teacher Education
While secondary preservice content area teachers are passionate about their content areas, many are still resistant to learning about and using literacy in their future classrooms (Moje, 2010; O’Brien & Stewart, 1990, Spitler, 2011). This could be due to a struggle with high level literacy skills (American Institute for Research, 2006; NAEP, 2015) or a lack of literacy in their personal lives. This study examines a university content area literacy course that focused on preservice teachers’ literacy identities and on providing a community that offered positive interactions with literacy through authentic and purposeful reading experiences. A study of survey data reflects how these preservice teachers’ views of literacy in the classroom and their own personal literacy identities were affected by specific ...
Responding To Student Teachers' Fears: How We're Adjusting During The Covid-19 Shutdowns, 2020 Northwest University
Responding To Student Teachers' Fears: How We're Adjusting During The Covid-19 Shutdowns, Jeremy Delamarter, Mary Ewart
Northwest Journal of Teacher Education
The COVID-19 epidemic has wrought havoc on both K-12 education and teacher preparation, to say nothing of society in general. For many of our candidates, the normal fears and anxieties that surround student teaching have been magnified to the point of that even our most promising student teachers feel overwhelmed and panicked. In this article, we reflect on the need for teacher educators to acknowledge and respond to their candidates' fears. We outline some of the individual, pedagogical, and programmatic adjustments that we have made in wake of the COVID shutdowns. We conclude by acknowledging that these adjustments are part ...