Education Commons^™

How Relationship Status And Sociosexual Orientation Influence The Link Between Facial Attractiveness And Visual Attention, Aleksandra Mitrovic, Juergen Goller, Pablo Tinio, Helmut Leder

Department of Educational Foundations Scholarship and Creative Works

Facial attractiveness captures and binds visual attention, thus affecting visual exploration of our environment. It is often argued that this effect on attention has evolutionary functions related to mating. Although plausible, such perspectives have been challenged by recent behavioral and eye-tracking studies, which have shown that the effect on attention is moderated by various sex- and goal-related variables such as sexual orientation. In the present study, we examined how relationship status and sociosexual orientation moderate the link between attractiveness and visual attention. We hypothesized that attractiveness leads to longer looks and that being single as well as being more sociosexually …

A Person-Centered Approach To Understanding Teachers' Classroom Practices And Perceived School Goal Structures, Nicole Barnes, Helenrose Fives, Jamaal Matthews, Kit Marie Saizdelamora

Department of Educational Foundations Scholarship and Creative Works

We examined 179 teachers' perceptions of their own classroom practices and their school's motivational climate to illuminate the ways these perceptions work in concert. Using teachers' responses to two scales of the Patterns of Adaptive Learning Survey, a cluster analysis revealed three profiles of teachers described as cluster 1: Aligned: Performance Moderate, Mastery High: We agree with everything!; cluster 2: Aligned: Performance Low, Mastery High: Yea to Mastery! Nay to Performance!; and cluster 3: Unaligned: Classroom Mastery with School Performance: We're Mastery Structured in a Performance School. Cluster analyses revealed significant differences suggesting these teacher groups had distinct profiles. This …

Adult Youth Workers’ Conceptions Of Their Work In An Under-Resourced Community In The United States, David T. Lardier, Kathryn Herr, Pauline Garcia-Reid, Robert Reid

Department of Educational Foundations Scholarship and Creative Works

This study examined adult workers’ conceptions of their work with youth in a large, underserved, urban region in the northeastern United States. Drawing on qualitative interviews with 18 youth workers from various organizations, affiliated with a community coalition focused on substance abuse prevention, we explored how adults viewed their role of working with youth. We were particularly interested in whether these workers saw youth empowerment and collaboration with youth for community change as part of their role. Our data suggested that while workers in this study were very supportive of youth, the support and actions they provided were on behalf …

Community Of Philosophical Inquiry And The Play Of The World, David Kennedy

Department of Educational Foundations Scholarship and Creative Works

This paper seeks to identify the role of play in the design and function of Socratic dialogue as practiced in community of philosophical inquiry (CPI) in classrooms. It reviews the ideas of some major play theorists from various fields of study and practice-philosophy, cultural anthropology, evolutionary psychology, cognitive psychology, psychoanalysis, and education-and identifies the epistemological, ontological, and axiological judgments they share in their analyses of the phenomenon of play. It identifies five psychodynamic dimensions in which the Socratic play of "following the argument where it leads" can be identified: the "play space," the "time of play," "the rules of the …

Capturing Aesthetic Experiences With Installation Art: An Empirical Assessment Of Emotion, Evaluations, And Mobile Eye Tracking In Olafur Eliasson’S “Baroque, Baroque!”, Matthew Pelowski, Helmut Leder, Vanessa Mitschke, Eva Specker, Gernot Gerger, Pablo Tinio, Elena Vaporova, Till Bieg, Agnes Husslein-Arco

Department of Educational Foundations Scholarship and Creative Works

Installation art is one of the most important and provocative developments in the visual arts during the last half century and has become a key focus of artists and of contemporary museums. It is also seen as particularly challenging or even disliked by many viewers, and-due to its unique in situ, immersive setting-is equally regarded as difficult or even beyond the grasp of present methods in empirical aesthetic psychology. In this paper, we introduce an exploratory study with installation art, utilizing a collection of techniques to capture the eclectic, the embodied, and often the emotionally-charged viewing experience. We present results …

Pre-Service Teachers’ Engagement In A Discourse About Integers From A Sfardian Perspective, Douglas M. Platt

Theses, Dissertations and Culminating Projects

This study describes the way 14 pre-service teachers engaged in discourse about integers. The discourse being examined is framed by Sfard’s view of a discourse as being composed of the four elements word use, visual mediators, routines, and narratives (Sfard, 2008). These elements combine to form a means for people to exchange and preserve ideas and coordinate actions within a society. Each of the participants in this study engaged in a seven question, semi-structured interview (Merriam, 2009), which included prompts for the enactment of computations modeled with colored chips and the number line, in addition to written and spoken representations. …

We Are Victorious: Educator Activism As A Shared Struggle For Human Being, Carolina Valdez, Edward Curammeng, Farima Pour-Khorshid, Rita Kohli, Thomas Nikundiwe, Bree Picower, Carla Shalaby, David Stovall

Department of Teaching and Learning Scholarship and Creative Works

This article shares national models of educational activism that center the experiences of People of Color but are diverse in that they serve students, parents, preservice teachers, teachers, and/or community educators and meet frequently in small groups or annually/biannually. Included narratives embody the humanization process, and situate that in the purpose of each project. Our aim is to complicate and extend the definition of activism as a shared struggle for the right to feel human.

