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Articles 1 - 30 of 263
Full-Text Articles in Education
Branches In The Pipeline: Status-Seeking In Principal Licensure Candidates, Madhu Narayanan
Branches In The Pipeline: Status-Seeking In Principal Licensure Candidates, Madhu Narayanan
Northwest Journal of Teacher Education
This paper investigates the reasons and motivations that people pursue administrative licenses. Questions such as who enrolls, why they choose to seek an administrative license, and what are their future goals, are all relevant to address challenges of principal attrition and turnover. With calls for the development of quality, equity-focused leaders, it is important to understand how motivations of entrants align with those of school districts and policy makers. This paper contributes to the research on the so-called “principal pipeline” by analyzing the reflections of candidates from an institutional perspective. This view considers modern schools to be social structures governed …
Aporias, Transcendence And A Curriculum Of Hospitality, Wanying Wang, Daniel Ness
Aporias, Transcendence And A Curriculum Of Hospitality, Wanying Wang, Daniel Ness
Northwest Journal of Teacher Education
Engaging in dynamic encounters with the other and otherness in education—an issue of creating an aperture that welcomes “a newcomer” either as a new idea or new practice—is important for the field of curriculum studies. Complicating aporias as “various forms of other and otherness,” this paper focuses on the encounters with other and otherness (as our understanding of transcendence or border crossing), in which transcendence (border crossing) becomes possible when a curriculum of hospitality is enacted. While culturally and historically informed, the curriculum of hospitality stresses the simultaneity of (1) ethical attentiveness to the encounters with other and otherness, (2) …
The Challenges Of Supporting Young Children’S Outdoor Play In Early Childhood Education And Care Settings, Ji Hyun Oh
The Challenges Of Supporting Young Children’S Outdoor Play In Early Childhood Education And Care Settings, Ji Hyun Oh
Northwest Journal of Teacher Education
This study explored preschool teachers’ beliefs about the challenges they have experienced when supporting young children’s outdoor play. Through Charmaz’s (2006) constructivist grounded theory data analysis process, two types of challenges for providing outdoor play were specified including: (1) natural environmental challenges, such as insect bites, allergies, and severe weather issues and (2) physical environmental challenges that include lack of play materials/environments and playground maintenance. The participant teachers perceive that these challenges are related to their preparation and planning for outdoor play including the provision of outdoor play, allotted play time, and a number of outdoor learning activities.
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Northwest Journal of Teacher Education
Preparing teachers to meet the needs of multilingual students is the goal of TESOL and Bilingual education programs in higher education. What these programs use to determine what these needs are can vary by location, faculty, and population of learners. This qualitative study surveyed in-service teachers applying for their TESOL or Bilingual endorsements in a college in the southwest United States. Research questions asked about the challenges and successes teachers face in meeting the needs of multilingual students and used this data to determine themes. The data showed that teachers encounter challenges meeting the needs of multilingual students in the …
An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber
An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber
Northwest Journal of Teacher Education
While representation of teachers of color remains startlingly low nationwide, it is critical to recognize that increasing diversity is not enough to increase access to an inequitable system. Centering the strengths of Black students, on both an individual and institutional level, through culturally and historically-responsive pedagogical and curricular practices is a crucial step toward equitizing the teaching workforce. Using a culturally and historically-responsive literacy (HRL) framework, we discuss and reflect upon practical classroom-based approaches to engage community college preservice teachers in responsive pedagogical practices that are aligned with the legacy of Black literary societies. The paper is divided into four …
The Developmental Experiences Of Exemplary Statistics Teachers, Douglas Whitaker
The Developmental Experiences Of Exemplary Statistics Teachers, Douglas Whitaker
Northwest Journal of Teacher Education
There has been a trend of increased statistical expectations for students and calls for increased statistical preparation for their teachers in recent years, but preparation has not yet reached recommended levels. A similar preparation gap existed at the inception of the Advanced Placement Statistics program, and this study examines a group of statistics teachers identified as exemplary by experts in the field to determine what challenges they faced and how they overcame them. Semi-structured interviews using a Communities of Practice framework (Wenger, 1998) were conducted. The challenges and responses to those challenges are identified, and these have implications for supporting …
Reflections From A Graduate Student: Adapting Trauma-Sensitive Pedagogy In The Time Of A Pandemic, Dianne T. Wellington
Reflections From A Graduate Student: Adapting Trauma-Sensitive Pedagogy In The Time Of A Pandemic, Dianne T. Wellington
Northwest Journal of Teacher Education
During COVID-19, being a graduate student has been difficult. There are challenges in building and sustaining communities in digital spaces and other unforeseen difficulties. In these difficulties, we have students experiencing issues in addition to the pandemic and consequences of the underlying systemic problems that have worsened for marginalized groups and the systemic inequity inherent in the graduate education system. In any case, this paper is a mission from me, the graduate student, to articulate a few suggestions professors could add to the practice to center both student lives and academics through trauma-sensitive pedagogy.
