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Dysconscious Ableism: Toward A Liberatory Praxis In Teacher Education, Alicia Broderick, Priya Lalvani

Department of Teaching and Learning Scholarship and Creative Works

This study draws upon King’s [1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146] concept of dysconscious racism, extrapolating from it the analogous conceptual device of dysconscious ableism. We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates’ writing through the conceptual lens of dysconscious ableism, to better understand their conceptualisations of dis/ability, and their understanding of existing examples of educational segregation based upon those conceptualisations. We make an argument for the necessity of engaging in studies of ableism in …

Do You See What I See? An Investigation Of The Aesthetic Experience In The Laboratory And Museum, Eva Specker, Pablo Tinio, Michiel Van Elk

Department of Educational Foundations Scholarship and Creative Works

Two studies examined people's aesthetic experiences of art in the laboratory and the museum. The theoretical framework guiding the research was based on the Mirror Model of Art (Tinio, 2013), which proposes that the process of artistic creation and artistic reception mirror each other. Study 1 used a think-aloud protocol to assess people's natural and spontaneous reactions while looking at art. Study 2 examined whether presenting information about an artwork in a certain order (lower-order to higherorder information or higher-order to lower-order information) enhances aspects of the aesthetic experience and retention of information about art. Studies 1 and 2 were …

“It’S Like Breathing In Blue Skies And Breathing Out Stormy Clouds” Mindfulness Practices In Early Childhood, Elizabeth Erwin, Kimberly A. Robinson, Greg S. Mcgrath, Corrine J. Harney

Department of Teaching and Learning Scholarship and Creative Works

No abstract provided.

Insiders Doing Par With Youth In Their Schools: Negotiating Professional Boundaries And Healing Justice, Kathryn Herr

Department of Educational Foundations Scholarship and Creative Works

In this essay, I explore my experiences as a practitioner researcher collaborating with my students on a participatory action research project aimed at institutional change. I take up two areas: blurring the boundaries of professionalism in working toward authentic collaborations with students, and secondly, incorporating perspectives of ‘healing justice’ into school-based youth participatory action research (YPAR). I first provide a framework by delineating the emancipatory aims of YPAR and how these may be at odds with much of the research teachers/practitioners currently conduct in their school sites. While ultimately acknowledging the risks in taking up emancipatory change efforts as insiders, …

From Advocacy To Activism: Families, Communities, And Collective Change, Janet Story Sauer, Priya Lalvani

Department of Teaching and Learning Scholarship and Creative Works

Although countries across the globe support the United Nations Convention on the Rights of Persons with Disabilities (2006), when faced with competing economic priorities, their policies and practices too often negatively impact children with disabilities and their families (Ferguson,). Current social and educational structures are implicated in inequitable services, particularly for those families from nondominant languages and minority racial and ethnic groups (McCall & Skrtic, Ong-Dean,). Recognizing the importance of contexts and power imbalances, we posit that the broader communities in which families live and that determine the opportunities they are afforded, should be explicitly addressed when evaluating a family's …

Time Spent Viewing Art And Reading Labels, Lisa F. Smith, Jeffrey K. Smith, Pablo Tinio

Department of Educational Foundations Scholarship and Creative Works

A study conducted at the Metropolitan Museum of Art 15 years ago found that the mean amount of time visitors spent looking at great works of art was 27.2 s, with the median at 17.0 s and the mode at 10.0 s (J. K. Smith & Smith, 2001). The study presented here aimed to revisit that study at The Art Institute of Chicago and expand on it by including a larger sample size, a larger number of artworks from more-diverse genres and time periods, and separate observations for time spent looking at the artworks and reading the accompanying labels. As …

"Integrated Out Of Existence": African American Debates Over School Integration Versus Separation At The Bordentown School In New Jersey, 1886-1955, Zoe Burkholder

Department of Educational Foundations Scholarship and Creative Works

The Bordentown Manual Training and Industrial School for Colored Youth in New Jersey allows us to consider the history of black education from a new perspective: that of northern black educational activists in the first half of the twentieth century. While we know a great deal about how black southerners made school integration central to the civil rights movement in the decades following Brown, as well as later battles for school integration in northern cities like New York and Boston, we know less about how black educational activists in the North advocated for educational equality before Brown. This article expands …

Transition Goals For Youth With Social, Emotional, And Behavioral Problems: Parent And Student Knowledge, Judith R. Harrison, Talida State, Howard P. Wills, Beth A. Custer, Elaine Miller

