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Articles 31 - 60 of 167
Full-Text Articles in Education
Technology For Equity And Social Justice In Education: Introduction To The Special Issue, Sherry Marx, Yanghee Kim
Technology For Equity And Social Justice In Education: Introduction To The Special Issue, Sherry Marx, Yanghee Kim
Teacher Education and Leadership Faculty Publications
In this Introduction to the IJME Special Issue on Technology for Equity and Social Justice in Education, Sherry Marx and Yanghee Kim highlight key trends in technology education research that address issues of equity and multicultural education. Seven articles are introduced.
Wrestling With Competency And Everyday Literacies In School, Kortney Sherbine
Wrestling With Competency And Everyday Literacies In School, Kortney Sherbine
Teacher Education and Leadership Faculty Publications
In this essay, I detail the entanglements of three young Black boys - Million Dollar Man, DJ, and Francisco - and their interests in and experiences with WWE wrestling. Drawing on posthumanist philosophies that attend to the productive relationships between the human and more-than-human objects, I consider ethnographic data composed during a second-grade literacy workshop to describe the ways in which the boys' talk, play, embodiments, drawing, and writing created new ways for them to demonstrate competencies in school. A rhizoanalysis of field notes, audio and video recordings, and artifactual documentation demonstrates the overlapping and diverging traditional and indeterminate literacies …
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
Teacher Education and Leadership Faculty Publications
Current research shows that digital games can significantly enhance children’s learning. The purpose of this study was to examine how design features in 12 digital math games influenced children’s learning. The participants in this study were 193 children in Grades 2 through 6 (ages 8-12). During clinical interviews, children in the study completed pre-tests, interacted with digital math games, responded to questions about the digital math games, and completed post-tests. We recorded the interactions using two video perspectives that recorded children’s gameplay and responses to interviewers. We employed mixed methods to analyze the data and identify salient patterns in children’s …
Transnational Civic Education And Emergent Bilinguals In A Dual Language Setting, Marialuisa Di Stefano, Steve P. Camicia
Transnational Civic Education And Emergent Bilinguals In A Dual Language Setting, Marialuisa Di Stefano, Steve P. Camicia
Teacher Education and Leadership Faculty Publications
Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and …
Latina/O Students In K-12 Schools: A Synthesis Of Empirical Research On Factors Influencing Academic Achievement, Amanda Taggart
Latina/O Students In K-12 Schools: A Synthesis Of Empirical Research On Factors Influencing Academic Achievement, Amanda Taggart
Teacher Education and Leadership Faculty Publications
The purpose of this systematic review is to provide a comprehensive synthesis and analysis of the empirical evidence to date on the factors related to Latina/o student academic achievement in the country’s increasingly Latina/o K-12 schools. Factors found to be related to academic achievement outcomes (e.g., grades, test scores, high school completion, college enrollment) for Latina/o students include a combination of (1) demographic variables, (2) sociocultural variables, (3) academic experiences, (4) psychological variables, and (5) school/institutional variables. In addition, this research synthesis identified several methodological trends in the research on Latina/o student success.
