Education Commons^™

(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan

Teaching/Writing: The Journal of Writing Teacher Education

This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as …

Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai

Teaching/Writing: The Journal of Writing Teacher Education

In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to …

Teaching Writing As A Metacognitive Process, Heather Fox

Teaching/Writing: The Journal of Writing Teacher Education

In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to …

The Collaborative Evolution Of The Writing Teacher Educator And The Methods Course, Christina Saidy, Nicole Nava, Ginette Rossi

Teaching/Writing: The Journal of Writing Teacher Education

In this article, we describe a collaborative approach to preparing graduate students for teaching the methods class at our university. We document the approach to preparation, our connections to the methods course itself, the tensions in the methods course that we identified in working together, and the important choices about and modifications we made to the course based on the tensions we identified. Our collaborative approach to preparing and planning for the methods class gave us a deep understanding of our context and unique challenges as we evolved the course.

Growing Together: Utilizing Writing Communities In The Writing Methods Course, Katie Alford

Teaching/Writing: The Journal of Writing Teacher Education

This article shares insights on utilizing small writing communities with a writing methods course. It highlights how preservice teachers try on what it means to be a writing teacher and build their confidence as ELA writing teachers through participation in writing communities. It also demonstrates how ELA preservice teachers consider the needs of future students and contemplate how to provide constructive feedback on writing while honoring student voices in writing from writing community participation. It concludes that small writing communities foster the growth of writing teachers in positive ways.

Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean

Teaching/Writing: The Journal of Writing Teacher Education

This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.

On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Western Michigan University Magazine, Summer 2022, Western Michigan University

Western Michigan University Magazine (1997-present)

• Preparing to prosper
• Expanding the horizons
• 100 years of better living
• Betting on an adventure
• Why I give
• University News
• Expert Insights
• Classnotes
• In Tempo
• In Memoriam

Stressors And Coping Of Mexican American College Undergraduates, Jeanette Calvario Perales

Dissertations

Empirical literature indicates that current mental health practices with Mexican American college students are lacking. Mexican American undergraduates have unique challenges that need to be addressed by counselors within the university context and in community settings. This study addressed the dearth of empirical literature on stressors and coping strategies by exploring the experiences of Mexican American students at a predominately White institution (PWI) in the Midwest region of the United States. Through grounded theory, a theory was generated from multiple in-depth interviews using a comparative analysis process to enhance understanding of how Mexican American college undergraduates at PWIs cope with …

Factors In Graduate Student Resilience And Intention To Persist During Doctoral Study, Amber Mosley

Dissertations

Attrition is a major problem for the doctoral education system and in particular for underrepresented groups. Research has proposed several reasons for students dropping out that include both personal and programmatic variables. A review of the literature identified several factors that overlap in the research on attrition, resilience, and intention to persist however, there have also been varied results across studies and very few studies focused specifically on doctoral students. Doctoral education can be considered in three phases of the education process, each with its own stresses and challenges. Factors and variables that could be the most helpful for universities …

Western Michigan University Magazine, Spring 2022, Western Michigan University

Western Michigan University Magazine (1997-present)

• College of Fine Arts at 5O
• An instrumental part of our history
• Wild for 'Woman'
• From spores to scores
• Bronco in the Big Apple
• Serving the ATVP-ically gifted
• Wonder Media: Ask the Questions!
• Catalyzing environmental justice
• Morean Center makes the mold
• University News
• Alumni Profile
• Classnotes
• In Memoriam

Examining Academic Self-Efficacy, Race-Related Stress, Psychological Well-Being, And Racial Centrality On Black Former Undergraduate Historically Black College Students Currently Enrolled In Graduate Predominantly White Institutions, Maime Butler

