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Articles 1 - 30 of 44
Full-Text Articles in Education
Conversations About Race Between Educators And K-12 Students, Elana Wolkoff, Ronda Goodale
Conversations About Race Between Educators And K-12 Students, Elana Wolkoff, Ronda Goodale
Race and Pedagogy Journal: Teaching and Learning for Justice
Conversations about race between teachers and K-12 students have been found to improve racial attitudes for students of all races and to serve as a protective factor for students of color. This study examines perspectives of educators and youth in regard to these conversations, obstacles that impede them and factors that increase positive outcomes. Eighty-nine educators and 130 youth completed questionnaires that included multiple choice and open response questions. Samples were diverse in regard to race and geographic region within the US. Using descriptive statistics and thematic analysis, researchers found that these conversations generally have positive outcomes and often strengthen …
Healing Racial Trauma From Public School Systems, Lisa Y. Collins
Healing Racial Trauma From Public School Systems, Lisa Y. Collins
Journal of Research Initiatives
Oregon needs Black educators in the K-12 public school system. In 35 school districts throughout the state, the number of students of color has risen by over 40% in recent years (Oregon Chief Education Office, 2019). The number of educators of color in the state is under 10%. The number of Black educators is even lower. Research has shown that Black educators improve all students' academic, cultural, and social aspects, especially Black students. Nationally, Black educators were impacted by the Brown v. Board of Education ruling. At that time in history, Black communities fought for civil rights as they experienced …
A Longitudinal Qualitative Study On Teachers’ Technology Barriers To Distance Learning: A School For Students With Dyslexia, Holli Bice, Hengtao Tang
A Longitudinal Qualitative Study On Teachers’ Technology Barriers To Distance Learning: A School For Students With Dyslexia, Holli Bice, Hengtao Tang
Journal of Educational Technology Development and Exchange (JETDE)
The purpose of this qualitative case study was to develop an account of teachers’ perception of barriers to technology integration throughout distance learning. COVID-19 pandemic forced schools to adopt distance learning to cope with the crisis, but whether teachers are prepared for this change is unknown. Therefore, this study described teachers’ experience of technology integration over the course of distance learning and identified the barriers they faced at a small, private school for students with dyslexia. The findings found distance learning influenced teachers’ technological knowledge, attitudes, and beliefs about technology integration. Barriers to technology integration were identified by all participants, …
The Pandemic And Teachers: How Teachers’ Daily Life In The Classroom Has Been Impacted, Bailey Mahoney
The Pandemic And Teachers: How Teachers’ Daily Life In The Classroom Has Been Impacted, Bailey Mahoney
Educational Considerations
This study explores how the COVID-19 pandemic has affected educators during the end of the 2019-2020 school year and throughout the 2020-2021 school year. During a time with so much uncertainty, the focus has been on how best to approach the school year for students. Little conversation has happened concerning the impact on teachers. While research on this topic is limited to the short time span of the pandemic so far, teachers have shifted their instructional strategies, assessment strategies, and homework policies to match the needs of students. The following study seeks to highlight these changes and provide a voice …
Forced Isolation In An Era Of Inclusion Within U.S. K-12 Public School Communities, Cheryl Burleigh, Andrea Wilson
Forced Isolation In An Era Of Inclusion Within U.S. K-12 Public School Communities, Cheryl Burleigh, Andrea Wilson
Journal of Educational Research and Practice
The COVID-19 pandemic brought to the forefront disparities and inequities in U.S. K–12 public school systems that affected both educators and the students they served—not only during school closures but also after in-person instruction resumed. The purpose of this scholarly essay is to shed light on the levels of isolation that occurred during the pandemic and still affect educators in K–12 public schools as they seek to foster academically rigorous and inclusive school communities. Recognizing, and then quickly responding to, historic events by implementing strategies that take into account the social determinants of learning and health is the starting point …