Track Star + Thing Power: Be[Com]Ing In The Literacy Workshop, Kortney Sherbine
Track Star + Thing Power: Be[Com]Ing In The Literacy Workshop, Kortney Sherbine
Teacher Education and Leadership Faculty Publications
This paper explores the intra-actions between and assemblages among classroom materials, a teacher's chair and a seven-year-old boy during a second grade literacy workshop. I consider the ways in which the relationships between the human and more-than-human produced multiple ways of being and, in particular, new modes of competence for a child whose classroom literacy practices were often considered illegitimate or unremarkable. Drawing on posthumanist and more-than-human philosophies of difference, I suggest that the child's affective relationships with materials and his teacher's willingness to engage in a nomadic pedagogy produced new opportunities for him to experience and demonstrate his literate …
Be[Com]Ing A Teacher In Neoliberal Times: Visioning As Resistance In Teacher Education, May Hara, Kortney Sherbine
Be[Com]Ing A Teacher In Neoliberal Times: Visioning As Resistance In Teacher Education, May Hara, Kortney Sherbine
Teacher Education and Leadership Faculty Publications
Teacher education is under assault from the corporatization of public education. There is evidence that reductive, essentialized/ing discourses of standardization and compliance exert intense pressures on teacher education, and a market-based, audit culture constricts conceptions of the “good teacher”. Despite the pervasiveness of neoliberal discourses, little is known about how student teachers experience increased corporatization in education, or about how they act rather than are acted upon in this context. In examining these dynamics, we explore the following research questions: (a) How do student teachers make sense of neoliberal discourses in teaching? (b) How do student teachers experience the process …
Enhancing Citizenship Learning With International Comparative Research: Analyses Of Iea Civic Education Datasets, Ryan T. Knowles, Judith Torney-Purta, Carolyn Barber
Enhancing Citizenship Learning With International Comparative Research: Analyses Of Iea Civic Education Datasets, Ryan T. Knowles, Judith Torney-Purta, Carolyn Barber
Teacher Education and Leadership Faculty Publications
Large-scale international databases provide valuable resources for scholars, educators and policy-makers interested in civic engagement and education in nations that are democracies or striving towards democracy. However, the multidisciplinary nature of secondary analysis of these data has created a fragmentary picture that limits educators’ awareness of relevant findings. We present a summary of research conducted across disciplines using datasets from two large-scale cross-national studies of civic education conducted by the International Association for the Evaluation of Educational Achievement (CIVED:99 and ICCS:09). The IEA studies were conducted in more than 40 countries with nationally representative samples of 14–15 year olds. In …
Components Of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions. School Science And Mathematics, Beth L. Macdonald, Arla Westenskow, Patricia S. Moyer-Packenham, Barbara Child
Components Of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions. School Science And Mathematics, Beth L. Macdonald, Arla Westenskow, Patricia S. Moyer-Packenham, Barbara Child
Teacher Education and Leadership Faculty Publications
Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing mathematics that is more sophisticated later. The purpose of this exploratory study is to investigate how upper elementary students' unit coordination related to difficulties they experience when engaging in place value tasks. Understanding place value requires that students coordinate units recursively to construct multi-digit numbers from their single-digit number understandings through forms of unit development and strategic …
White Male Privilege: An Intersectional Deconstruction, Matthew J. Etchells, Elizabeth Deuermeyer, Vanessa M. Liles, Samantha M. Meister, Mario Itzel Suárez, Warren L. Chalklen
White Male Privilege: An Intersectional Deconstruction, Matthew J. Etchells, Elizabeth Deuermeyer, Vanessa M. Liles, Samantha M. Meister, Mario Itzel Suárez, Warren L. Chalklen
Teacher Education and Leadership Faculty Publications
This research saliently deconstructs the philosophical writing of a white, privileged male by five diverse academic peers by using a methodology of deconstruction to analyze the initial author's writing. Their reflects on his nascent perspectives address the stages of racism, mea culpa, the relationship between privilege, oppression, and classism, a feminist perspective, binary, and intersectionality. Further analysis connote for the need to deconstruct privilege in a literary context and to develop an autoethnography to fully delve into privilege beyond a superficial and neglectful narrative.
The Influence Of Equitable Treatment On Latina/O High School Students’ College Aspirations, Amanda Taggart, Jaimi Paschal
The Influence Of Equitable Treatment On Latina/O High School Students’ College Aspirations, Amanda Taggart, Jaimi Paschal
Teacher Education and Leadership Faculty Publications
This study examined the influence of equitable treatment on Latina/o students’ college aspirations. Logistic regression was used to identify variables associated with Latina/o high school students’ aspirations to attend college within the context of theory concerning the college search, choice, and enrollment processes. Data were drawn from a nationally representative sample of Latina/o students in the ELS:2002 dataset. Results indicated that Latina/o students were more likely to aspire to attend college if they perceived equitable treatment for different groups of students during high school.