When Am I Ever Going To Use This In The Real World? Cognitive Flexibility And Urban Adolescents' Negotiation Of The Value Of Mathematics, Jamaal Matthews

Department of Educational Foundations Scholarship and Creative Works

Many adolescent learners have difficulty understanding the relevance of mathematics for their lives. This problem is particularly pernicious among Black and Latino adolescents who often face cultural stigma that can affect their perceived value of mathematics. The present study used concurrent nested mixed methods to explore this issue in 419 urban Black and Latino adolescents. Structured classroom observations, a computerized cognitive assessment, and surveys were used to examine how teacher math applications (TMAs) and adolescent cognitive flexibility interact to predict students' valuing of mathematics. From a subset of the larger sample (n = 37), semistructured qualitative interviews were used to …

Online Connectivity : A Social Study Of Educators’ Affinity For Teaching And Learning Using Social Media, Beverly R. Plein

Theses, Dissertations and Culminating Projects

This qualitative study investigated an online space for educators, known as #sschat, for the purpose of helping to inform and shape more formal professional learning experiences. Participants were able to engage in asynchronous and synchronous discussions related to social studies education by interacting in any of the four hashtags associated with the #sschat affinity space (i.e., #engsschat, #hsgovchat, #sschat, #worldgeochat), the #sschat Facebook page, the archived #chat sessions, and/or by contributing to the creation of the weekly #worldgeochat questions.

Seven common elements of Gee’s affinity spaces conceptual framework were used to frame this study. This framework drew attention to the …

Learning To Teach Physics : Exploring Teacher Knowledge, Practice, And Identity, Nellista E. Bess

Theses, Dissertations and Culminating Projects

Urban and rural high schools in the United States often struggle in regard to the staffing of their physics classrooms with qualified teachers. Some states have responded to this challenge with education policy as a means of addressing the critical shortages of physics teachers by permitting inservice teachers to attain physics certification through endorsement programs. Although research on alternative certification typically evaluates and compares diverse models, this study focuses on teachers’ own perceptions of their experience in the aforementioned program, as well as their learning and development in and beyond preparation for physics endorsement.

In this qualitative multiple case study, …

Cultivating Success : How Two General Education Teachers Created Inclusion Classrooms For Their Students, Natalie A. Lacatena

Theses, Dissertations and Culminating Projects

This qualitative study examined the beliefs, instructional practices, and classroom climate of two general education inclusion teachers working in a single-teacher context. For purposes of this study, a single-teacher context was defined as a classroom in which a general education teacher instructed general education students and students with identified needs without the collaboration of a special education teacher. Two general education middle school teachers, nominated by their colleagues as successful at working with included students, completed a belief survey, participated in three one-on-one interviews, and were observed on eight separate occasions. A Disability Studies in Education lens was used as …

State Of Mind : A Poststructural Analysis Of Governmentality And Teacher Education Professionalism Using Policy Texts, Todd A. Bates

Theses, Dissertations and Culminating Projects

This dissertation comprises a multilayered inquiry into the complex interplay between governance and teacher education. It adopts Goodlad’s (1990/1994) stance that teacher education best serves democratic society when it is self-governing and maintains decision-making authority with respect to the preparation of teachers. However, pervasive and prescriptive state and federal policies create a regulatory context that supplants the ability of teacher educators to exercise authority over fundamental aspects of their work, including the identification, recruitment, preparation, and assessment of future teachers.

