Education Commons^™

P.R.I.D.E.: Positive Racial Identity Development In Early Education, Aisha White, Shannon B. Wanless

Journal of Curriculum, Teaching, Learning and Leadership in Education

Racism negatively affects children of color in the United States, particularly Black children. Theirs is a history of marginalization since the slavery era, and the impacts are cognitive, social, and psychological. Additionally, Black children face unique challenges upon entering formal education, resulting in disturbing academic outcomes. Yet, adults can facilitate Black children’s development of positive racial identity to help them handle the negative implications of experiencing racism across their lifespan. A description of the research related to positive racial identity is provided along with presentation of the P.R.I.D.E. program, a Pittsburgh-based effort that is designed to help adults build the …

Developing A Vocabulary To Talk About Race In The White Home: One Family’S Experience, Rhianna K. Thomas

Journal of Curriculum, Teaching, Learning and Leadership in Education

Studies have shown white parents actively avoid talking about race as the primary method of racial socialization of their white children (Bartoli et al., 2016; Pahlke, Bigler, & Suizzo, 2012). This limits children’s ability to talk about and therefore think about race in nuanced ways, resulting in white children who consider their own race meaningless and do not identify racially (Bartoli et al., 2016). Antiracist education breaks these white discourse norms, and directly addresses systemic racism (Escayg, 2018). This paper describes how one white family attempted to enact antiracist education in the home with a focus on developing a shared …

Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article examines two first grade classrooms in Central Texas that routinely have conversations about racial justice. In both classrooms we studied, children participated in racial conversations in large group structured discussions with the teacher and in less formal peer conversations away from the teachers. We follow both classrooms and detail the ways in which the teachers supported conversations about race, racism and racial violence with and among the young children in their classes. We highlight specific strategies and mechanisms that both teachers used to open up their classrooms for social and racial justice conversations. Then, we show how even …

Troubling ‘Race’ And Discourses Of Difference And Identity In Early Childhood Education In South Africa, Jaclyn Murray

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article emerges from a broader ethnographic study exploring how young children aged five and six years, and their educators, construct ‘race’ identities in a culturally diverse early childhood education setting in post-apartheid South Africa. Historically, systems of educational inequality and injustice have had a profound impact on how subjects have come to be ‘raced’ in the South African context. Drawing on a poststructural framework that problematizes the notion of identity, ‘race’, and young children’s discursive understandings of ‘race’, this article traces the complex ways in which young children and educators (re)construct, negotiate, resist and subvert subject formation processes in …

“They Need To Say Sorry:” Anti-Racism In First Graders’ Racial Learning, Anna Falkner

Journal of Curriculum, Teaching, Learning and Leadership in Education

Young children of color in the United States are experiencing the material effects of racism on a daily basis. There have been arguments for anti-bias and anti-racist education across the field of education, yet most recommendations are based on older students or studies in laboratory settings. In this critical ethnography, the author examined the wide variety of strategies one class of first graders used to learn about race and of the socio-political and racial climate in which they live. In this paper, the author argues that children carefully consider racial conditions in society and imagine anti-racist praxis as part of …

Promoting A Positive Racial Identity In Young African Caribbean Children: An Anti-Colonial Approach, Kerry-Ann Escayg, Zoyah Kinkead-Clark

Journal of Curriculum, Teaching, Learning and Leadership in Education

Most empirical contributions on children and race, and the theories derived from this body of work, have focused on American or Canadian children. Some scholars have begun to explore children’s attitudes about race in international contexts, but few have investigated racial identity and attitudes among African Caribbean children in the English-speaking Caribbean context. In this article, we first review international scholarship on children and race, as well as research involving Caribbean children and race. Next, we use an anti-colonial perspective to explore specific pedagogical strategies that can support positive racial identities among young African Caribbean children in the region.

