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Fairness, Voice, Dialogue: Measuring Collective Social Justice In Schools, Craig Howley, Aimee Howley, Marged Dudek, Courtney Gilday
Fairness, Voice, Dialogue: Measuring Collective Social Justice In Schools, Craig Howley, Aimee Howley, Marged Dudek, Courtney Gilday
Mid-Western Educational Researcher
The United States is an inequitable society growing more inequitable in recent decades, and schooling is both part mechanism of oppression and part pathway toward social justice. Improving the extent to which schooling actually contributes to equity, however, depends on efforts to cultivate educator practices that advance social justice. Defining these practices and measuring their use among school faculties are necessary parts of the improvement process. Unfortunately, adequate measures of collective social justice practice in schools have not been developed for use with teachers. Based on a conception of social just as a three-part structure, we report progress on developing …
The Implementation Of Edtpa In Special Education Teacher Training Programs: Putting Teacher Development Over Passing Scores, Joe Cook, Stacey Skoning, Tom Fischer, Denise Clark
The Implementation Of Edtpa In Special Education Teacher Training Programs: Putting Teacher Development Over Passing Scores, Joe Cook, Stacey Skoning, Tom Fischer, Denise Clark
Mid-Western Educational Researcher
Since edTPA's nationwide availability in 2013, it has been adopted by almost 900 education preparation programs in over 40 states. A few states, including the authors', have required a passing score for teacher licensure. While the edTPA has been heralded as a means to improve teacher education programs and the teachers those programs produce, it has also faced criticism for detracting from programs’ ability to train its students, as well as the student teachers’ experiences during their preparation in general, and student teaching in particular. The field of special education shares the implementation challenges faced by other areas of teacher …
Addressing Conflicting Reviewer Feedback, Natasha Gerstenschlager, J. Vince Kirwan
Addressing Conflicting Reviewer Feedback, Natasha Gerstenschlager, J. Vince Kirwan
Mid-Western Educational Researcher
Addressing conflicting reviewer feedback is a common issue that all scholars face. In this Mentoring Corner, authors provide an example of manuscript feedback, including conflicting feedback, to describe a procedure for processing and organizing reviewer feedback. They describe how this process can be used to distill and address reviewer feedback in a way that may help new scholars progress manuscripts further in the publication process.
Editors' Notes, Brooks R. Vostal, Jonathan D. Bostic, Christy Galletta Horner, Sherri Horner, Kristina Lavenia, Jeanne Novak
Editors' Notes, Brooks R. Vostal, Jonathan D. Bostic, Christy Galletta Horner, Sherri Horner, Kristina Lavenia, Jeanne Novak
Mid-Western Educational Researcher
Editors' Notes
Voice For Change: Model Of Investment Theory In Professional Development For School Administrators, Iwona Lech, James Cohen
Voice For Change: Model Of Investment Theory In Professional Development For School Administrators, Iwona Lech, James Cohen
Mid-Western Educational Researcher
This paper is a result of an intensive four-day summer academy designed for administrators and auxiliary staff to be introduced to the world of the English Learner (EL). Although over 95 participants participated in this study, we selected one participant as the focal person for this paper. It presents how one school principal changed and developed as a result of participating in the Summer Academy. In particular, using Investment Theory (Darvin & Norton, 2015) as the theoretical lens we discuss three areas where the Summer Academy played a role in how William viewed and approached working with others: 1) the …