Teaching Content Methods In A High School Pds: Navigating Curricular Tensions, Richard Chant, Brian P. Zoellner
Teaching Content Methods In A High School Pds: Navigating Curricular Tensions, Richard Chant, Brian P. Zoellner
Northwest Journal of Teacher Education
As secondary methods instructors, we seek to integrate our courses within the context of our partner high school and to engage its staff in helping prepare our students. State and district mandates, however, often conflict with the pedagogy and content that guides our methods courses. In short, these mandates, whose ultimate goals are to increase student scores on high-stakes tests (especially at Title I schools), frequently do not align with the best practices described in contemporary educational research. In this article, we examine a highly rated unit plan developed by one teacher education candidate within a PDS-based methods course in …
“Who Is Here To Help?” Exploring Informal Teacher Mentorship: A Call For Study, Steve W. Johnson
“Who Is Here To Help?” Exploring Informal Teacher Mentorship: A Call For Study, Steve W. Johnson
Northwest Journal of Teacher Education
The high attrition rates of teachers in the initial phases of their career is a well-documented problem that school districts around the United States have been grappling with for decades with limited success (Carver-Thomas & Darling-Hammond, 2019; Ingersoll, 2003). The COVID pandemic has also increased the attrition of experienced teachers with 55% of teachers reporting that they are more likely to leave the profession before reaching retirement age than they were before the pandemic (Jotkoff, 2022). Mentorship programs that place new teachers with experienced teachers is one solution that school districts in one state have implemented to increase …
Introduction To Confronting Teacher Preparation Epistemicide: Art, Poetry, And Teacher Resistance, Richard D. Sawyer, Daniel Ness
Introduction To Confronting Teacher Preparation Epistemicide: Art, Poetry, And Teacher Resistance, Richard D. Sawyer, Daniel Ness
Northwest Journal of Teacher Education
In this special issue, we present different perspectives from a documentary project on curricular epistemicide. We view curriculum epistemicide —the annihilation of curriculum—as an embodied process. It limits ways of knowing, questioning, and envisioning the world, and it constricts multiplicity and erases identity and culture. Authors within this volume responded to two requests: 1) they examined some form of epistemicide; and 2) they did not reinforce current systems of power and inequity. Throughout the issue, poetry and photography weave through theoretical papers and empirical studies. A range of methodologies are considered within the articles.
Death To Curriculum, M. Francyne Huckaby
Death To Curriculum, M. Francyne Huckaby
Northwest Journal of Teacher Education
No abstract provided.
Book Censorship And Its Threat To Critical Inquiry In Social Studies Education, Donald R. Mcclure
Book Censorship And Its Threat To Critical Inquiry In Social Studies Education, Donald R. Mcclure
Northwest Journal of Teacher Education
This article argues that recent advances in book censorship in the United States point to a threat to critical inquiry pedagogy in social studies education— a content area aiming to prepare learners for active and engaged citizenship in a pluralistic, democratic society. To support this argument, the article offers a description of critical inquiry pedagogy and explains how critical inquiry is connected to social studies education. It provides examples of two recently censored children’s literature books listed on Pen America’s (2022) Index of School Book Bans and it explains what these books may offer social studies education. It then suggests …
Reading The Word, Not The World: A Critical Analysis Of Close Reading, Jessica E. Masterson
Reading The Word, Not The World: A Critical Analysis Of Close Reading, Jessica E. Masterson
Northwest Journal of Teacher Education
This article critically analyzes a Common Core-aligned English Language Arts curriculum with particular attention paid to the ways in which it constructs docile subjects in and through literate practices. Through a critical reading and content analysis of this textbook--one that the author was required to teach to her eighth grade students--this paper argues that under the guise of “college and career readiness,” the curriculum contained within the textbook represents a neoliberal approach to literary criticism, one whose ideology is evident through the material practices of “close reading” and in the disciplinary methods it employs in teaching students the “correct” way …
Towards A Healing Curriculum: Addressing Cultural Inclusion For The Indigenous Sadri Community In Bangladesh, Jurana Aziz
Towards A Healing Curriculum: Addressing Cultural Inclusion For The Indigenous Sadri Community In Bangladesh, Jurana Aziz
Northwest Journal of Teacher Education