Effects Of Performance Feedback On High School Teachers’ Use Of Opportunities To Respond And Positive Feedback: Considering Efficiency In High Need Schools, Nathan Meyer, Amy Stevens, Terrance M. Scott, Marlene Parish
Effects Of Performance Feedback On High School Teachers’ Use Of Opportunities To Respond And Positive Feedback: Considering Efficiency In High Need Schools, Nathan Meyer, Amy Stevens, Terrance M. Scott, Marlene Parish
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
The transition into high school presents new challenges for adolescents and performance in ninth grade is highly predictive of success throughout the remainder of high school. However, focus on teacher performance has great promise for increasing student engagement in the classroom and raising student achievement. Unfortunately, many of these practices typically are not implemented within classrooms where students are at highest risk for failure. Two studies were implemented to examine the effect of simple performance feedback strategies as a means of increasing teachers’ provision of opportunities for student responses and positive feedback during instruction. Results showed no effect in teacher …
Bullying Prevention And Mediation: The Role Of Values Education, Janine Brown, Boris Handal, Liz Mckenna, Sandra Lynch
Bullying Prevention And Mediation: The Role Of Values Education, Janine Brown, Boris Handal, Liz Mckenna, Sandra Lynch
eJournal of Catholic Education in Australasia
The growing incidence of bullying in schools calls for alternative prevention and mediation approaches in which values are integrated into current practices. This study explores educators’ and parents’ beliefs about the explicit application of a values-based approach to bullying intervention and mediation in Catholic schools. Individual and focus group interview among teachers, principals and parents were held in three Catholic primary schools in the Sydney Metropolitan area. The study also served to identify current anti-bullying practices employed as well as to examine specific values perceived to be relevant by parents and educator in preventing and solving bullying conflicts. Respondents showed …
Betwixt And Between: Liminality In Teachers’ Lives And In The Pandemic, Sunshine R. Sullivan, Ken Badley
Betwixt And Between: Liminality In Teachers’ Lives And In The Pandemic, Sunshine R. Sullivan, Ken Badley
International Christian Community of Teacher Educators Journal
The pandemic has altered the ways educators carry out their work, having forced them to switch en masse in March, 2020 to online instruction and then to various combinations of online and hybrid instruction. Along with educational policy-makers, classroom educators and school leaders wonder when education will return to normal and the degree to which educational normal will look like it did prior to the Covid-19 pandemic. Educating during a pandemic fits the anthropological concept of liminality, of being between two states (introduced by van Gennep in 1909). After noting the origins and meaning of the concept of a liminal …
Leaning Into The Disposition Of Hope: Reflections From A Teacher Educator, Michelle C. Hughes Dr.
Leaning Into The Disposition Of Hope: Reflections From A Teacher Educator, Michelle C. Hughes Dr.
International Christian Community of Teacher Educators Journal
Teaching is multifaceted work that must foster safety, structure, comfort, and connection for K-12 students (Noddings,1984; Shotsberger & Freytag, 2020; Tomlinson, 2019). During the Covid-19 pandemic, a teacher's presence has necessitated fostering an even greater sense of stability and hope for and in K-12 students. With complex challenges such as teaching remotely and responding to students' mental health needs, pre-service and veteran teachers alike must cultivate hope in professional practice more than ever before. Hughes explores the disposition of hope, offering educators five practical suggestions to seek and share hope, use hope-filled language, find hope in community, and view times …
Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore
Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore
Journal of English Learner Education
With increasing student diversity across our nation, there is a growing need to scale up educational innovations related to building holistic relationships. Many students in K-12 public schools enter educational settings with uncommon and nontraditional ways of building and developing longitudinal relationships that allow students to thrive and not just survive. Specifically, teachers/educators feel ill-equipped and ill-trained to adequately support the increasing number of English learners(ELs) and Exceptional education students (specifically Students of Color (SOC) with emotional and behavioral disorders) identified in inclusive classrooms. Thus, there remains an urgent need to share uncommon and non-traditional strategies to develop and build …
