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Full-Text Articles in Education
A Truly Radical Idea In Social Studies Education: Teach The State Standards, Richard Gardiner
A Truly Radical Idea In Social Studies Education: Teach The State Standards, Richard Gardiner
Journal of Contemporary Research in Education
State social studies standards are reflective of the concepts of Bloom’s taxonomy, emphasizing the development of higher order thinking skills. Standardized social studies tests, on the other hand, are not reflective of Bloom’s taxonomy and almost exclusively test for memorization and identification. In other words, the standards target very different objectives than the standardized tests are designed to assess. If, then, the central objective is to achieve adequate or higher standardized test scores, we must admit that it is not “standards-based” education that is desired, but rather test-focused instruction.
Technically Speaking, David Rock
Technically Speaking, David Rock
Journal of Contemporary Research in Education
Guest column
Effects Of An Anticipatory Reading Guide On Third Grade Struggling Readers’ Comprehension, Evan Ortlieb
Effects Of An Anticipatory Reading Guide On Third Grade Struggling Readers’ Comprehension, Evan Ortlieb
Journal of Contemporary Research in Education
With relatively stagnant levels of reading achievement in the last twenty years, it is paramount that educators not only teach content but also comprehension strategies to struggling readers. Though there are innumerable strategies available to teachers, this eight-week investigation explores the use of an anticipatory reading guide on third grade struggling readers’ performance on comprehension and vocabulary questions derived from a standardized state test. Results from the quasi-experiential designed study indicate that when struggling readers have practice opportunities to use and create anticipatory reading guides for thinking about what will be asked of them after reading, they perform at higher …
School-Induced Shame: A Qualitative Analysis Of College Freshmen’S K-12 Shame Experiences, Ann E. Monroe
School-Induced Shame: A Qualitative Analysis Of College Freshmen’S K-12 Shame Experiences, Ann E. Monroe
Journal of Contemporary Research in Education
This qualitative inquiry investigates shame theory and how societal shaming practices manifest themselves in our schools, examining specifically the negative effects of shame on human development. The researcher sought to understand the school-induced shaming experiences of recent high school graduates attending a four-year state university in the southern United States. Sixty-one college freshmen participated in the study. Written accounts of these individuals’ shame experiences were collected with 9 participants interviewed individually and in a focus group setting. By analyzing the school-induced shaming experiences of these individuals, the researcher was able to identify school practices, teacher actions, and peer-interactions that induce …
Leadership And Human Development, Dennis Bunch, Jennifer Fillingim, Joe Blackbourn
Leadership And Human Development, Dennis Bunch, Jennifer Fillingim, Joe Blackbourn
Journal of Contemporary Research in Education
This article describes Graves’ theory of sociological development and its applicability to leadership. The interrelationship of the most common levels of functioning, appropriate management techniques, and methods for facilitating the growth of organization members is examined.
Herding Tigers: Leading The “On-Behalf-Of” Organization, Anthony O. Putman
Herding Tigers: Leading The “On-Behalf-Of” Organization, Anthony O. Putman
Journal of Contemporary Research in Education
This article addresses leadership issues from the descriptive psychology perspective. This orientation involves consideration of the complex features of leadership and participation in an interactive social process. It further focuses on the diverse positions that all organizational stakeholders bring to an issue in their interpretation of that issue and the behavior of others.
Don’T I Know You? A Misstep In Teaching Mathematics With And For Social Justice In A Rural Context, Joel Amidon
Don’T I Know You? A Misstep In Teaching Mathematics With And For Social Justice In A Rural Context, Joel Amidon
Journal of Contemporary Research in Education
In this paper, I document my own struggles and insights in moving toward a pedagogy of teaching mathematics with and for social justice within a rural high school. Teaching mathematics for social justice has been presented as a way to address the inequities present in the classroom, and the world at large, by having students work with mathematics to question and analyze inequities in their world (Gutstein, 2006). Inclusive education has been presented as a means for providing all students, regardless of their needs, abilities and interests, access to engaging content in the classroom (Villa & Thousand, 2005). These approaches …
A Tale Of Two Systems: Principals’ Concerns With Nclb Testing And School Resource Availability, Jeffrey J. Dupree
A Tale Of Two Systems: Principals’ Concerns With Nclb Testing And School Resource Availability, Jeffrey J. Dupree
Journal of Contemporary Research in Education
This study examined the patterns, and discrepancies regarding concerns of principals with NCLB annual testing and school resource availability. An ethnographic approach was used to determine the attitudes of eight middle school principals from high resource availability, average resource availability, and low resource availability. From the responses of the participants, one of the themes that emerged was concerns with NCLB testing. The patterns which emerged for concerns with NCLB testing were: stress, finances, and content. Principals from all resource groups other than high resources spoke in detail about the stress that they felt NCLB testing was creating within their schools. …
Doing Our Job: Making Possible Futures More Real For Others, Dennis Rader
Doing Our Job: Making Possible Futures More Real For Others, Dennis Rader
Journal of Contemporary Research in Education
This article addresses leadership within the context of a teacher’s interpersonal skills. It argues that the basic responsibility of all educational professionals is to facilitate a student’s personal vision, his goals, and his potential positive future outcomes. The position in this article is that learning, growth, and development are essentially emergent, constructivist endeavors and a teacher’s role is to nurture this process.
Promoting College Readiness And Access: Practices And Policy Implications, Frankie Williams
Promoting College Readiness And Access: Practices And Policy Implications, Frankie Williams
Journal of Contemporary Research in Education
Persisting social and economic inequalities exist in achieving a postsecondary education. These inequalities are attributable to economic, racial, and gender disparities that result in considerable gaps in college access, achievement, and college completion for minority groups. This article presents the current landscape for college readiness and access. Effective practices for promoting college readiness and access are discussed along with policy implications at the state level.
A Pilot Study On The Use Of Nonlinguistic Concrete Materials And Drama To Aid Vocabulary Learning For Third-Grade Students, Kerry P. Holmes, Stacy V. Holmes, Blair Ellenburg
A Pilot Study On The Use Of Nonlinguistic Concrete Materials And Drama To Aid Vocabulary Learning For Third-Grade Students, Kerry P. Holmes, Stacy V. Holmes, Blair Ellenburg
Journal of Contemporary Research in Education
This article reports on the effects of the use of nonlinguistic concrete materials and dramatization on student vocabulary learning in eight third-grade classrooms. It follows a preceding study which determined that the use of nonlinguistic concrete materials and drama in K-3 classrooms for vocabulary instruction was minimal and varied across content areas. The results of the pilot study showed that the use of nonlinguistic materials significantly improved vocabulary learning for normally-progressing students (p=0.00185), but had little or no effect on students in reading intervention classrooms. The study was quasi-experimental in nature and utilized six third-grade classrooms of normally-progressing students and …
Vol. 1, No. 1 (August 2012): Full Issue, Journal Editors
Vol. 1, No. 1 (August 2012): Full Issue, Journal Editors
Journal of Contemporary Research in Education
No abstract provided.