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Full-Text Articles in Education
A Tale Of Three Cities: Defining Urban Schools Within The Context Of Varied Geographic Areas, Connie Schaffer, Meg White, Corine M. Brown
A Tale Of Three Cities: Defining Urban Schools Within The Context Of Varied Geographic Areas, Connie Schaffer, Meg White, Corine M. Brown
Teacher Education Faculty Publications
What constitutes an urban school? This question has confounded social researchers and educators who often limit definitions to population data. H. Richard Milner suggested a framework for defining urban schools that includes population data as well as the racial and social context of schools. This article applied Milner’s model to school districts in New York, Nebraska, and New Mexico which exemplified Milner’s categories of urban schools: urban intensive, urban emergent, and urban characteristic. Application of the framework to the districts presents a model for teacher educators to deliver two important components of preservice preparation. First, the model can assist preservice …
Edad 925: Law And Higher Education—A Peer Review Of Teaching Project Benchmark Portfolio, Stephanie Bondi
Edad 925: Law And Higher Education—A Peer Review Of Teaching Project Benchmark Portfolio, Stephanie Bondi
UNL Faculty Course Portfolios
This portfolio documents three learning outcomes of the EDAD925 Law and Higher Education course taught Spring 2017 in the Department of Educational Leadership. The learning outcomes include (a) understanding the role of the higher education administrator within the legal context, (b) using professional standards to inform decision-making, and (c) examining social justice concepts within professional practice in the legal context of higher education. The portfolio shows what was done and how students demonstrated learning on the outcomes. The portfolio includes suggestions of how to better address the three learning outcomes.
Social Justice Through Citizenship Education: A Collective Responsibility, Sara Winstead Fry, Jason O'Brien
Social Justice Through Citizenship Education: A Collective Responsibility, Sara Winstead Fry, Jason O'Brien
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Existing research suggests that preservice elementary teachers tend to believe “good” citizens are people who follow laws and help others rather than people who embrace a more active model of citizenship that includes working to improve society. The authors propose that this trend results from a self-perpetuating cycle of passive citizenship that develops in part due to state curriculum standards and school experiences which focus on transmitting knowledge rather than preparing students to be active agents of change. The article presents the results of action research conducted in a teacher preparation course; the research was designed to investigate the impact …