Twenty-First Century Middle Schooling In New York: Teachers Share Experiences And Perspectives On Remote Teaching And Learning Early In The Global Pandemic, Sandra L. Stacki, Zerin Bay, Andrew Flynndavis, Jessica Hermann
Twenty-First Century Middle Schooling In New York: Teachers Share Experiences And Perspectives On Remote Teaching And Learning Early In The Global Pandemic, Sandra L. Stacki, Zerin Bay, Andrew Flynndavis, Jessica Hermann
Excelsior: Leadership in Teaching and Learning
In early 2020, the Covid-19 virus hit many places, including New York City, with such a force that nobody could have foreseen the events following its spread. The education system was pushed to transition itself to meet with 21st century technology. This study explores this disruption in the education system and how middle school teachers in several New York counties responded. What are middle school teachers’ perspectives and practices during the rapid switch to remote teaching? Professor and graduate students in a Curriculum, Instruction, and Assessment class on middle level schooling designed the interview protocol focused on five related areas …
Helping The Helpers: Tending To Kansas Educators’ Social-Emotional Needs And Self-Care During A Pandemic, Jessica J. Lane Dr., Leah Mckeeman Dr., Laura Bonella
Helping The Helpers: Tending To Kansas Educators’ Social-Emotional Needs And Self-Care During A Pandemic, Jessica J. Lane Dr., Leah Mckeeman Dr., Laura Bonella
The Advocate
On a typical day, pre-COVID 19, educators are pulled in many directions, making hundreds, if not thousands, of quick decisions. Today those dynamics are heightened with varied and additional competing needs. However, what has not changed is the essential role of an educator. Caring for students in a time of such uncertainty seems critical. However, while there is serious and necessary demand for caring for the students and families, one population that is gravely being overlooked are the helpers. The educators. Less emphasis is being placed on the wellness and self-care of those who are offering those needed social-emotional supports. …
Linguistic Justice: Black Language, Literacy, Identity, And Pedagogy, Raven Jones Stanbrough
Linguistic Justice: Black Language, Literacy, Identity, And Pedagogy, Raven Jones Stanbrough
Michigan Reading Journal
No abstract provided.
Can Resilience Be Our Teacher Super-Power?, Michelle C. Hughes Dr.
Can Resilience Be Our Teacher Super-Power?, Michelle C. Hughes Dr.
International Christian Community of Teacher Educators Journal
Teaching is courageous work. Today's teachers face heavy workloads and growing emotional responsibilities as K-12 students and families face complicated hurdles and issues such as mental health issues, immigration, and natural disasters. This essay names resilience, grit, and perseverance as essential dispositions needed to tackle the daily hurdles and unexpected circumstances found in the classroom and pre-service teacher preparation. The author’s reflections lead to practical recommendations with the intention to nurture and cultivate resilience in teachers and school communities.
Research And Practice In Transition: Improving Support And Advocacy Of Transgender Middle School Students, Rebecca K. Lewis, Sabrina F. Sembiante
Research And Practice In Transition: Improving Support And Advocacy Of Transgender Middle School Students, Rebecca K. Lewis, Sabrina F. Sembiante
Middle Grades Review
In this essay, our purposes are to inspire particular avenues of future research addressing Transgender students, in middle school in particular, and to inform the professional development of teachers in support of these Transgender youth. In relation to the ways in which research can more authentically represent Transgender identity, we argue for the use of Transgender theory as a guiding framework for research addressing Transgender students, issues, and needs. We also describe the particular affordances of qualitative, ethnographic, and phenomenological studies in capturing the unique and highly personal experiences and realities of Transgender individuals, and specifically, in middle school. We …
Author Chris Crutcher: Speaking Out On Teachers’ Role In Aiding Children Of Trauma, Lori Goodson
Author Chris Crutcher: Speaking Out On Teachers’ Role In Aiding Children Of Trauma, Lori Goodson
Educational Considerations
Nationally known young adult author Chris Crutcher shares his thoughts on how teachers can help students who are dealing with trauma in their lives.