Dissertations

The purpose of this study was to examine the relationships among racial centrality, racerelated stress, and psychological well-being on academic self-efficacy for Black former undergraduate HBCU and PWI students currently attending PWI graduate institutions. The following measures were used to test the research questions (a) a demographic questionnaire, (b) Mental Health Inventory (MHI; Viet & Ware, 1983), (c) Multidimensional Inventory of Black Identity – Racial Centrality Scale (MIBI; Sellers, 1998), (d) Inventory of Race-Related Stress- Brief Version (IRRS-B Utsey, 1999), (e) Graduate Education Self-Efficacy Scale (GESES; Williams, 2005). There were 200 participants, 74 former HBCU graduates and 126 former PWI …

Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow

Teaching/Writing: The Journal of Writing Teacher Education

This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended …

An Honorary Team Member: The Role Of A Literacy Coach In Supporting Writing Teachers, Macie Kerbs

Teaching/Writing: The Journal of Writing Teacher Education

When teachers collaborate around student writing with the support of a literacy coach, their practice becomes more intentional, and their students grow as writers. The aim of this study was to explore writing teachers’ language and practice as they engaged in a professional learning community around a single unit of study for poetry writing with the support from a coach. The findings reveal a recursive process of collaborative professional learning that includes the following phases: assess, analyze, teach, reflect, adjust. Through job-embedded coaching combined with the structure of a Professional Learning Community (PLC), teachers acted more agentively in their planning, …

Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble

Teaching/Writing: The Journal of Writing Teacher Education

A teacher’s own early experiences with writing, whether positive or negative, have a significant effect on the students that they teach, especially those who go on to become teachers. In a graduate education and reading program at a public university in the southern United States, we ask our teachers through a writing biography assignment to explore these memories of their earliest writing experiences and determine how those experiences fit into their current teaching careers. For this qualitative project, the researcher analyzed essays that were submitted for a “Writing Autobiography” assignment for this graduate level writing class for educators. This study …

From The Guest Editors, Erik M. Hines, Paul C. Harris, Renae D. Mayes

Journal of College Access

No abstract provided.

Complete Issue, Erik M. Hines, Renae D. Mayes, Paul C. Harris

Journal of College Access

No abstract provided.

Introductory Pages, Erik M. Hines, Paul C. Harris, Renae D. Mayes

Journal of College Access

No abstract provided.

Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci

Journal of College Access

In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a “Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we …

Study Abroad: Perspectives From Historically Underrepresented Student Populations, Meghan Ecker-Lyster, Nadzeya Kardash

Journal of College Access

Research clearly outlines the many positive benefits associated with study abroad programs (e.g., Arghode et al., 2020; Jiang et al., 2019). Unfortunately, the majority of undergraduate students who participate in these experiences are from affluent backgrounds. To increase access to study abroad opportunities for all students, including historically underrepresented student groups (e.g., first-generation college student, lower-income background), higher education institutions need to offer affordable study abroad options. To aid institutions with this task, the current qualitative investigation provides critical insights into students’ perceptions of an affordable, abbreviated study abroad model. The findings from this study highlight the overall program model …

Campus Visits As Predictors Of Postsecondary Enrollment In Low-Income, Rural School Districts, M. Corinne Smith, Ross M. Gosky, Jui-Teng Li

Journal of College Access

The purpose of this study was to examine the relationship between visits to college campuses by middle school and high school students and postsecondary enrollment rates, where campus visits are classified as both formal college visits and also informal campus visits. Specifically, Traditional Campus Visits and Educational Campus Field Trips are categorized as two distinct service types sponsored by the GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) grant program in 11 rural, western North Carolina school districts. The participants were 2,274 students who started the GEAR UP program in 7th grade and remained enrolled at a participating …

He Needs To Be In A Learning Community – Learning Community, A Place Of Respite And Brotherhood While Persisting In College, Ngozi Taffe

Journal of College Access

Black males encounter significant microaggressions and race related challenges as students in Predominantly White Institutions. These encounters negatively impact their college learning and social experiences. In the face of these challenges, college retention rate of Black males falls behind those of other racial and gender groups (Toldson, 2012). Notwithstanding, statistics point to the success and persistence of Black male students in such oppressive environments and the role of learning communities in fostering successful outcomes for students. Using the Community Cultural Wealth (Yosso, 2005) framework, this qualitative study explores the experiences of eight Black males living in a same race same …

Introductory Pages, Laura Owen, Christopher W. Tremblay, Diana Camilo, Patrick J. O'Connor Phd

Journal of College Access

No abstract provided.