Bacchi and Goodwin (2016) argue that prevailing educational policy critiques underexamine governmentalities—mindsets that render individuals and societies governable (Foucault, 2007). …

Black And Belonging At School: A Case For Interpersonal, Instructional, And Institutional Opportunity Structures, De Leon L. Gray, Elan C. Hope, Jamaal Matthews

Department of Educational Foundations Scholarship and Creative Works

This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity structures. We provide a set of guiding questions for scholars seeking to advance educational psychology research at the intersection of race, belonging, and motivation. We end by describing specific research directions for an inclusive examination of …

Where Is The Love? Developing Loving Relationships As An Essential Component Of Professional Infant Care, Susan L. Recchia, Minsun Shin, Carolina Snaider

Department of Teaching and Learning Scholarship and Creative Works

Using a grounded theory approach, this study explores the ways a diverse group of pre-service student caregivers, new to teaching and caring for infants, come to understand notions of ‘love’ during an infant practicum course in the United States. Through analysing weekly dialogue journals and course assignments produced by each of the 8 participants, we captured their unique and complex experiences of love and care in the infant room. Results revealed that for love and trust between student caregivers and babies to evolve, caregivers need to acknowledge babies as unique individuals, and commit to getting to know and understand them …

The New School, David Kennedy

Department of Educational Foundations Scholarship and Creative Works

This paper traces the changing status of the school as a counter culture in the anthropological and historical literature, in particular from the moment when compulsory mass schooling assumed the function of ideological state apparatus in the post-revolutionary 19th century West. It then focuses attention on what may be called the New School, which could be said to represent an evolved, postmodern embodiment of the social archetype of the school as interruption of the status quo. It emerged in the form of schools initially associated with Romanticism and with socialist libertarian or ‘anarchist’ impulses, and moved, if temporarily, into the …

Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education, Edwin Mayorga, Bree Picower

Department of Teaching and Learning Scholarship and Creative Works

In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. …

Bridging The Research-To-Practice Gap Through Effective Professional Development For Teachers Working With Students With Emotional And Behavioral Disorders, Talida State, Brandi Simonsen, Regina G. Hirn, Howard Wills

Department of Teaching and Learning Scholarship and Creative Works

Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for …

Collaborative Teacher-Driven Professional Development : The Documented Journey Of A Practitioner Action Research Teacher Study Group, Brenna D. Bohny

Theses, Dissertations and Culminating Projects

Laws such as the No Child Left Behind Act of 2001 (NCLB) and the Every Student Succeeds Act have shaped the landscape of education in many ways, including how professional development is structured. As a result, professional development has become increasingly limited to training teachers to carry out top-down mandated reforms based on subject-knowledge rather than concentrating on teacher learning efforts focused on the growth of adults as learners (Cochran-Smith & Lytle, 2006, 2009; Hirsch, 2006; Mertler, 2010). Organic, teacher-driven professional development, such as action research, provide teachers with opportunities to disrupt the often paternalistic power structures that currently exist. …

In Their Own Words: Teachers Make Meaning Of Participation In A Community Of Practice, Laura Lee Ripley

Theses, Dissertations and Culminating Projects

Recent studies on effective professional development in schools have paid attention to the concept of learning done in professional communities, but ignore teacher recommendations and voices. This case study focused on the meaning teachers made from participation in a community of practice in a school implementing reforms.

Founded in Wenger and Lave’s concept of the community of practice, defined as groups of people who come together routinely and who learn to do things better as a result, this study follows a community of practice in the face of a significant school reform where very little other professional development had been …

Truth Matters: Teaching Young Students To Search For The Most Reasonable Answer, Alina Reznitskaya, Ian A.G. Wilkinson

Department of Educational Foundations Scholarship and Creative Works

Learning how to formulate, comprehend, and evaluate arguments is an essential part of helping students develop the ability to make better, more reasonable judgments. The Common Core identified argumentation as a fundamental life skill that is broadly important for the literate person. According to the authors, having students engage in an inquiry dialogue oriented toward finding the most reasonable answer is key to developing the skills of argumentation. Inquiry dialogue starts with a contestable, big question that is relevant to student interests and addresses a central issue raised in a text. Such questions invite students to take part in a …

Using The Discourse Domain Hypothesis Of Interlanguage To Teach Scientific Concepts: Report On A Case Study In Secondary Education, Fernando Naiditch, Larry Selinker

Department of Teaching and Learning Scholarship and Creative Works

This paper reports work-to-date on a particular practical context, applying one approach to interlanguage, the discourse domains approach, merged with the rhetorical-grammatical approach, involving both language and content. The context is an MA course for teacher residents placed in urban schools, and their English language learners (ELLs) in math and science classes, providing content area teachers the linguistic support they need to teach the language of their content, and thus the content itself. We were interested in how exactly learners' interlanguage creation interacts with their understanding of scientific concepts. We primarily look at the rhetorical function "definition," with discourse level …

A Disability Studies In Education Analysis Of The Edtpa Through Teacher Candidate Perspectives, Jessica Bacon, Sheila Blachman