But, I Don’T Believe It’S About Race’: Challenging Fallacies Of Race And Racism Amongst Early Childhood Educators In Ontario, Beverly-Jean J. Daniel, Kerry-Ann Escayg

Journal of Curriculum, Teaching, Learning and Leadership in Education

There is the continued belief that children do not see race and that they are racially innocent. This belief is evidenced in early childhood environments and influences the practices of the instructors in these settings. However, research continues to show that children do see and react to varying markers of race. This research project focused on early childhood educators’ interpretations of children’s racially coded behaviours and interactions. The results revealed four central themes: racial evasiveness; racial dis-ease; parental role in promoting racism; and limited educational preparation. This study contributes to the growing body of research on children, race, and early …

Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.

Journal of Curriculum, Teaching, Learning and Leadership in Education

The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Author 1, 2018). These discursive practices portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The …

Introduction: Children, Race, And Racism: Global Perspectives, Kerry-Ann Escayg, Beverly-Jean J. Daniel

Journal of Curriculum, Teaching, Learning and Leadership in Education

No abstract provided.

Technical Adequacy Of Curriculum-Based Measures In Writing In Grades 1–3, Abigail A. Allen, Pyung-Gang Jung, Apryl L. Poch, Dana Brandes, Jaehyun Shin, Erica S. Lembke, Kristen L. Mcmaster

Special Education and Communication Disorders Faculty Publications

The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1–3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with two CBM-W tasks (picture–word and story prompt) during fall, winter, and spring of one academic year. A subsample of participants (n = 244) were given a criterion measure in spring of the academic year. Pearson’s r coefficients were calculated to determine evidence of alternate form reliability and criterion validity, and a …

Socio-Dramatic Work Systems For Children With Autism Spectrum Disorder, Jorey Prange

Theses/Capstones/Creative Projects

This capstone project assessed the integration of socio-dramatic work systems for two children with Autism Spectrum Disorder (ASD) in an inclusive preschool classroom. It provides details about Teaching Strategies GOLD assessment tool and Structured Treatment and Education of Autistic and Communication related handicapped Children (TEACCH) Work Systems. My experience working with two children with ASD shows that creating and implementing dramatic play work systems helped these two students improve their dramatic play skill progression as rated with the Teaching Strategies GOLD assessment tool.

Acadecomic: How Visual Rhetoric And Effective Teaching Combine To Create Multiple Literacies, Michaela Vanoeveren

Theses/Capstones/Creative Projects

This article, intended for educators, encourages the use of comics in the classroom alongside traditional alphabetical texts. It uses modern comic theory, as well as various works on visual rhetoric, to prove the benefits of comics, as well as how they can be implemented. Teachers can use this as a guide for their own classrooms to inspire classroom libraries, curricular choices, and student recommendations.

Elementary School Administrators’ Perspectives Of Expanded School Mental Health Systems And Implications For Further Training, Melissa M. Petersen

Student Work

School administrators play a crucial role in the development and implementation of mental health systems that allow all students access to universal, preventative interventions and services. Understanding their perspectives about the fundamental features of effective Expanded School Mental Health systems is critical to understanding the research to practice gap as it relates to the successful implementation of school-based mental health services. Furthermore, it is necessary to understand administrators’ perspectives about the training and supports teachers need to increase knowledge, confidence, and self-efficacy in the delivery of effective school mental health services. The purpose of this pragmatic qualitative research study was …

Teacher Perceptions During The Candidacy Phase Of The International Baccalaureate Primary Years Programme, Nicole M. Beins

Student Work

This qualitative case study explores the perceptions of educators during the candidacy phase of the International Baccalaureate Primary Years Programme in a suburban Midwest school. The methodology was comprised of a two-phase research design. During Phase 1, participants responded anonymously through written narrative responses via electronic questionnaire. This data was analyzed for common themes. After initial data analysis, focus group questions were generated using the findings of common themes to ask focus groups what strengths and challenges were faced during the implementation phase of the International Baccalaureate Primary Years Programme. The goal of this research was to gain insight on …