An Iceberg Model For Improving Mathematical Understanding And Mindset Or Disposition: An Individualized Summer Intervention Program, Arla Westenskow, Patricia S. Moyer-Packenham, Barbara Child
An Iceberg Model For Improving Mathematical Understanding And Mindset Or Disposition: An Individualized Summer Intervention Program, Arla Westenskow, Patricia S. Moyer-Packenham, Barbara Child
Teacher Education and Leadership Faculty Publications
This study describes 3 years of mathematics intervention research examining the effectiveness of a summer individualized tutoring program for rising fourth-, fifth-, and sixth-grade students with low mathematics achievement. Based on an iceberg model of learning, an instructional framework was developed that identified and targeted students’ specific mathematical needs, developed number sense flexibility, and encouraged positive mindset or disposition. Students participated in eight one-on-one tutoring intervention sessions. Pre- and posttest results indicated that students made moderate to large effect size gains in each targeted area of instruction. Additionally, the intervention proved to produce positive results across three different contexts for …
Examining Justice In Social Studies Research, J. Spencer Clark, Steve P. Camicia
Examining Justice In Social Studies Research, J. Spencer Clark, Steve P. Camicia
Teacher Education and Leadership Faculty Publications
Our article is an extension of a project involving a content analysis of two social studies journals, Theory andResearch in Social Education (TRSE) and The Social Studies. We performed an analysis on all articles in thesejournals from 2006-2016. Our findings from the analysis indicated a narrow frame of perspectives related toepistemologies and methodologies, and an increasing interest in examining a range of researcher andparticipant positionalities. We interpreted the range of perspectives in social studies journals in light of thepossible impact upon democratic education and social justice through Sen’s (2009) framework for theorizingjustice. We illustrate aspects of this framework by presenting …
Engagement Across The Miles: Using Videoconferencing With Small Groups In Synchronous Distance Courses, Amy Piotrowski, Marla K. Robertson
Engagement Across The Miles: Using Videoconferencing With Small Groups In Synchronous Distance Courses, Amy Piotrowski, Marla K. Robertson
Teacher Education and Leadership Faculty Publications
This article presents suggestions for conducting small-group work in synchronous distance courses taught using Interactive Videoconferencing (IVC) systems. One challenge of teaching over an IVC system is getting students involved in class activities. The authors share how they have used a videoconferencing tool to break up IVC classes into small groups for discussion activities and get peer feedback on written work. These activities engage students in applying what they are learning and in constructing knowledge through discussion with their peers.
Forms Of Science Capital Mobilized In Adolescents’ Engineering Projects, Amy Wilson-Lopez, Christina M. Sias, Allen Smithee, Indhira María Hasbún
Forms Of Science Capital Mobilized In Adolescents’ Engineering Projects, Amy Wilson-Lopez, Christina M. Sias, Allen Smithee, Indhira María Hasbún
Teacher Education and Leadership Faculty Publications
The purpose of this multiple case study was to identify the forms of science capital that six groups of adolescents mobilized toward the realization of their self-selected engineering projects during after-school meetings. Research participants were high school students who self-identified as Hispanic, Latina, or Latino; who had received English as a Second Language (ESL) services; and whose parents or guardians had immigrated to the United States and held working class jobs. The research team used categories from Bourdieusian theories of capital to identify the forms of science capital mobilized by the participants. Data sources included transcripts from monthly interviews and …
The Effects Of Dyad Reading And Text Difficulty On Third-Graders’ Reading Achievement, Lisa Trottier Brown, Kathleen A. J. Mohr, Bradley R. Wilcox, Tyson S. Barrett
The Effects Of Dyad Reading And Text Difficulty On Third-Graders’ Reading Achievement, Lisa Trottier Brown, Kathleen A. J. Mohr, Bradley R. Wilcox, Tyson S. Barrett
Teacher Education and Leadership Faculty Publications
This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above–grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative …
Currere And Prolepsis: A Literary Analysis, Kristin Kristner Hall, Mario Itzel Suárez, Sungyoon Lee, Patrick Slattery