Bangladesh is a Southeast Asian country where the indigenous people of the northern and southeastern region speak a variety of native languages. But none of their languages is included in the main curriculum for teaching or learning. As a result, these people are often not motivated to send their children to school. The language policy of the country does not include these indigenous languages in the core curriculum. Though the government of Bangladesh has started an initial plan to introduce education in mother tongues of five major indigenous languages in the country, they are not yet implemented. A large number …
Reviving Knowledges Through Play And Resistance: The Case Of Navajo Conceptions Of Space, Daniel Ness, Richard D. Sawyer
Reviving Knowledges Through Play And Resistance: The Case Of Navajo Conceptions Of Space, Daniel Ness, Richard D. Sawyer
Northwest Journal of Teacher Education
The authors explore a possible cause of epistemicidal predispositions of the dominant Eurocentric curricula. They posit that one way to determine a plausible contributing factor of this increasing devastation is to consider epistemicide through the lens of intellectual development. To do this, the authors examine parallel patterns of behavior in the domains of developmental and cognitive psychology. The authors then discuss an alternative framework to the Western conception of space within formal K-12 education by presenting the Navajo conception of space and play. Throughout the paper, the authors argue that all students—and especially those living in poverty in commercially constructed, …
Preservice Teachers And Curricular Matters: A Reflection On Field Sites As Transformative Spaces, Annmarie Dull, Elizabeth Chase
Preservice Teachers And Curricular Matters: A Reflection On Field Sites As Transformative Spaces, Annmarie Dull, Elizabeth Chase
Northwest Journal of Teacher Education
Field experiences are essential to teacher preparation and education, and they are enriched by strong community partnerships where preservice teachers build knowledge from mentor teachers, families, students, and other stakeholders. The influence that the neoliberal agenda has on education forces preservice teachers and the preparation programs they attend to make difficult decisions about creating and sustaining these field experiences. In this paper, we call attention to the difficulties preservice teachers—and the preparation programs they attend—face when seeking to challenge social injustice and curriculum epistemicide. In so doing, we end with ideas for future consideration and scholarly inquiry.
Pandemic As Portal: Disrupting The Violence Of Epistemicide In Teacher Education, Ramon Vasquez
Pandemic As Portal: Disrupting The Violence Of Epistemicide In Teacher Education, Ramon Vasquez
Northwest Journal of Teacher Education
Epistemicide involves more than just the accidental displacement of different knowledges. By its very nature, epistemicide involves the intentional silencing, devaluing, and violent destruction of knowledge systems (Mignolo, 2007). While much has been written about radically altering education by including other knowledge in schools, what this entails within the context of teacher education methods courses, particularly during the pandemic, has received less attention. This paper examines and discusses what creating another teacher education might involve by probing some of the spaces and openings for epistemic disobedience exposed and made visible during the pandemic. My conceptualization of another teacher education simultaneously …
We-Relation: Narratives Of Emergence, Education And Resistance, Momina A. Khan, Irteqa A. Khan
We-Relation: Narratives Of Emergence, Education And Resistance, Momina A. Khan, Irteqa A. Khan
Northwest Journal of Teacher Education
The educational landscape and curriculum are shifting tremendously as educators attempt to grapple with systemic and global issues, growing divisions, humanitarian crises, institutional and political violence, racial and religious injustices, and righteous and dangerous resistance which are surfacing during these intense times brought forth by the COVID-19 pandemic. Presently, educators face many frustrations and disappointments whereby working to create needed change becomes inevitable. In this position paper Momina and Irteqa as mother and daughter, Canadian Muslim women of South Asian ethnic decent, writers, poets, and critical scholars, share the truth of our knowing as an alternative way of knowing and …
Confronting Curriculum Epistemicide: A Conversation With Editors Dan Ness & Rick Sawyer, Maika Yeigh, Richard D. Sawyer, Daniel Ness
Confronting Curriculum Epistemicide: A Conversation With Editors Dan Ness & Rick Sawyer, Maika Yeigh, Richard D. Sawyer, Daniel Ness
Northwest Journal of Teacher Education
As an entree into the Special Issue "Confronting Curriculum Epistemicide", NWJTE co-editor Maika Yeigh talk with editors Daniel Ness and Richard Sawyer to learn about their inspiration and goals of the Special Issue.
Two Poem Chimera, M. Francyne Huckaby
Two Poem Chimera, M. Francyne Huckaby
Northwest Journal of Teacher Education
No abstract provided.
(Im)Possibilities, M. Francyne Huckaby
(Im)Possibilities, M. Francyne Huckaby
Northwest Journal of Teacher Education
No abstract provided.