Department of Teaching and Learning Scholarship and Creative Works

Transition planning is a mandated component of individualized education plans (IEPs) designed to ensure successful transition to adult life for students with disabilities. Students with social, emotional, and behavioral (SEB) needs experience poor post-school outcomes, suggesting a need for more effective transition planning. This study evaluated student and parent knowledge of employment and training goals in IEPs and the match between goals and student future planning. Ninety-three high school students and parents reported their IEP participation and knowledge of goals and responses were compared to goals in their IEPs. Results indicated that students and parents had limited knowledge of goals …

Teacher Preparation For Linguistically Rich Classrooms : A Qualitative Study Of Take-Up In Relation To Linguistically Responsive Teaching, Melissa A. Collucci

Theses, Dissertations and Culminating Projects

This qualitative study followed four urban early childhood teachers through their participation in a teacher education program designed to enhance their linguistically responsive teaching and into the first four months of the new school year in an effort to identify what the teachers indeed “took up” from the opportunities presented to them regarding linguistically responsive teaching. The sociocultural concept of funds of knowledge was used to frame this study and to ensure that each teacher’s work was analyzed with the understanding that individuals bring to each learning moment unique knowledge and knowhow that impacts learning and practice. All was undertaken …

Exploring Divergent Patterns In Racial Identity Profiles Between Caribbean Black American And African American Adolescents: The Links To Perceived Discrimination And Psychological Concerns, Delida Sanchez, Keisha L. Bentley-Edwards, Jamaal Matthews, Teresa Granillo

Department of Educational Foundations Scholarship and Creative Works

Using cluster analyses, this study explored the relations among racial identity, perceived discrimination, and psychological concerns among 189 Caribbean Black American and African American adolescents. Findings showed that for all participants, less mature racial identity profiles were significantly related to perceived discrimination and psychological concerns. However, nuances in racial identity profiles between Caribbean Black American and African American participants suggest subtle ethnic group differences in racial identity development. Implications for practitioners and research are discussed. Usando análisis cluster, este estudio exploró las relaciones entre identidad racial, discriminación percibida y preocupaciones psicológicas en 189 adolescentes afroamericanos y americanos negros caribeños. Los …

Studying Teacher Education, Brenna Bohny, Monica Taylor, Sa Qwona S. Clark, Susan D’Elia, Graziela Lobato-Creekmur, Stephanie Brown Tarnowski, Sara Wasserman

Department of Teaching and Learning Scholarship and Creative Works

Through a self-study methodology, six doctoral students and a professor examine how our semester long doctoral level class became a transformative space for all participants. We investigate how each individual was able to participate in the construction of a powerful and meaningful learning community, which led to a re-visioning of ourselves as women and teacher educators. Feminist pedagogy and positioning theory provide a guiding framework for both the class and our own reflective research. Our findings include, but are not limited to, showing how negotiating the curriculum led to a doctoral class becoming a safe space and how this negotiation …

Consequences Of Beauty: Effects Of Rater Sex And Sexual Orientation On The Visual Exploration And Evaluation Of Attractiveness In Real World Scenes, Aleksandra Mitrovic, Pablo Tinio, Helmut Leder

Department of Educational Foundations Scholarship and Creative Works

One of the key behavioral effects of attractiveness is increased visual attention to attractive people. This effect is often explained in terms of evolutionary adaptations, such as attractiveness being an indicator of good health. Other factors could influence this effect. In the present study, we explored the modulating role of sexual orientation on the effects of attractiveness on exploratory visual behavior. Heterosexual and homosexual men and women viewed natural-looking scenes that depicted either two women or two men who varied systematically in levels of attractiveness (based on a pre¬study). Participants' eye movements and attractiveness ratings toward the faces of the …

Breve Reseña Histórica De La Preparación De Magisterio En Los Estados Unidos, Jaime Grinberg

Department of Educational Foundations Scholarship and Creative Works

This work presents a brief historical analysis of the history of teacher education and development in the US, during the19th and 20th centuries. It provides information about the conditions and evolution of such preparation, including the development of Normal Schools into University settings, political pressures, the impact of market oriented decisions, and the relationships with social aspects such as gender, social class, and status of the teaching corps, as well as discussing the pathologizing discourses of professional development for teachers. Such preparation has been uneven, often fostering a low intellectual profile, and with a focus on technical knowledge, which contributes …

What's Our Position? A Critical Media Literacy Study Of Popular Culture Websites With Eighth-Grade Special Education Students, Ted Kesler, Pablo Tinio, Brian T. Nolan

Department of Educational Foundations Scholarship and Creative Works

This article reports on an action research project with 9 eighth-grade special education students in a self-contained classroom in an urban public school. The 1st author, in collaboration with the classroom teacher (3rd author), taught the students a critical media literacy framework to explore popular culture websites. Students learned to analyze these sites for issues of authorship; design; intended audience; ideology; and political, social, and profit motive agendas. Based in theories from new literacies, multiliteracies, multimodal literacy, and critical media literacy, the article addresses the following questions: What understandings as critical readers of popular culture websites did the students exhibit? …

