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Articles 1 - 15 of 15
Full-Text Articles in Education
“Educational Regionalization” And The Gated Global: The Construction Of The Caribbean Educational Policy Space, Tavis D. Jules
“Educational Regionalization” And The Gated Global: The Construction Of The Caribbean Educational Policy Space, Tavis D. Jules
Education: School of Education Faculty Publications and Other Works
This article draws on “regime theory,” particularly on the concepts of cooperation, compatibility of interests, and proclivity to compromise, to examine the rise of the Caribbean Educational Policy Space (CEPS). In making this argument, with the aid of a content analysis of 26 educational policies from the 15 member states of the Caribbean Community (CARICOM), this article first locates the different policy mechanism of external effects, or policy tools, within the regional policy environment that governs and regulates education at the national level to explain how these policy tools and mechanisms have given rise to a very distinctive form of …
Developing Socially Responsible Leadership And Social Perspective-Taking In Fraternities And Sororities: Findings From A National Study, Matthew R. Johnson, Erica L. Johnson, John P. Dugan
Developing Socially Responsible Leadership And Social Perspective-Taking In Fraternities And Sororities: Findings From A National Study, Matthew R. Johnson, Erica L. Johnson, John P. Dugan
Education: School of Education Faculty Publications and Other Works
Using data from the 2009 Multi-Institutional Study of Leadership, this study examines socially responsible leadership and social perspective-taking capacities disaggregated by council membership. Results show small but significant differences in developing these capacities. Implications for fraternity and sorority life professionals are discussed.
The Caribbean Educational Policy Space: Educational Gradualism, Zero-Sum Policy Reforms, And Lesson-Drawing In Small (And Micro) States, Tavis D. Jules
The Caribbean Educational Policy Space: Educational Gradualism, Zero-Sum Policy Reforms, And Lesson-Drawing In Small (And Micro) States, Tavis D. Jules
Education: School of Education Faculty Publications and Other Works
This paper analyzes national educational policy discourse in ten of the now 15 Caribbean Community (CARICOM) countries and advances that the failed socialist experiments in the small (and micro states) of Guyana, Grenada, and Jamaica during the 1980s ultimately led to the creation of the Caribbean Educational Policy Space (CEPS). CEPS is intended to engender the movement of service, goods, labor, capital, and the right to establishment – i.e. CARICOM citizens may establish companies and business enterprises in any CARICOM nation and be treated as a local national. This discursively created space that employed the external delivery mechanism of ‘lesson-drawing’ …
A Stitch In Time Saves Caribbeanization: Meta-Steering And Strategic Coordination In An Era Of Caribbean Trans-Regionalism, Tavis D. Jules
A Stitch In Time Saves Caribbeanization: Meta-Steering And Strategic Coordination In An Era Of Caribbean Trans-Regionalism, Tavis D. Jules
Education: School of Education Faculty Publications and Other Works
This article sets out to theoretically explain the Caribbean Community’s (CARICOM) integrative stalemate. It argues that this needs to be studied in light of a changing regional, geographic, and geostrategic climate. A shift is occurring from ‘endogenous regionalism,’ which concentrates on the Caribbean’s historical past, to ‘exogenous regionalism,’ which focuses on creating a borderless Caribbean space and promotes Caribbeanization through the Caribbean Single Market (CSM), which came into force in 2006, and the stalemated Caribbean Single Economy (CSE). I argue that new trans-hemispheric relations are emerging and Caribbean regionalism is now both multi-centric—arising from actions in numerous places rather than …
Outcomes Of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports For Pre-Service Early Childhood Education Teachers In Early Head Start, Adam S. Kennedy, Anna Lees
Outcomes Of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports For Pre-Service Early Childhood Education Teachers In Early Head Start, Adam S. Kennedy, Anna Lees
Education: School of Education Faculty Publications and Other Works
This study examined results associated with a field-based undergraduate early childhood teacher education program designed as a response to calls for enhanced field experiences and community-situated teacher education that narrows the preparation-to-practice gap. Specifically, classroom observations were used to assess undergraduates’ progress in developmentally appropriate adult-child interaction during a portion of a semester-long professional preparation sequence focused on infants and toddlers offered in an urban Early Head Start program serving low-income children. During the sequence, a model relying on guided apprenticeship with classroom teachers and continuous direct supervision from university faculty was employed. In addition, a tiered model including universal, …
