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Full-Text Articles in Education
Lessons From The Interpretation/ Misinterpretation Of John Ogbu’S Scholarship, Edmund T. Hamann
Lessons From The Interpretation/ Misinterpretation Of John Ogbu’S Scholarship, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In November 2003, the Council on Anthropology and Education honored John Ogbu with the George and Louise Spindler Award, for exemplary and long-term contributions to educational anthropology. But in March 2003, a noted economist condemned Ogbu’s work as serving an “oppressive function.” In this paper, such contradictory instances are cited as the author recounts his encounters with Ogbu’s scholarship. Disparate assessments of Ogbu’s ideas and legacy raise important questions. What responsibility do educational anthropologists have for how their research is understood? Which aspects of Ogbu’s legacy should we hold onto as his work is interpreted in politicized and polarized ways?
Reframing For Decisions: Transforming Talk About Literacy And Assessment Among Teachers And Researchers, Loukia K. Sarroub
Reframing For Decisions: Transforming Talk About Literacy And Assessment Among Teachers And Researchers, Loukia K. Sarroub
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Education research in the 21st century can be characterized by at least four dynamic, interpretive movements that include the critical analysis of pedagogy, schools, and communities; the politics of representation; the textual analyses of literary and cultural forms; and the ethnographic study of the production, consumption, and distribution of these forms in everyday life. Although these issues are beyond the scope of this chapter (see Denzin & Lincoln, 2000, for an extensive discussion), in large part the basis of these movements in the field of education grows out of a struggle among researchers and educators to make sense of competing …
Retrieving Possibilities: Confronting A Forgetfulness And Deformation Of Teaching/Learning Methodology, Margaret A. Macintyre Latta
Retrieving Possibilities: Confronting A Forgetfulness And Deformation Of Teaching/Learning Methodology, Margaret A. Macintyre Latta
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This paper draws on data collected in a one-year research project focusing on elucidating theory/practice relations in learning to teach. As a teacher educator I grapple with the nature and role of teaching methodology. The notion of method, with its implied order and certainty, is confronted alongside prospective teachers throughout their coursework and student-teaching experiences. Reflexivity is considered essential to this research process, providing a means to address the interface between the empirical data collected alongside student-teachers and its interpretations. In this regard I draw on the historical writings of Dewey (1904, 1910, 1938) and Bakhtin (1990, 1993), found to …
The Roles Of State Departments Of Education As Policy Intermediaries: Two Cases, Edmund T. Hamann, Brett Lane
The Roles Of State Departments Of Education As Policy Intermediaries: Two Cases, Edmund T. Hamann, Brett Lane
Department of Teaching, Learning, and Teacher Education: Faculty Publications
As the variety of state education agency (SEA) responses to the No Child Left Behind Act of 2001 demonstrates, different SEAs interpret the same federal educational policy differently. Nonetheless, little research has depicted how federal policies are changed by SEA-based policy intermediaries. Using an “ethnography of educational policy” approach, this article offers two illustrations of mediation processes at the SEA level: Maine’s and Puerto Rico’s initial attempts to implement the federal Comprehensive School Reform Demonstration program. Both attempts show that the mediation process is inevitable and that its general direction can be predicted: Policies will be adapted in ways that …
The Role Of State Departments Of Education In Comprehensive School Reform, Edmund T. Hamann, Brett Lane
The Role Of State Departments Of Education In Comprehensive School Reform, Edmund T. Hamann, Brett Lane
Department of Teaching, Learning, and Teacher Education: Faculty Publications
States have the legal responsibility and authority to provide public education for their citizens. How each state fulfills its responsibility varies. Whether state education agencies (SEAs) are supporting school reform efforts, providing technical assistance, defining and controlling educational content, or assessing the outcomes of education, it is generally agreed that SEAs are there to assure that districts and schools are providing quality opportunities to children, and in a manner that meets the standards the state has set for achievement. With that in mind, this article addresses some of the specific ways SEAs set out to accomplish these goals. Having worked …
Raising The Bar: Encouraging High Level Thinking In Online Discussion Forums, Mary M. Christopher, Julie A. Thomas, Mary K. Tallent-Runnels
Raising The Bar: Encouraging High Level Thinking In Online Discussion Forums, Mary M. Christopher, Julie A. Thomas, Mary K. Tallent-Runnels
Department of Teaching, Learning, and Teacher Education: Faculty Publications
More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face-to-face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time-constrained interactions in a face-to-face course. Researchers evaluated students’ thinking levels (as per Bloom’s Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the …
Attunement To The Creating Process In Teaching & Learning, Margaret A. Macintyre Latta
Attunement To The Creating Process In Teaching & Learning, Margaret A. Macintyre Latta