Promoting Access Through Segregation: The Emergence Of The "Prioritized Curriculum" Class, Jessica Bacon, Carrie E. Rood, Beth A. Ferri

Department of Teaching and Learning Scholarship and Creative Works

The continuously evolving standards-based reform (SBR) movement is one of the most prominent features of today's educational policy landscape. As SBR has continued to drive educational policy, local schools and districts have adopted many approaches to comply with legal mandates. This article critically examines one particular resultant phenomenon of the SBR movement-the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this article we document the emergence of such courses and critically analyze the rationales and policy loopholes that …

Which Middle School Model Works Best? Evidence From The Early Childhood Longitudinal Study, Brian V. Carolan, Christopher C. Weiss, Jamaal Matthews

Department of Educational Foundations Scholarship and Creative Works

There are few areas of school organization that reflect more dissatisfaction than how to structure the education of adolescents in the middle grades. This study uses multilevel models on nationally representative data provided by the Early Childhood Longitudinal Study to investigate the relationship between schools’ middle-level grade span and students’ math achievement. Classroom quality was considered as an explanation for any relationships between grade span and achievement. Also examined was whether gender and family structure moderated this relationship. Results indicate that there is no generalizable relationship between grade span configuration and math achievement, but that measures of classroom quality predicted …

Investigating Educator Identity-Construction : A Qualitative Study, Jonathan Dils Rogers

Theses, Dissertations and Culminating Projects

This dissertation uses a qualitative approach to examine the sources informing professional identity development in pre-service teachers. The central questions which guided this study are grounded within a few separate bodies of literature: moral education, identity theory, teacher education, and educational policy.

The data of this study revealed a trend among participants: Pre-service teachers view teaching first and foremost as a moral act. The study found that the beliefs and attitudes held by pre-service teachers about the identity of educators can be conceptualized in sixteen separate ways, across three separate codes toward teaching. In addition to teaching as a moral …

Disability, Stigma And Otherness: Perspectives Of Parents And Teachers, Priya Lalvani

Department of Teaching and Learning Scholarship and Creative Works

This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers’ beliefs were generally consistent with medical model perspectives on disability as biologically defined. Parents’ interpretations, more aligned with a sociocultural paradigm, were situated in the cultural meanings ascribed to disability and linked with issues of stigma, marginalisation and access. The findings also revealed the existence of master narratives on families of …

Learning To Teach For Social Justice: Context And Progressivism At Bank Street In The 1930’S, Jaime Grinberg, Katia Paz Goldfarb

Department of Educational Foundations Scholarship and Creative Works

This is a historical case study of the role of contexts in the education of progressive teachers and learning to advance social justice through teaching. The case focuses on how progressive education, progressive schools, and progressive ideas in the US, primarily during the 1930’s influenced a very distinctive program, The Cooperative School for Teachers, which became Bank Street College of Education, in New York City. And in turn how this program came to influence what progressive teacher education could be about. This paper addresses how students at Bank Street developed a sense of relationship between the need to understand and …

"It's A Two-Way Street": Examining How Trust, Diversity, And Contradiction Influence A Sense Of Community, Victoria Puig, Elizabeth Erwin, Tara L. Evenson, Madeleine Beresford

Department of Teaching and Learning Scholarship and Creative Works

As interest in establishing and maintaining high-quality inclusive early childhood environments continues to grow, the population of children and families being served by these programs is becoming increasingly diverse. In response to these demographic and social trends, this study was conducted to explore how diversity is perceived within an early childhood inclusive environment. This participatory action research study was conceptualized and conducted over a 3-year period. Our collaborative research team, which reflected diversity across culture, race, gender, age, and professional discipline, used qualitative semistructured interviews to examine the question, "What does it mean to be fully inclusive across all aspects …

Curricular Choice And Adolescents' Interest In Math: The Roles Of Network Diversity And Math Identity, Brian V. Carolan, Jamaal Matthews

Department of Educational Foundations Scholarship and Creative Works

Background/Context: Over the last two decades, school districts in the United States have increasingly allowed students and their families to choose the schools they attend and, at the high school level, the courses they take. While the movement to provide more curricular choice for students and families has accelerated, so, too, has the policy emphasis on increasing students' math achievement. The increased emphases on curricular choice and math achievement provide an opportunity to examine how students draw on their social capital when making curricular choices and whether the diversity of their relational resources is associated with math achievement. Purpose: We …