Currere And Prolepsis: A Literary Analysis, Kristin Kristner Hall, Mario Itzel Suárez, Sungyoon Lee, Patrick Slattery
Teacher Education and Leadership Faculty Publications
Literary scholars and English teachers will recognize the word prolepsis as a term describing the moment in a short story or novel when the reader becomes fully cognizant of past, present, and future events all in one instant. This is a moment of heightened insight, transcending historical sedimentation. " A proleptic moment is any experience " of a text that shifts the reader/viewer/listener outside of " linear segmentation of time and creates a holistic understanding of the past, present, and future simultaneously " (Slattery, 2013, p. 305). Prolepsis is the moment when all of the events of the narrative coalesce. …
Variations Of Reasoning In Equal Sharing Of Children Who Experience Low Achievement In Mathematics: Competence In Context, Jessica Hunt, Arla Westenskow, Patricia S. Moyer-Packenham
Variations Of Reasoning In Equal Sharing Of Children Who Experience Low Achievement In Mathematics: Competence In Context, Jessica Hunt, Arla Westenskow, Patricia S. Moyer-Packenham
Teacher Education and Leadership Faculty Publications
For children with persistent mathematics difficulties, research and practice espouses that an altered kind of mathematics instruction is necessary due to sustained performance differences. Yet, a critical issue in mathematics education rests in the question of why research locates the problem within these children. In this paper, we challenge a longstanding assumption about the type of mathematics children with low achievement in mathematics “need” along with how these children are positioned in terms of mathematical thinking and reasoning. Our aim in this work is to identify ways of reasoning evident in the partitioning activity of 43 fifth-grade children as they …
Comparative Analyses Of Discourse In Specialized Stem School Classes, Colby Tofel-Grehl, Carolyn M. Callahan, Louis S. Nadelson
Comparative Analyses Of Discourse In Specialized Stem School Classes, Colby Tofel-Grehl, Carolyn M. Callahan, Louis S. Nadelson
Teacher Education and Leadership Faculty Publications
The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students in dialogic discourse. The authors examined variations in the type of discourse in relationship to the discipline being taught, the educational level of the teacher, and course requirements were also explored.
Kindergarten Children’S Interactions With Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis, Stephen I. Tucker, Christina W. Lommatsch, Patricia S. Moyer-Packenham, Katie L. Anderson-Pence, Jurgen Symanzik
Kindergarten Children’S Interactions With Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis, Stephen I. Tucker, Christina W. Lommatsch, Patricia S. Moyer-Packenham, Katie L. Anderson-Pence, Jurgen Symanzik
Teacher Education and Leadership Faculty Publications
The purpose of this study was to examine patterns of mathematical practices evident during children’s interactions with touchscreen mathematics virtual manipulatives. Researchers analyzed 33 Kindergarten children’s interactions during activities involving apps featuring mathematical content of early number sense or quantity in base ten, recorded during one-to-one task-based interviews. Iterative analysis involved applying learning progression rubrics to video data, using hierarchical clustering to visualize the progressions via heatmaps with dendrograms, and returning to video data to investigate emergent patterns. Results indicated that overall, children’s mathematical practices aligned with research on development of mathematical understandings, but that individual children’s mathematical practices changed …
Influence Of Online Book Clubs On Pre-Service Teacher Beliefs And Practices, Jennifer M. Smith, Marla K. Robertson
Influence Of Online Book Clubs On Pre-Service Teacher Beliefs And Practices, Jennifer M. Smith, Marla K. Robertson
Teacher Education and Leadership Faculty Publications
This article explores the use of an online book club with preservice teachers, from idea to implementation. Undergraduate students from two literacy courses discussed professional texts through online discussions. The purposes of this project were to familiarize pre-service teachers with collaborative online platforms, encourage discussions that challenged pedagogical beliefs, and provide pre-service teachers with a model for continued professional development. Data from instructor observations, online discussions, and questionnaires suggest that the design of the online book club impacted pre-service teachers’ beliefs about teaching and learning, lesson preparation, and plans for future teaching.