Disrupting The Hegemonic Practices Way Of Knowing: Moving Toward A Posthuman Perspective, Jordan Gonzalez, Brett Elizabeth Blake
Disrupting The Hegemonic Practices Way Of Knowing: Moving Toward A Posthuman Perspective, Jordan Gonzalez, Brett Elizabeth Blake
Northwest Journal of Teacher Education
No abstract provided.
Do We Look Back To Move Forward? A Discursive Look At "Back To Normal", Shirley R. Steinberg
Do We Look Back To Move Forward? A Discursive Look At "Back To Normal", Shirley R. Steinberg
Northwest Journal of Teacher Education
This short narrative is taken from my current research using a critical discourse analysis; a methodology used since the 1970s, largely attributed to Normal Fairclough and Michel Foucault. These critical notions relate to critical theory, and in education, certainly to critical pedagogy. In the spirit of this research, I note that the purpose of my narrative is to lead us to question and continue to question our capitalized world, which continually requires answers. In this instance, to examine what I see as a gestalt for our times, to ask more questions, to seek more dialogue, and to understand how privilege …
Of Back Stories, Byways & Entangled Aesthetics Of Epistemology: Teaching Art, Poetic Protest And Curricular Alterity In A Time Of Ethicide, Molly Quinn
Northwest Journal of Teacher Education
Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.
Scholarship, Morna Mcdermott Mcnulty
Scholarship, Morna Mcdermott Mcnulty
Northwest Journal of Teacher Education
No abstract provided.
Listen, Laura Zucca-Scott
Listen, Laura Zucca-Scott
Northwest Journal of Teacher Education
This poem is an interpretive poetic transcription inspired by conversations I had with several children and adolescents from immigrant families. In teacher education programs, we often feel pressured to formalize curricula in a way that is oblivious to our students’ needs. Both our teacher candidates and their future students deserve more and better.
The Wrong Side, Laura Zucca-Scott
The Wrong Side, Laura Zucca-Scott
Northwest Journal of Teacher Education
This poem is an interpretive poetic transcription describing the experience of a young immigrant child. Being on the “wrong side” becomes a symbolic representation of an internal and external conflict between different ways to know. Schools are not always a safe place for children whose lives have been uprooted unless teachers become advocates and allies.
Why Arts Education, At All?: An A/R/Tographic Inquiry, Darshana Devarajan, Brittany M. Brewer, Karenanna Boyle Creps, Reyila Hadeer
Why Arts Education, At All?: An A/R/Tographic Inquiry, Darshana Devarajan, Brittany M. Brewer, Karenanna Boyle Creps, Reyila Hadeer
Northwest Journal of Teacher Education
In the wake of curricular epistemicide, the authors draw your attention towards the theoretical and practical constraints created around arts education. As a/r/tographers (artists, researchers, and teachers), we argue that our ways of knowing and creating in the space of curriculum and instruction are dynamic ways to think about and through curricular epistemicide. In foregrounding our own experiences of “(un)becoming through the cracks”, when we are faced with restrictive ways of knowing in a Department of Teacher Education, we put forth a question through our arts-based practices of knowing: why arts education, at all?
Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing "Erasure", Thomas S. Poetter
Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing "Erasure", Thomas S. Poetter
Northwest Journal of Teacher Education
The author uses an autobiographical approach in this article to discuss and reflect on his own past, that is of course filled with acts of erasure (by sitting still, living in ignorance, and remaining “neutral,” all acts of erasure that we routinely commit), by revealing a set of turning points in his life and life’s work. One particular recent experience has helped the author to recognize past mistakes, and to continue a significant amount of personal and professional movement that has been ongoing for several decades and has challenged many of his past assumptions about teacher education, public education, and …
Critical Arts-Based Projects For Equitable Emergent Teacher Education Researcher Preparation, Lauren Jaramillo, Marcus North, Christian Valdez, Camea Davis, Luiz Claudio Barcellos
Critical Arts-Based Projects For Equitable Emergent Teacher Education Researcher Preparation, Lauren Jaramillo, Marcus North, Christian Valdez, Camea Davis, Luiz Claudio Barcellos
Northwest Journal of Teacher Education
This paper captures how four BIPOC student researchers and their Black woman professor used critical arts-based research methods to resist the policies and systems predisposed to BIPOC’s dispossession in academia. The arts utilized for our purpose were: songwriting, art collage, theater, and podcast. We determined these methods to be in tune with our researcher selves, which allowed for a more equitable approach preparing teacher education researchers. This work has implications for teacher educators, graduate research programs, and graduate students.