The Impact Of Optional: Investigating The Effects Of Test-Optional Admissions Policies, Joseph H. Paris, Benjamin Torsney, Sara Fiorot, Catherine Pressimone Beckowski

Journal of College Access

An increasing number of postsecondary institutions in the United States have introduced test-optional admissions policies primarily due to criticism of standardized admissions tests as potentially biased predictors of student success. However, the impact of the test-optional movement is largely unknown and continues to evolve amid the COVID-19 pandemic. Using institutional isomorphism as our theoretical framework, we update and extend existing research by broadening the number and type of test-optional institutions represented in the literature. We use 2x2 repeated measures multivariate analysis of variance (MANOVA) to examine change in applications received, acceptances, enrollment, and the racial and socioeconomic composition of the …

The Impact Of Academic Aspirations And Career Uncertainty On Students’ College Outcomes, Mary Edwin, Hannah Pulse, Nour Alhiyari, David Salvatierra, Claire Martin, Rachel Gaglio

Journal of College Access

Between the fall of 2009 and 2019, total postsecondary institution enrollment in the United States decreased by 5%, and for those students who do enroll in college, many who lack clear career objectives drop out, making the U.S. the nation with the highest college dropout rate in the industrialized world. Students’ academic aspirations and career certainty have been shown to impact college outcomes. However, the impact of career uncertainty and academic aspirations on students’ college outcomes has not been studied nationally. Using binomial regression analyses and a nationally representative sample (N = 23,503) of high school students, we investigated …

Book Review: Early Colleges As A Model For Schooling: Creating New Pathways For Access To Higher Education, Christopher W. Tremblay

Journal of College Access

No abstract provided.

College Access After Covid, Patrick J. O'Connor Phd

Journal of College Access

No abstract provided.

Dreamers: Stories Of Daca Recipients In Higher Education During The 2018-2021 Political Climate, Alicia Billini

Dissertations

Immigration has been a longstanding conversation, or debate, in American politics and society throughout history. Whether, or how much, to embrace immigrant populations into U.S. society has been a source of polarization over time, specifically as related to the handling or treatment of undocumented immigrants. A particularly acute dimension of this issue in the United States is the question of undocumented immigrants who were brought into this country as children illegally by their parents (Council on Foreign Relations, 2021). Efforts to address the needs of this unique population of immigrants have been caught between the historically and widely divergent values …

Exploring That Fulbright Magic: A Transcendental Phenomenological Study Of Fulbright-Mescyt Alumni Who Return To The Dominican Republic, Joshabel De La Cruz

Dissertations

International higher education graduates may experience challenges related to reentry to their home countries as their expectations upon returning home may not match their reality (Alandejani, 2013; Butcher, 2002, Gaw, 2000). This study utilizes a transcendental phenomenological approach to understand the lived experiences of seven Fulbright-MESCYT alumni who completed U.S. graduate degree programs and returned home to the Dominican Republic (DR) between 2015 and 2018. The Fulbright-MESCYT Program in the DR is a joint initiative of the U.S. Embassy in Santo Domingo and the Dominican Ministry of Higher Education, Science and Technology (MESCYT) and adds funding for up to 10 …

Academic Resilience, Student Engagement, And Academic Achievement Among Black Male Undergraduates At Predominantly White Institutions, Henry C. Mccain Iii

Dissertations

The proportion of Black men enrolled in college is representative of the Black male population in the U.S. (Toldson, 2019). However, an investigation of the 2010 college entry cohort of Black men showed that only 34% graduate within six years (National Center for Education Statistics; NCES, 2019). The disparity in Black male graduation rate is clearer when compared to other races such as White men (61%), Hispanic men (50%), and Asian men (70%) (NCES, 2019). Within-group disparities also exist in that Black women graduate at a rate of 44% (NCES, 2019). Much of the literature on Black undergraduates has been …