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Articles 1 - 13 of 13
Full-Text Articles in Education
Intersections Between Science And Social Justice: A Conversation With Liza Finkel, Liza Finkel, Maika Yeigh
Intersections Between Science And Social Justice: A Conversation With Liza Finkel, Liza Finkel, Maika Yeigh
Northwest Journal of Teacher Education
In preparation for the special issue: Cascading Crises: Power, Equity and Liberation, the Editors of NWJTE sat down for a conversation with Dr. Liza Finkel, a Science Teacher Educator in the Graduate School of Education and Counseling at Lewis & Clark College. Dr. Finkel’s passions include science (especially geology), finding intersections between science and social justice and helping new teachers learn to include those connections in their teaching, knitting, cooking, birding, and reading mystery novels with women protagonists.
Preservice Teachers Learning To Teach In An Anti-Racist/Climate-Justice Program: Challenges And Promises, Richard Sawyer
Preservice Teachers Learning To Teach In An Anti-Racist/Climate-Justice Program: Challenges And Promises, Richard Sawyer
Northwest Journal of Teacher Education
The global climate crisis represents the most urgent problem facing the planet, impacting social, cultural, political, economic, and environmental dimensions of life. Alarmingly, it has impacted communities of color in disproportionate ways (Goddell, 2023; Pellow, 2013). The climate crisis, along with the intertwined context of racism, places a profound responsibility on social justice teacher educators to prioritize addressing these issues in teacher preparation. The intent of the following two case studies is to explore the impact of a project based teacher preparation program focused on cultural and environmental justice on the pedagogical knowledge and practice of teaching interns at the …
Why Arts Education, At All?: An A/R/Tographic Inquiry, Darshana Devarajan, Brittany M. Brewer, Karenanna Boyle Creps, Reyila Hadeer
Why Arts Education, At All?: An A/R/Tographic Inquiry, Darshana Devarajan, Brittany M. Brewer, Karenanna Boyle Creps, Reyila Hadeer
Northwest Journal of Teacher Education
In the wake of curricular epistemicide, the authors draw your attention towards the theoretical and practical constraints created around arts education. As a/r/tographers (artists, researchers, and teachers), we argue that our ways of knowing and creating in the space of curriculum and instruction are dynamic ways to think about and through curricular epistemicide. In foregrounding our own experiences of “(un)becoming through the cracks”, when we are faced with restrictive ways of knowing in a Department of Teacher Education, we put forth a question through our arts-based practices of knowing: why arts education, at all?
Trauma And Academic Impact: Stories From At-Risk Youth, Brenda M. Morton, Edd.
Trauma And Academic Impact: Stories From At-Risk Youth, Brenda M. Morton, Edd.
Northwest Journal of Teacher Education
Youth continue to leave school prior to earning a high school diploma, despite focused attention and resources on this population of students (Porche, et al., 2011), leaving unanswered questions as to what support this group of students need. Researchers identified attendance, disciplinary issues, and low grade point average, as prevalent in dropouts, but few have explored the story behind the statistics. This study sought to fill this gap in the literature by exploring the role of trauma and Adverse Childhood Experiences (ACEs) in the lives of students at risk for academic failure, by examining their lived experiences. To that end, …
Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson
Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson
Northwest Journal of Teacher Education
As Black educators, we are implanted with testimonies of how our pedagogies remained in close proximity to whiteness. We employ antiblackness and critical race theory frameworks. Through what we call vignettes of repair we address ourselves and our students to first, repair the harm we caused and second, to engage in collective witnessing that makes room for (re)claiming and (re)membering our own knowledge. From our critical reflection, we propose that teacher educators engage in a similar practice for their prospective teachers.
Not Suspended But Not Protected: Challenging School Discipline Reform In The Name Of Restorative Justice For Young Adult Black Girls, Iesha Jackson
Not Suspended But Not Protected: Challenging School Discipline Reform In The Name Of Restorative Justice For Young Adult Black Girls, Iesha Jackson
Northwest Journal of Teacher Education
This interpretive case study examines the impact of one high school’s mediation process, which is intended to be a restorative practice, on the schooling experiences of three “overage, under-credited," young adult Black girls. Using critical race theory, this study explicates how the school’s approach to mediation fails to protect these students from both physical and structural violence. While it is important that the findings lay a foundation for understanding the contexts of anti-Blackness in restorative practices in schools, insights from this study can also help establish culturally and contextually specific approaches to mediation for young adult Black girls in high …
A Literature Review Of Understanding And Supporting Students With Attention Deficit Hyperactivity Disorder In The Classroom, Kerilyn Creelman
A Literature Review Of Understanding And Supporting Students With Attention Deficit Hyperactivity Disorder In The Classroom, Kerilyn Creelman
Northwest Journal of Teacher Education
The effects of Attention Deficit Hyperactivity Disorder (ADHD) has on academic performance are evident. This mini-literature review aims to gain insight into which parts of ADHD affects a student’s academic achievement and to provide suggestions to use to assist closing the academic gap between students with ADHD and neurotypical students. ADHD is a neurodevelopmental disorder that is increasing in diagnosis within children. ADHD affects a child’s academic performance, creating a deficit measured in years, and grows as children continue into their high school careers. ADHD-Inattentive affects academic performance the most out of the three subtypes of ADHD. Medication has shown …
Reflections On Bodies And Absences In The Covid-19 Interregnum, Matthew Weinstein
Reflections On Bodies And Absences In The Covid-19 Interregnum, Matthew Weinstein
Northwest Journal of Teacher Education
This is a meditation on the role of absence during the COVID-19, especially the ways absences are felt and experienced. It explores the roles of bodies as both symbols and material. Bodies are both thought through the logic of borders and difference but also as the raw resources of scientific investigations. This is all examined within and against “education” both in my and in my students’ (pre and in-service teachers) classes and our anxieties of not knowing the what or how we of our jobs in these conditions.