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Aesthetic play requires all participants to remain faithful to the intricacies and intensities of human experience. Teachers and students continually improvised within relations, adapting, building, and changing meaning. The indeterminate nature of aesthetic play assumes teaching/learning is complex and individual. All oriented toward sensitivity to the many relations present in teaching/learning situations deliberately seek out fragility’s presence, in order to honor the existing complexity and individuality. Eliot Eisner explains, “What is mediated through thought are qualities, what is managed in process are qualities, and what terminates at the end is a qualitative whole. . . .” Discerning between these qualitative …
Practitioner Sensibility And The Negotiation Of Contradictory School Reforms, Edmund T. Hamann
Practitioner Sensibility And The Negotiation Of Contradictory School Reforms, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Martin Packer's book, Changing Classes: School Reform and the New Economy, is humane, straightforward, and accessible. It is also important, but perhaps not mainly for the reasons that one might infer from its title or its inclusion in Cambridge University Press's series, "Learning in Doing: Social, Cognitive, and Computational Perspectives." Although this book will be of interest to those interested in situated cognition, cultural-historical theory, and cultural psychology—three domains in which Packer overtly locates his book (p. 7)—it does not explicitly advance any of these areas. Indeed, Packer notes (p. 8) his "downplay of theoretical discourse," and the book …
Curriculum As Medium For Sense Making: Giving Expression To Teaching/Learning Aesthetically, Margaret A. Macintyre Latta
Curriculum As Medium For Sense Making: Giving Expression To Teaching/Learning Aesthetically, Margaret A. Macintyre Latta
Department of Teaching, Learning, and Teacher Education: Faculty Publications
I think my painting experience holds tremendous possibilities for teaching/learning of all kinds. In reflecting on the significance of the art-making experience to me, I find that what I value is not so much art but the experience of making art: an experience that values my knowings, interpretations, and expressions; an experience that involves me in constructing meaning for myself; an experience that relies on dialogue and participation as a means to this sense making; an experience that has to be felt and lived through as a whole. In so doing, I find myself absorbed in relations that could never …
Meeting The Literacy Development Needs Of Adolescent English Language Learners Through Content Area Learning - Part One: Focus On Motivation And Engagement, Julie Meltzer, Edmund T. Hamann
Meeting The Literacy Development Needs Of Adolescent English Language Learners Through Content Area Learning - Part One: Focus On Motivation And Engagement, Julie Meltzer, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This paper highlights the substantial overlap in recommended practices from two emerging areas of educational research: research on the academic literacy development of adolescents and research on English language learners (ELLs) in secondary schools. Specifically, this paper examines instructional principles related to the connection between students’ motivation and engagement and their literacy development as supported by both bodies of literature. These principles include making connections to students’ lives, creating responsive classrooms, and having students interact with each other and with text. This paper is the first of two papers based on the same reviews of the adolescent literacy and adolescent …
English Language Learners, Comprehensive School Reform, And State Education Agencies: An Overlooked Opportunity To Make Comprehensive School Reform Comprehensive, Edmund T. Hamann, Ivana Zuliani, Matthew Hudak
English Language Learners, Comprehensive School Reform, And State Education Agencies: An Overlooked Opportunity To Make Comprehensive School Reform Comprehensive, Edmund T. Hamann, Ivana Zuliani, Matthew Hudak
Department of Teaching, Learning, and Teacher Education: Faculty Publications
After verifying that the federally supported Comprehensive School Reform Demonstration (CSRD) program schools in the 7 states studied had a disproportionately high English Language Learner (ELL) population, we examined the understandings and guidance about ELLs that was included by those states’ state education agencies (SEAs) in the policy documents that they generated for CSRD. Specifically, we looked at the CSRD plans that SEAs submitted to the U.S. Department of Education and at the first requests for proposals they circulated to schools. In those documents, we found little recognition of the dichotomy identified by Miramontes, Nadeau, and Commins (1997) between school …
Introduction: Examining The Roles And Possible Roles Of State Departments Of Education In Comprehensive School Reform, Edmund T. Hamann
Introduction: Examining The Roles And Possible Roles Of State Departments Of Education In Comprehensive School Reform, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Though I have only just realized it, this special issue of Journal of Education for Students Placed at Risk (JESPAR) did not originate at the annual meeting of the American Educational Research Association in April of 2004, where four of the five articles shared here were first presented, although that forum obviously mattered to the creation of this issue. Rather, this issue began taking shape 14 years ago, in 1990, when, as an undergraduate, I took a seminar with the founder of the Coalition of Essential Schools, Ted Sizer, and his colleague, Rick Lear. At that time, I learned …
Uses Of Technology By Science Education Professors: Comparisons With Teachers’ Uses And The Current Versus Desired Technology Knowledge Gap, John Settlage, A. Louis Odom, Jon E. Pedersen
Uses Of Technology By Science Education Professors: Comparisons With Teachers’ Uses And The Current Versus Desired Technology Knowledge Gap, John Settlage, A. Louis Odom, Jon E. Pedersen
Department of Teaching, Learning, and Teacher Education: Faculty Publications
A survey of the AETS membership was conducted to examine potential gaps in their current versus desired knowledge about technology uses relative to science teacher education.