Subaltern Pedagogy: A Critical Theorizing Of Pedagogical Practices For Marginalized Border-Crossers, Shireen Keyl
Subaltern Pedagogy: A Critical Theorizing Of Pedagogical Practices For Marginalized Border-Crossers, Shireen Keyl
Teacher Education and Leadership Faculty Publications
Given the ever-increasing migration in today’s globalizing world and the pervasive xenophobic behaviors and attitudes of some U.S. school stakeholders toward vulnerable groups such as refugees, migrants and asylum seekers, I argue for a paradigm shift in the theorizing of educational pedagogy. Based on my qualitative study conducted in Lebanon that examines the lived experiences of African women as border-crossers who migrated to Beirut for economic reasons, I forward a subaltern pedagogy. Three critical theoretical frameworks inform this pedagogical shift: critical pedagogy, post/decolonial thought, and a critical spatial analysis. The latter idea in particular situates marginalized, subaltern groups in their …
Critical Reflections On Teacher Conceptions Of Race As Related To The Effectiveness Of Science Learning, Colby Tofel-Grehl, Kristin Searle
Critical Reflections On Teacher Conceptions Of Race As Related To The Effectiveness Of Science Learning, Colby Tofel-Grehl, Kristin Searle
Teacher Education and Leadership Faculty Publications
The Maker Movement’s current traction in education revolves around the notion that constructing artifacts improves student interest and engagement. Often touted as a new and important way for students to access STEM content, “making” activities offer a unique opportunity to disrupt the traditional perceptions of who can successfully “do” STEM. Blending familiar materials and practices (e.g. sewing with a needle and thread) with atypical materials (e.g., conductive thread and sewable LED bulbs), electronic textiles, or e-textiles, allow makers to create working circuits in ways that connect with their out-of-school lives, including heritage and vernacular cultural practices. This article describes the …
An Examination Of Children’S Learning Progression Shifts While Using Touch Screen Virtual Manipulative Mathematics Apps, Christina M. Watts, Patricia S. Moyer-Packenham, Stephen Isaac Tucker, Emma P. Bullock, Jessica F. Shumway, Arla Westenskow, Jennifer Boyer-Thurgood, Katie Anderson-Pence, Salif Mahamane, Kerry Jordan
An Examination Of Children’S Learning Progression Shifts While Using Touch Screen Virtual Manipulative Mathematics Apps, Christina M. Watts, Patricia S. Moyer-Packenham, Stephen Isaac Tucker, Emma P. Bullock, Jessica F. Shumway, Arla Westenskow, Jennifer Boyer-Thurgood, Katie Anderson-Pence, Salif Mahamane, Kerry Jordan
Teacher Education and Leadership Faculty Publications
The purpose of this study was to examine shifts in young children's learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. A total of 100 children participated in six mathematics learning sequences while using 18 virtual manipulative mathematics touch-screen apps during clinical interviews. Researchers developed a micro-scoring tool to analyze video data from two camera sources (i.e., GoPro camera, wall-mounted camera). Our results showed that it is possible to document evidence of shifts in children's learning progressions while they are interacting with mathematics apps on touch-screen devices. Our results also indicated patterns in the children's …
Using Modeled Writing To Support English-Only And English-Learner Second-Grade Students, Kathleen A. J. Mohr
Using Modeled Writing To Support English-Only And English-Learner Second-Grade Students, Kathleen A. J. Mohr
Teacher Education and Leadership Faculty Publications
This study compared 70 English learners (ELs) and English-only (EO) second-grade students’ writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on curricular topics. Sociocognitive theory framed the Modeled Writing (MW) used in this study. An analysis of covariance used prescores on 2 writing assessments to compare students’ writing achievement at the end of the year, and t tests compared students’ writing by gender, language, and group on various pre- and posttest scores. …
Teacher Conceptions, Curriculum Ideologies, And Adaptations To Linear Change In River School District: Implications For Gifted And Talented, William T. Allen Jr., Scott L. Hunsaker
Teacher Conceptions, Curriculum Ideologies, And Adaptations To Linear Change In River School District: Implications For Gifted And Talented, William T. Allen Jr., Scott L. Hunsaker