Wuwei (Non-Action) Philosophy And Actions: Rethinking ‘Actions’ In School Reform, Seungho Moon
Wuwei (Non-Action) Philosophy And Actions: Rethinking ‘Actions’ In School Reform, Seungho Moon
Education: School of Education Faculty Publications and Other Works
This inquiry aims to enrich conversation regarding school reform. The author asks about what other discourses are possible when the action-oriented question of how to ‘act’ is a major approach to ‘fix’ current educational problems. Drawing from Taoist philosophy of wuwei (non-action), the author provides a frame to review current school reform movement. Political philosophy of wuwei highlights non-interference or non-intervention governance. Laozi discusses his theory of governance that a sage leader should take and explicates the paradox of non-action: By not doing, everything is done. The paradox of wuwei complicates dialogues in the field of curriculum theory by opening …
Critical Literacy: Going Beyond The Demands Of Common Core, Aimee Ellis, Teddi L. Eberly
Critical Literacy: Going Beyond The Demands Of Common Core, Aimee Ellis, Teddi L. Eberly
Education: School of Education Faculty Publications and Other Works
The article focuses on critical literacy. Critical literacy is based on the critical theory in education. It recognizes the value of employing literacy as an instrument for people to become empowered by questioning texts and using literacy for social change. Students engaged in critical literacy develop higher levels of analysis.
The Use Of Meta-Analytic Statistical Significance Testing, Terri D. Pigott, Joshua R. Polanin
The Use Of Meta-Analytic Statistical Significance Testing, Terri D. Pigott, Joshua R. Polanin
Education: School of Education Faculty Publications and Other Works
Meta-analysis multiplicity, the concept of conducting multiple tests of statistical significance within one study, is an underdeveloped literature (Tendal, Nüesch, Higgins, Jüni, & Gøtzsche, 2011). We address this issue by considering how Type I errors can impact meta-analytic results, suggest how statistical power may be affected through the use of multiplicity corrections, and propose how meta-analysts should analyze multiple tests of statistical significance. The context for this study is a meta-review of meta-analyses published in two leading review journals in education and psychology. Our review of 130 meta-analyses revealed a strong reliance on statistical significance testing without considering of Type …
Visualizing Social Influences On Filipino American And Southeast Asian American College Choice, Kristen L. Surla, Oiyan Poon
Visualizing Social Influences On Filipino American And Southeast Asian American College Choice, Kristen L. Surla, Oiyan Poon
Education: School of Education Faculty Publications and Other Works
This study identifies and explores social influences on the college choice process of Filipino American and Southeast Asian American high school seniors in an urban Midwestern setting. In an effort to contribute more depth to the knowledge regarding college choice among Filipino Americans and Southeast Asian Americans, this study engaged seven high school seniors in a photo elicitation study, allowing the students to tell their own stories of their pathways to college. Photos and follow-up interviews indicated that the students explicitly acknowledged kinship and peer networks as playing the most influential roles in the college choice process. Gender differences were …
Embedding Self-Determination And Futures Planning Within A Schoolwide Framework, Hank Bohanon, Jose Castillo, Morgan Afton
Embedding Self-Determination And Futures Planning Within A Schoolwide Framework, Hank Bohanon, Jose Castillo, Morgan Afton
Education: School of Education Faculty Publications and Other Works
The purpose of this paper is to illustrate the infusion of self-determination approaches (e.g., futures planning) within a schoolwide context. Unfortunately, some students are not explicitly instructed by school staff to address their plans for the future. This may be a result of school professionals’ feelings of inadequacy to address skill sets outside of their specialization (e.g., content area, special education). By connecting self-determination practices with schoolwide initiatives (e.g., schoolwide positive behavior support, Common Core State Standards), educators in particular may be more willing to address these skills in their settings. This article provides an example of these types of …
Hallways And High Schools: Changes In Adult Behavior To Decrease Disruption From Students In Non-Classroom Settings, Hank Bohanon
Hallways And High Schools: Changes In Adult Behavior To Decrease Disruption From Students In Non-Classroom Settings, Hank Bohanon
Education: School of Education Faculty Publications and Other Works
Decreasing classroom disruptions that result from hallway related behavior in high school settings can be very challenging for high school staff. This article describes a case example of preventing problem behavior related to hallway settings in a high school with over 1,200 students. The interventions are described and the results of the plan are included.