Academic Identity Formation And Motivation Among Ethnic Minority Adolescents: The Role Of The "Self" Between Internal And External Perceptions Of Identity, Jamaal Matthews, Meeta Banerjee, Fani Lauermann

Department of Educational Foundations Scholarship and Creative Works

Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self-regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self-efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between …

Multiple Pathways To Identification: Exploring The Multidimensionality Of Academic Identity Formation In Ethnic Minority Males, Jamaal Matthews

Department of Educational Foundations Scholarship and Creative Works

Empirical trends denote the academic underachievement of ethnic minority males across various academic domains. Identity-based explanations for this persistent phenomenon describe ethnic minority males as disidentified with academics, alienated, and oppositional. The present work interrogates these theoretical explanations and empirically substantiates a multidimensional lens for discussing academic identity formation within 330 African American and Latino early-adolescent males. Both hierarchical and iterative person-centered methods were utilized and reveal 5 distinct profiles derived from 6 dimensions of academic identity. These profiles predict self-reported classroom grades, mastery orientation, and self-handicapping in meaningful and varied ways. The results demonstrate multiple pathways to motivation and …

Men At The Crossroads: A Profile Analysis Of Hypermasculinity In Emerging Adulthood, Charles S. Corprew, Jamaal Matthews, Avery Devell Mitchell

Department of Educational Foundations Scholarship and Creative Works

The purpose of this study is twofold: to evaluate the factor structure of the Auburn Differential Masculinity Index (ADMI-60) and to investigate the varied adoption of hypermasculine attitudes within a sample of 328 collegiate males (M = 19.50, SD = 1.53). Factor analytic procedures were used to determine a factor structure that provided the best fit for the data. Four dimensions emerged: dominance & aggression, sexual identity, anti-femininity, and devaluation of emotion. Cluster analytic methods were used to determine a profile structure. These clusters were compared across variables associated with the construct: hostility toward women, self-esteem, and depressive symptoms. Results …

Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford

Department of Educational Foundations Scholarship and Creative Works

The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance-both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n= 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother-child interactions (at 54. months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother-child interactions may be more meaningful for girls' …

The Procedurally Directive Approach To Teaching Controversial Issues, Maughn Gregory

Department of Educational Foundations Scholarship and Creative Works

Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between "directive teaching," in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and "nondirective teaching," in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature - explicit directive teaching, "steering," "soft-directive teaching," and "school ethos endorsement" - make rational persuasion problematic, if not self-defeating. In this essay, Maughn Rollins Gregory argues that "procedurally directive teaching" offers an alternative to such approaches because it derives from the …

Using A Table Of Specifications To Improve Teacher-Constructed Traditional Tests: An Experimental Design, Nicole Barnes, Helenrose Fives, Emily S. Krause

Department of Educational Foundations Scholarship and Creative Works

We investigated if instruction on a Table of Specifications (TOS) would influence the quality of classroom test construction. Results should prove informative for educational researchers, teacher educators, and practising teachers interested in evidenced-based strategies that may improve assessment-related practices. Fifty-three college undergraduates were randomly assigned to an experimental (exposed to the TOS strategy) and a comparison condition (no specific strategy support) and given materials for an instructional unit to use to construct a classroom test. Results of a multivariate analysis of covariance suggested that students exposed to the TOS strategy constructed a test with higher test content evidence but not …

The Impact Of Standards-Based Reform: Applying Brantlinger's Critique Of Hierarchical Ideologies, Jessica Bacon, Beth Ferri

Department of Teaching and Learning Scholarship and Creative Works

Brantlinger's [2004b. "Ideologies Discerned, Values Determined: Getting past the Hierarchies of Special Education." In Ideology and the Politics of (in)Exclusion, edited by L. Ware, 11-31. New York: Peter Lang Publishing] critique of hierarchical ideologies lays bare the logics embedded in standards-based reform. Drawing on Brantlinger's insightful analysis, we trace how hierarchical ideologies impacted inclusive practice at one urban elementary school, deemed failing under the No Child Left Behind Act. Drawing on the qualitative analysis of data from interviews, public forums, and documents, we chart some of the negative effects of hierarchical ideologies on inclusive practice. We illustrate, for instance, how …

Student Thought And Classroom Language: Examining The Mechanisms Of Change In Dialogic Teaching, Alina Reznitskaya, Maughn Gregory

Department of Educational Foundations Scholarship and Creative Works

Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom practices. Studies have consistently shown that in today's schools the dominant discourse remains largely monologic. In this article, we present a testable theory of change that suggests how sociocultural processes in a dialogic classroom influence students' development.We identify and discuss three learning outcomes of dialogic teaching, including epistemological understanding, argument skills, and disciplinary …

Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani

Department of Teaching and Learning Scholarship and Creative Works

This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need …