Teacher Education and Leadership Faculty Publications
Curriculum ideologies are educational theories applied in everyday pedagogical practice. In this study, to better meet the learning needs of their students, four middle school teachers used a variety of ideologies as a professional toolbox. When confronted with school district standardization, these teachers adapted; however, as predicted by earlier studies, adjustments required the loss of previously successful curriculum. As predicted by Feldhusen, these losses affected teachers of high-level students (honors and gifted and talented) the most. In this district, two such teachers opposed standardization; nevertheless, even with resistance, they lost ideological-based curriculum choices. What are teachers of high-level students …
The Role Of Cultural Discontinuity In The Academic Outcomes Of Latina/O High School Students, Amanda Taggart
The Role Of Cultural Discontinuity In The Academic Outcomes Of Latina/O High School Students, Amanda Taggart
Teacher Education and Leadership Faculty Publications
This study examined the impact of cultural discontinuity on the academic outcomes of Latina/o high school students. Hierarchical multiple regression was utilized to (a) investigate the significant differences between the characteristics and academic outcomes of high school students who do and do not experience cultural discontinuity between their home- and school-based learning and social experiences based on Eurocentric cultural values, and (b) examine the contribution of demographic variables, socio-cultural variables, academic experiences, and cultural discontinuity to students' cumulative grade point average (GPA) and standardized test scores. Data were collected from two high schools in South Central Texas. Findings revealed that …
Revisiting The Definition Of A Virtual Manipulative, Patricia S. Moyer-Packenham, Johnna J. Bolyard
Revisiting The Definition Of A Virtual Manipulative, Patricia S. Moyer-Packenham, Johnna J. Bolyard
Teacher Education and Leadership Faculty Publications
In 2002, Moyer, Bolyard and Spikell defined a virtual manipulative as an “an interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge” (p. 373). The purpose of this chapter is to revisit, clarify and update the definition of a virtual manipulative. After clarifying what a virtual manipulative is and what it is not, we propose an updated definition for virtual manipulative: an interactive, technology-enabled visual representation of a dynamic mathematical object, including all of the programmable features that allow it to be manipulated, that presents opportunities for constructing mathematical knowledge. The chapter describes the …
Stem School Discourse Patterns, Colby Tofel-Grehl, Carolyn M. Callahan
Stem School Discourse Patterns, Colby Tofel-Grehl, Carolyn M. Callahan
Teacher Education and Leadership Faculty Publications
In a cross case analysis of six specialized STEM schools across the United States selected on the basis of varied geographic location and school model type, the authors explore the ways in which classroom discursvive strutures established by teachers impact students' perceptions of their own agency and authority as relates to their science learning within specialized STEM schools. As national interest in specialized STEM schools grows, a deep need to understand the instructional practices that impact students motivation and interest has arisen. By better understanding how teachers drive classroom discourse through questioning techniques, student responses and reflections can be understood …
A Social Semiotic Analysis Of Instructional Images Across Academic Disciplines, Amy Wilson-Lopez, Melanie Landon-Hays
A Social Semiotic Analysis Of Instructional Images Across Academic Disciplines, Amy Wilson-Lopez, Melanie Landon-Hays
Teacher Education and Leadership Faculty Publications
Framed in theories of social semiotics, this descriptive multiple case study examined the images used by six middle-school teachers during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. Using Kress and Van Leeuwen’s visual grammar to analyze these images, this study identified discipline-specific patterns in how 1,132 images realized assumptions in regards to the ideational and interpersonal metafunctions of communication. A content analysis suggested discipline-specific differences in the presumed social distance between the content of the images and the students, as well as discipline-specific differences in assumptions about the …