Teaching, Learning, And Leading: Preparing Teachers As Educational Policy Actors, Amy J. Heineke, Ann Marie Ryan, Charles Tocci
Teaching, Learning, And Leading: Preparing Teachers As Educational Policy Actors, Amy J. Heineke, Ann Marie Ryan, Charles Tocci
Education: School of Education Faculty Publications and Other Works
Within the current federal, state, and local contexts of educational reform, teachers must be recognized as central actors in policy work, but rarely do we explicitly consider preparing teachers to become policy actors. Understanding these implications for teacher education, we investigate teacher candidates’ learning of the complexity and dynamism of educational policy through a field-based teacher preparation program. Situated across four unique school contexts in the diverse neighborhoods of Chicago, Illinois, we qualitatively study the cases of eight teacher candidates as they explore policy in practice. We found that candidates developed enduring understandings about policy as complex, situated, and multilayered, …
The Project Approach Meta-Project: Inquiry-Based Learning In Undergraduate Early Childhood Teacher Education, Adam S. Kennedy, Erin Horne, Kelcie Dolan, Cindy Herrera, Naomi Malutan, Kathleen Noetzel
The Project Approach Meta-Project: Inquiry-Based Learning In Undergraduate Early Childhood Teacher Education, Adam S. Kennedy, Erin Horne, Kelcie Dolan, Cindy Herrera, Naomi Malutan, Kathleen Noetzel
Education: School of Education Faculty Publications and Other Works
This article describes a case study involving the planning, phases, and outcomes of an exploration of the Project Approach led by four teacher candidates as part of an undergraduate early childhood teacher preparation program. Four undergraduate junior-level teacher candidates investigated the phases of the Project Approach during their junior year; this work took place during a 26-week learning module comprised of a seminar and part-time student teaching placement in a preschool setting. The candidates aligned the stages of their investigation with the phases of the Project Approach, which provided a framework complementary to that of action research, within which the …
A Multiyear Investigation Of Combating Bullying In Middle School: Stakeholder Perspectives, David L. Shriberg, Mallory Burns, Poonam Desai, Stephanie Grunewald, Rachel Pitt
A Multiyear Investigation Of Combating Bullying In Middle School: Stakeholder Perspectives, David L. Shriberg, Mallory Burns, Poonam Desai, Stephanie Grunewald, Rachel Pitt
Education: School of Education Faculty Publications and Other Works
Working collaboratively to address bullying among middle school students is an ongoing challenge. This study used participatory action research to collaborate with key stakeholders within a middle school to identify needs and implement more effective practices. Extensive qualitative and quantitative data are presented, along with process recommendations for bringing different stakeholders together for a sustained change effort.
Moving Towards Biliteracy: Varying Paths Of Bilingual Writers In Two-Way Immersion Programs, Elizabeth Howard, Sabina Neugebauer
Moving Towards Biliteracy: Varying Paths Of Bilingual Writers In Two-Way Immersion Programs, Elizabeth Howard, Sabina Neugebauer
Education: School of Education Faculty Publications and Other Works
This study investigates the English and Spanish lower-order writing development of 185 bilingual students in two-way immersion (TWI) programs and explores the extent to which home language exposure may explain different writing trajectories in each language. Students were administered English and Spanish basic writing skills assessments once per year over four years, from second through fifth grade. Multi-level modeling revealed that students demonstrated significant growth in lower-order writing ability in both languages, but the rates of acceleration slowed over time. Moreover, increased use of a given language at home was significantly associated with higher writing ability in that language in …