Head, Hand And Heart: An Investigation Of Attitude Change In Pre-Service Teachers Towards Students With Disabilities., Marion J. Shields, David Bolton
Head, Hand And Heart: An Investigation Of Attitude Change In Pre-Service Teachers Towards Students With Disabilities., Marion J. Shields, David Bolton
International Christian Community of Teacher Educators Journal
This paper reports on a research project conducted over a period of five years, with final-year pre-service students at a small Australian Christian tertiary education college. The study examined the students’ attitudes towards children with special needs, as measured before and after a mandatory special education course. This course focused on three aspects: the head, which constituted knowledge of characteristics of students with disabilities; the hand, which referred to knowledge of current research-based educational and supportive strategies matched to student needs; and the heart, which were attitudes of empathy, compassion, and support within a Christian framework. Strategies used by the …
How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice, Kristina Turner, Monica Thielking
How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice, Kristina Turner, Monica Thielking
Australian Journal of Teacher Education
This study addresses a gap in current literature by applying a qualitative phenomenological approach to understand how teachers with a calling orientation perceive meaning in their work. A calling orientation has been defined by Wrzesniewski, et al. (1997) as a commitment to one’s work as it contributes to the greater good and makes the world a better place. Individuals’ perception of participation in meaningful work has been closely linked to subjective wellbeing. The current study revealed that teachers’ reported that they found meaning in their work through having an impact on their students’ lives and through positive relationships with students …
Anecdotes, Experience, And ‘Learning By Osmosis’: The Role Of Professional Cultures In Preparing Teachers For Parent-School Engagement, Sue Saltmarsh, Amy K. Mcpherson, Sayan Chakrabarty, Stephen Winn, David Saltmarsh
Anecdotes, Experience, And ‘Learning By Osmosis’: The Role Of Professional Cultures In Preparing Teachers For Parent-School Engagement, Sue Saltmarsh, Amy K. Mcpherson, Sayan Chakrabarty, Stephen Winn, David Saltmarsh
Australian Journal of Teacher Education
Initial teacher education and experiences of the professional cultures of teaching contribute to teachers’ understandings about how to engage with parents. Drawing on qualitative research data, and informed by Michel de Certeau’s theory of culture and everyday life, this paper explores how everyday beliefs and professional practices that shape relationships between teachers and parents can remain relatively stable despite changing expectations of policy-makers and communities. The paper argues that equipping pre-service, beginning and experienced teachers and school leaders with research-based understandings about these cultural dynamics is crucial to informing professional practices that support meaningful and effective parent-school engagement.
The Attack On Social Studies Teachers And Teaching In 1970s And 1980s Hollywood Movies, Robert Dahlgren
The Attack On Social Studies Teachers And Teaching In 1970s And 1980s Hollywood Movies, Robert Dahlgren
The Councilor: A National Journal of the Social Studies
This proposed article explores the dramatic shift in the image of social studies teachers, as represented in popular films of the 1970s and 1980s. It is based on a survey of 40 movies created during this period that feature significant interactions between social studies teachers and their students. This study employed a textual analysis method involving viewing the films alongside original script material, which reveals that the narratives involving public high schools during the 1970s and 1980s are distinct from those involving other types of schools or eras. Rather than the romantic figures of earlier portraits, such as Eve Arden’s …
Listening To Juvenile Corrections School Teachers: A Step-By-Step Process For Interview Studies Guided By Hermeneutics, Kristin M. Murphy
Listening To Juvenile Corrections School Teachers: A Step-By-Step Process For Interview Studies Guided By Hermeneutics, Kristin M. Murphy
The Qualitative Report
The act of interviewing is a complex endeavor, and there are many pathways a researcher can take when designing their interview study. This becomes particularly critical when embarking on a study that will require participants to talk about subjects that may be sensitive in nature. In this paper, I share how I utilized a hermeneutic perspective to guide my interview study with teachers from juvenile corrections schools. I explicitly define and walk through why I selected hermeneutics. Then, I provide detailed step by step descriptions of how my data collection and analysis process was informed by the hermeneutic circle. The …
Stayers, Leavers, Lovers, And Dreamers: Why People Teach And Why They Stay - 2004 Barbara Biber Lecture, Marilyn Cochran-Smith
Stayers, Leavers, Lovers, And Dreamers: Why People Teach And Why They Stay - 2004 Barbara Biber Lecture, Marilyn Cochran-Smith
Occasional Paper Series
Marilyn Cochran-Smith delivers the Barbara Biber Lecture at Bank Street College in memorial of her legacy as a researcher, scholar, and leader in progressive education. Cochran-Smith focuses on what lies at the heart of teaching and learning on an individual level as well as what it will take to improve the current state of urban schools. Her main points address teacher retention and differences among generations of teachers.