Department of Teaching and Learning Scholarship and Creative Works

This analysis of the Special Education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported the first groups of teacher candidates required to submit the edTPA for certification in New York State. Data were gathered over three semesters and included open-ended student surveys, student journals, and public documents. Findings describe (a) how the edTPA requirements impacted teacher candidate learning, (b) the emphasis on one focus learner in the exam, (c) the discourse and language demands in the edTPA, and (d) how the edTPA and videotaping impacted fieldwork. We describe these findings and …

Teachers' Epistemic Cognition In The Context Of Dialogic Practice: A Question Of Calibration?, Ivar Bråten, Krista R. Muis, Alina Reznitskaya

Department of Educational Foundations Scholarship and Creative Works

In this article, we argue that teachers' epistemic cognition, in particular their thinking about epistemic aims and reliable processes for achieving those aims, may impact students' understanding of complex, controversial issues. This is because teachers' epistemic cognition may facilitate or constrain their implementation of instruction aiming to engage students in reasoned argumentation through classroom dialogue. We also suggest that teachers may need to reflect on their own epistemic cognition in the context of dialogue-based instruction in order to calibrate it with the aim of deep understanding and the reliable process of reasoned argumentation, which underlie such instruction. Based on our …

Teachers' Epistemic Cognition In Classroom Assessment, Helenrose Fives, Nicole Barnes, Michelle M. Buehl, Julia Mascadri, Nathan Ziegler

Department of Educational Foundations Scholarship and Creative Works

Epistemic cognition represents aspects of teachers' thinking focused on issues related to knowledge, which may have particular relevance for classroom assessment practices given that teachers must discern what their students know and then use this information to inform instruction. We present a model of epistemic cognition in teaching with a focus on teachers' classroom assessment practices. We argue that teachers' epistemic cognition is inherently more complex than current models developed for learners. Further, we suggest that teachers' epistemic cognition can be supported through the development of reflexivity as an epistemic virtue and that the 3R-EC framework for reflexivity represents one …

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 …

Teacher Educators Struggling To Make Complex Practice Explicit: Distancing Teaching Through Video, Emily J Klein, Monica Taylor

Department of Teaching and Learning Scholarship and Creative Works

This self-study examines our use of video with a cohort of preservice teachers as a means to address the challenges we face as teacher educators who are working with candidates in extensive clinical practice. We came to video as a nuanced way to discuss and make meaning of complex practice and as a means of bridging theory and practice. We found that our use of video supported preservice teachers and their mentors in decomposing, representing, and approximating practice. We also found that, as suggested by the literature, the use of video distanced preservice teachers from their experiences in practice. Finally, …

Anarchism, Schooling, And Democratic Sensibility, David Kennedy

Department of Educational Foundations Scholarship and Creative Works

This paper seeks to address the question of schooling for democracy by, first, identifying at least one form of social character, dependent, after Marcuse, on the historical emergence of a “new sensibility.” It then explores one pedagogical thread related to the emergence of this form of subjectivity over the course of the last two centuries in the west, and traces its influence in the educational counter-tradition associated with philosophical anarchism, which is based on principles of dialogue and social reconstruction as opposed to monologue and reproduction. The idea of a dialogical school has been made possible by a historical shift …

Beyond The Lab: An Examination Of Key Factors Influencing Interaction With ‘Real’ And Museum-Based Art, Matthew Pelowski, M. Forster, Pablo Tinio, Maria Scholl, Helmut Leder

Department of Educational Foundations Scholarship and Creative Works

The authors present a comprehensive review and theoretical discussion of factors that could influence our interaction with museum-based art. Art is an important stimulus that reveals core insights about human behavior and thought. Art perception is in fact often considered one of the few uniquely human phenomena whereby we process multiple types of information, experience myriad emotions, make evaluations, and where these elements not only occur but dynamically combine. Art viewing often occurs in museums, which-in conjunction with "real" artworks-may contribute greatly to experience. However, to date, psychological aesthetics studies have only begun to consider in-museum examinations, focusing instead on …

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 …

U.S. Teachers' Conceptions Of The Purposes Of Assessment, Nicole Barnes, Helenrose Fives, Charity M. Dacey

Department of Educational Foundations Scholarship and Creative Works

Teachers' conceptions about assessment influence their classroom assessment practices. In this investigation, we examined 179 K-12 teachers' conceptions of the purposes of assessment from a person-centered perspective. An exploratory factor analysis of teachers' responses to the Conceptions of Assessment Instrument yielded a three-factor model: assessment as valid for accountability, improves teaching and learning, and as irrelevant. Next, we used cluster analysis to identify belief profiles of teacher groups: Cluster-1: Moderate, Cluster-2: Irrelevant, Cluster-3: Teaching and Learning. Within and across cluster comparisons revealed significant differences indicating that these are distinct profiles: teachers can, and do, hold multiple beliefs about assessment simultaneously.