Covid-19, Equity, And The Future Of Education: A Conversation Between Teacher Candidates, Shayna Glenn, Kadee Kall, Kate Ruebenson
Covid-19, Equity, And The Future Of Education: A Conversation Between Teacher Candidates, Shayna Glenn, Kadee Kall, Kate Ruebenson
Northwest Journal of Teacher Education
When public schools closed in March 2020 due to COVID-19, A1, A2, and A3 were headed into the full-time student teaching segment of their year-long teacher preparation practicum experience. While everyone has faced uncertainty during the pandemic, these beginning teachers also shared unique challenges. In April they came together for a conversation with a NWJTE editor to talk about their experiences, the obstacles and opportunities facing schools right now, and their hopes for their students and themselves. All three envision a 2020-2021 school year focused on equity, inclusivity, and the importance of access for all children.
Pandemic & Education: A Conversation Between Teacher Candidates, Jake Carlsen, Eric Jensen, Anna Krytenberg
Pandemic & Education: A Conversation Between Teacher Candidates, Jake Carlsen, Eric Jensen, Anna Krytenberg
Northwest Journal of Teacher Education
When Oregon public schools closed in March 2020 due to COVID-19, Jake, Eric, and Anna were headed into the full-time student teaching segment of their year-long teacher preparation practicum experience. While everyone has faced uncertainty during the pandemic, these beginning teachers also shared unique challenges. In April they came together for a conversation with a NWJTE editor to talk about their experiences, the obstacles and opportunities facing schools right now, and their hopes for their students and themselves. All three envision a 2020-2021 school year focused on equity, inclusivity, and the importance of access for all children.
The Experiential-Learning Track: Career Exploration, Student Interest, & Applied Classroom-Learning In Small Rural Junior-Senior High Schools, Michael Turnlund
The Experiential-Learning Track: Career Exploration, Student Interest, & Applied Classroom-Learning In Small Rural Junior-Senior High Schools, Michael Turnlund
Northwest Journal of Teacher Education
Budgetary constraints can limit academic programs and elective offerings in small rural high schools. It is difficult to staff schools with teachers who hold the required credentials to offer elective courses that match student interests and future career or post-secondary education goals. This article details a strategy used by one small school in Idaho to address the problem. The Experiential-Learning Track Program allows for “hands-on” opportunities tied to learning objectives, and targets career and post-secondary education goals of individual students. Outcomes of the project included an increase in student population numbers and more connections with the local community.
Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid
Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid
Northwest Journal of Teacher Education
High school, community college, and university faculty attempted to address student readiness for first-year college English classes by working with each other across sectors in an ongoing, collaborative professional development project, Successful Transitions to College (STC). STC demonstrates that teachers can work across sectors to smooth transitions for students who often navigate multiple educational systems throughout their K-16 experience. This professional development work intentionally built opportunities for faculty to work collaboratively while honoring teaching expertise and shared problem solving. Interest in student transition across academic sectors has created a fresh realization for many teachers—one of the best ways to …
What Teacher Educators Learned About Negotiating Power Relationships During Lesson Study Planning, Susan J. Lenski, Nicole R. Rigelman, Anita L. Bright, Gayle Thieman, Bernd R. Ferner
What Teacher Educators Learned About Negotiating Power Relationships During Lesson Study Planning, Susan J. Lenski, Nicole R. Rigelman, Anita L. Bright, Gayle Thieman, Bernd R. Ferner
Northwest Journal of Teacher Education
The purpose of this study was for eight university-based teacher educators to experience Lesson Study planning in order to gain a deeper understanding of the power relationships our teacher candidates experience in student teaching. Data included six video recorded and transcribed planning sessions. Data analysis focused on the power relationships evident in the teacher educators’ lesson planning process, including positions of power that were identified as sole leadership, challenged leadership, and shared leadership. Implications for incorporating lesson study with teacher candidates include increased sensitivity to power dynamics and leadership roles during planning.