Autism Spectrum Disorder Coursework For Teachers And Teacher-Aides: An Investigation Of Courses Offered In Queensland, Australia, Mitchell Coates, Janeen Lamb, Brendan Bartlett, Poulomee Datta
Autism Spectrum Disorder Coursework For Teachers And Teacher-Aides: An Investigation Of Courses Offered In Queensland, Australia, Mitchell Coates, Janeen Lamb, Brendan Bartlett, Poulomee Datta
Australian Journal of Teacher Education
The content and structure of pre-service and teacher-aide programs has major implications for training, management, support and deployment of teachers and teacher-aides in mainstream schools working with students who have ASD. Data pertaining to course content and structure were collected from university and teacher-aide training websites, program enrolment guides, and through direct contact with institutions in Queensland, Australia. 101 education programs were narrowed down to 45 in early-childhood/primary education, and 8 online teacher-aide training programs. Findings indicate the urgent need for academics in institutions to begin working towards redesigning programs that deliver best practices in ASD for pre-service educators.
“It’S A Two-Way Street”: Giving Feedback In A Teacher Writing Group, Lochran C. Fallon, Anne Elrod Whitney
“It’S A Two-Way Street”: Giving Feedback In A Teacher Writing Group, Lochran C. Fallon, Anne Elrod Whitney
Teaching/Writing: The Journal of Writing Teacher Education
Abstract: A consistent feature of teacher writing groups is the giving and receiving of feedback on writing. While there have been several studies that have explored the effects of receiving feedback on one's own writing, there have only been a few that explored the effects of providing feedback to others can have on a teacher’s own work. Drawing on interviews with teacher-writers who work together in a writing group, we conclude that giving feedback transforms the writing lives of all participants involved in the feedback process through experiences of reciprocity, involving claiming authority within a community of writers, developing …
Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega
Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega
Democracy and Education
This is a response to Liggett’s (2014) call to implement “deliberate democracy” in English language education classrooms. While the concept of participating in deliberate democracy is a solid ideal and worthy of pursuit, I present questions and scenarios that illustrate the complicated nature of the tasks. By sharing my testimonio along with the research, I propose that in order for teachers to guide their students' participation in deliberate democratic activities, they must step back and understand the context of the sociocultural interactive space created in the classroom and whether ELL students are able to and/or prepared to speak in an …
The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship, Patricia K. Kubow, Mina Min
The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship, Patricia K. Kubow, Mina Min
Democracy and Education
Drawing upon the African concept of ubuntu, this article examines the epistemic orientations toward individual-society relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Western-oriented democratic narrative. Through ubuntu, defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rights-and-responsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. …
Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler
Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler
Occasional Paper Series
Describes the issue's purpose, which is a "modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires" -- author.
Using An Observation Coaching Checklist To Provide Feedback To Teachers, Michelle Lia
Using An Observation Coaching Checklist To Provide Feedback To Teachers, Michelle Lia
Journal of Catholic Education
Teachers need feedback to make instructional progress. This paper shares how a coaching checklist was used in five Catholic schools in the Archdiocese of Chicago in 2014-2015 school year in an effort to provide teachers feedback and support their instruction. This coaching was paired with regular ‘traditional’ professional development paid for through a grant by Big Shoulders Fund in Chicago. The use of the checklist provided more specific feedback than a note-taking method of observation typically used in teacher evaluation. Anecdotally, teachers who wanted feedback and wanted to improve their instruction did just that. An added result was the support …
Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore
Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore
Occasional Paper Series
Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in “Say that the River Turns.” She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions.
How To Con Your Teacher, Bernice M. Wilson
How To Con Your Teacher, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.