Reexamining The Role Of Cognitive Conflict In Science Concept Learning, Sukjin Kang, Lawrence C. Scharmann, Taehee Noh
Reexamining The Role Of Cognitive Conflict In Science Concept Learning, Sukjin Kang, Lawrence C. Scharmann, Taehee Noh
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Abstract In this study, we defined and quantified the degree of cognitive conflict induced by a discrepant event from a cognitive perspective. Based on the scheme developed, we investigated the relationship between cognitive conflict and conceptual change, and the influences of students’ cognitive characteristics on conflict in learning the concept of density. Subjects were 171 seventh-grade girls from two city middle schools in Korea. Tests regarding logical thinking ability, field dependence/independence, and meaningful learning approach were administered. A preconception test and a test of responses to a discrepant event were also administered. Computer-assisted instruction was then provided to students as …
Perceived Professional Needs Of Korean Science Teachers Majoring In Chemical Education And Their Preferences For Online And On-Site Training, Taehee Noh, Jeongho Cha, Sukjin Kang, Lawrence C. Scharmann
Perceived Professional Needs Of Korean Science Teachers Majoring In Chemical Education And Their Preferences For Online And On-Site Training, Taehee Noh, Jeongho Cha, Sukjin Kang, Lawrence C. Scharmann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on-site inservice teacher training programs. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents’ demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and …
Traces, Patterns, Texture: In Search Of Aesthetic Teaching/Learning Encounters, Margaret A. Macintyre Latta
Traces, Patterns, Texture: In Search Of Aesthetic Teaching/Learning Encounters, Margaret A. Macintyre Latta
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This inquiry reveals the crucial guidance of teachers toward surveying the capacity and needs of students, the formation of ideas, acting upon ideas, fostering connections, seeing potential, making judgments, and arranging conditions. Each aesthetic trace causes me to wonder how teachers learn to create experiences that foster student participation in the world aesthetically. The following considerations surface:
• Given the emphasis in schools on outcomes and results, how do we encourage teachers to focus on acts of mind instead of end products in their work with students?
• Given the orientations toward technical rationality, to fixed sequence, how do we …
The Local Framing Of Latino Educational Policy, Edmund T. Hamann
The Local Framing Of Latino Educational Policy, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In many parts of the country, Latino newcomers are encountering educational policies that were framed by non-Latino local leaders. This study, an ethnography of educational policy, depicts an unorthodox assemblage of policy framers from both the United States and Mexico who shaped the local education policies aimed at Latino newcomers in Dalton, GA, in the 1990s. The study considers the evolving underlying understandings of these framers and the strategies that resulted, considering also why a temporary consensus that launched an impressive initiative—the Georgia Project—ultimately
Examining Students’ Views On The Nature Of Science: Results From Korean 6th, 8th, And 10th Graders, Sukjin Kang, Lawrence C. Scharmann, Taehee Noh
Examining Students’ Views On The Nature Of Science: Results From Korean 6th, 8th, And 10th Graders, Sukjin Kang, Lawrence C. Scharmann, Taehee Noh
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this study, students’ views on the nature of science (NOS) were investigated with the use of a large-scale survey. An empirically derived multiple-choice format questionnaire was administered to 1,702 Korean 6th, 8th, and 10th graders. The questionnaire consisted of five items that respectively examined students’ views on five constructs concerning the NOS: purpose of science, definition of scientific theory, nature of models, tentativeness of scientific theory, and origin of scientific theory. Students were also asked to respond to an accompanying open-ended section for each item in order to collect information about the rationale(s) for their choices. The results indicated …
Preparing Tomorrow's Teachers To Teach With Technology: Getting Past Go In Science And Mathematics, Julie Thomas, Sandi Cooper
Preparing Tomorrow's Teachers To Teach With Technology: Getting Past Go In Science And Mathematics, Julie Thomas, Sandi Cooper
Department of Teaching, Learning, and Teacher Education: Faculty Publications
We are teacher educators (in elementary science and mathematics) who are enthusiastic about technology as a teaching tool—though it is as new to us as it is to our university colleagues. We recently led a United States Department of Education Preparing Tomorrow’s Teachers to Use Technology (PT3) grant project entitled TechLinks. In an effort to encourage peer faculty members to connect methods instruction with current technology initiatives (namely the International Society for Technology Education [ISTE], 2000, and the National Council on Accreditation of Teacher Education [NCATE], 1997), TechLinks provided faculty fellowships–$1,000 for equipment and materials and a technology assistant who …