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Full-Text Articles in Education
Being Curious With Secrecy, Clare Stevens, Elspeth Van Veeren, Brian Rappert, Owen D. Thomas
Being Curious With Secrecy, Clare Stevens, Elspeth Van Veeren, Brian Rappert, Owen D. Thomas
Secrecy and Society
This article contributes to ongoing attempts to broaden out theorizations of secrecy from an intentional and willful act of concealment to a cultural and structural process. We do so by fostering a conversation between secrecy and curiosity. This conversation is enabled through a review of central themes in secrecy studies and curiosity studies, but also through an examination of a collaboration between the science center “We the Curious” and a network of academic researchers. In doing so, this article makes a case for the benefits of paying more attention to curiosity as a means of facilitating a multifaceted understanding of …
Teaching Social-Emotional Learning (Sel) In A Pandemic, Charley Todd, Tori L. Colson, Moriah Smothers
Teaching Social-Emotional Learning (Sel) In A Pandemic, Charley Todd, Tori L. Colson, Moriah Smothers
Journal of Practitioner Research
Teaching Social and Emotional Learning (SEL) has become increasingly more common in the American school system, and many districts have adopted curricula or strategies to promote its usage. Research has continued to show that students receive various short- and long-term benefits when SEL is taught in the classroom. However, the COVID-19 pandemic changed how SEL instruction was given, and the implications are far-reaching. The purpose of this study is to describe the effects of the COVID-19 pandemic on how SEL was taught. In addition, the study identifies challenges and possible solutions to ensure that SEL is taught during incredibly challenging …
Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle
Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle
Antioch University Dissertations & Theses
Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data …
Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland
Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland
Journal of Movement Arts Literacy Archive (2013-2019)
In this special issue of Voices of Notators: Approaches to Writing a Score, eight authors share their unique process of creating and implementing their approach to notating movement, and they describe how that process transforms them as researchers, analysts, dancers, choreographers, communicators, and teachers. These researchers discuss the need to capture, to form, to generate, and to communicate ideas using a written form of dance notation so that some past, present, or future experience can be better understood, directed, informed, and shared. They are organized roughly into themes motivated by relationships between them and their methodological similarities and differences. …
Collaborative Action Research To Implement Social-Emotional Learning In A Rural Elementary School: Helping Students Become "Little Kids With Big Words", Donna M. San Antonio Dr.
Collaborative Action Research To Implement Social-Emotional Learning In A Rural Elementary School: Helping Students Become "Little Kids With Big Words", Donna M. San Antonio Dr.
Faculty Scholarship
Research has shown that social and emotional learning (SEL) can benefit students in affective, interpersonal, communicative, and academic realms. However, teachers integrating SEL face a variety of logistical, pedagogical, and skill development challenges, including how to effectively facilitate classroom conversations on social justice and personal loss. This article draws from classroom observations, teacher conversations, interactive journals, and field notes to describe a seven-month-long university-school partnership to carry out an action research project in a high-poverty rural elementary school in the US. Teachers grappled with how to address race, immigration, and gender discrimination in a predominantly White community. Classroom vignettes, and …
Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke
Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke
EKU Faculty and Staff Scholarship
Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.
Emancipation From Affluenza: Leading Social Change In The Classroom, Merri Mattison
Emancipation From Affluenza: Leading Social Change In The Classroom, Merri Mattison
Antioch University Dissertations & Theses
The purpose of this quasi-experimental study was to determine if one's level of affluenza could be reduced through education and awareness. In particular, this study measured whether or not exposure to the benefits of community involvement, and the harm of overconsumption could alter the intentions that college students have regarding their behavior, as it pertains to materialism, consumption, and civic responsibility. The data were collected from college students in the form of pre-tests and post-tests utilizing an affluenza scale created for this research. Over the course of a semester, information and activities that elucidated the benefits of community involvement and …
"Courageous Conversations": Rural South Georgia Teachers Reflecting On The Role Of Race And Racism In The Education Of Rural South Georgia Students, Lawanda P. Gillis
"Courageous Conversations": Rural South Georgia Teachers Reflecting On The Role Of Race And Racism In The Education Of Rural South Georgia Students, Lawanda P. Gillis
Electronic Theses and Dissertations
Author's abstract: The requirements of the No Child Left Behind Act of 2001 has forced school systems throughout the United States to consider the achievement gap between White students and non-White students, which had not previously been a factor in determining school success for federal and state funding. However, acknowledging the gap is not enough. Schools must move beyond acknowledging the gap to developing strategies to close the gap. A professional development course entitled Courageous Conversations About Race, written by Curtis Linton and Glenn E. Singleton was taught to thirty-seven teachers in a rural South Georgia school system. Eight of …
From Critical Theory To Action Research Or Why This Feels Empowering, Randall Wright, Carolyn Marquez
From Critical Theory To Action Research Or Why This Feels Empowering, Randall Wright, Carolyn Marquez
Journal of Critical Issues in Educational Practice
This essay reflects the attempts of the first author of this paper to teach the sociological foundations of education from a critical theory perspective and discusses a surprising outcome—some students feel disempowered by the approach. It suggests that action research offers teachers the opportunity to consider their roles as social agents. One teacher’s story is shared to illustrate how her local efforts play a significant role in transforming the classroom into a more inviting, less alienating locale—addressing the “homelessness” that characterizes the modern school. Her story illustrates how action research, grounded as it is in specific, local concerns and personalities, …