Salt Restriction Lowers Blood Pressure At Rest And During Exercise Without Altering Peripheral Hemodynamics In Hypertensive Individuals, Stephen M. Ratchford, Ryan M. Broxterman, Taylor La Salle, Oh-Sung Kwon, Song-Young Park, Paul N. Hopkins, Russell S. Richardson, Joel D. Trinity

Health and Kinesiology Faculty Publications

Dietary salt restriction is a well-established approach to lower blood pressure and reduce cardiovascular disease risk in hypertensive individuals. However, little is currently known regarding the effects of salt restriction on central and peripheral hemodynamic responses to exercise in those with hypertension. Therefore, this study sought to determine the impact of salt restriction on the central and peripheral hemodynamic responses to static-intermittent handgrip (HG) and dynamic single-leg knee extension (KE) exercise in individuals with hypertension. Twenty-two subjects (14 men and 8 women, 51 ± 10 yr, 173 ± 11 cm, 99 ± 23 kg) forewent their antihypertensive medication use for …

Running Economy - A Comprehensive Review For Passive Force Generation, Christos Ziliaskoudis, Song-Young Park, Sang-Ho Lee

Health and Kinesiology Faculty Publications

Running economy is considered a major determinant of distance running performance. Enhancing the body’s ability for passive force generation could have a positive effect on running economy by minimizing the energy cost required for the propulsion of the body. Thus, the purpose of this comprehensive review was to provide a list of modifiable factors that promote this ability. The interest was focused on lower-limb stiffness, as it is a factor of great influence and at the same time can be modified with training and specific biomechanical adjustments. Although it appears that no clear instructions can be provided to athletes and …

Impacts Of Aquatic Walking On Arterial Stiffness, Exercise Tolerance, And Physical Function In Patients With Peripheral Artery Disease: A Randomized Clinical Trial, Song-Young Park, Elizabeth J. Pekas, Yi-Sub Kwak

Health and Kinesiology Faculty Publications

Peripheral artery disease (PAD) is an atherosclerotic disease that is associated with attenuated vascular function, cardiorespiratory capacity, physical function, and muscular strength. It is essential to combat these negative effects on health by incorporating lifestyle interventions to slow disease progression, such as exercise. We sought to examine the effects of aquatic walking exercise on cardiovascular function, cardiorespiratory capacity [maximal volume of oxygen consumption (V̇o2max)], exercise tolerance [6-min walking distance (6MWD)], physical function, muscular strength, and body composition in patients with PAD. Patients with PAD (n = 72) were recruited and randomly assigned to a 12-wk aquatic walking training group …

Secondary Teachers’ Beliefs About Teaching Writing To Typically Achieving And Struggling Adolescent Writers, Apryl L. Poch, Morgan Hamby, Xiaohan Chen

Special Education and Communication Disorders Faculty Publications

Writing is a critical component of many secondary classrooms, but little is known about teachers’ beliefs and assumptions surrounding their teaching of writing at the secondary level (particularly including the beliefs of special educators) and teaching writing to students with disabilities. Yet, teachers’ beliefs impact their own perceptions and judgments, which can then affect their behavior (i.e., instructional decisions) within their classrooms. The purpose of this study was to describe middle and high school general and special educators’ beliefs about writing. Results of this study demonstrated that secondary teachers (a) felt somewhat self-efficacious about teaching writing and somewhat less self-efficacious …

The Search For Coherence: An Exploration Of Strategic Change In One Midwestern School District, Ashley Tomjack

Student Work

Due to the increasingly complex nature of work in school systems, leaders are often faced with sorting through a multitude of competing priorities as they work to implement strategic change at the district level. Coherence is needed to filter through the many competing priorities and provide clarity as to the next steps district leadership should take when implementing changes. Understanding the current reality of a district in regard to a proposed change initiative is one critical step along the path to approaching coherence. This study explored how one urban, Midwestern school district evaluated the perceptions of staff members regarding implementation …

Sla Newsletter, Volume 10, Issue 1, Fall 2019, Uno Service Learning Academy

SLA Newsletters

No abstract provided.

Finding Their Voice: Support Mechanisms To Engage And Empower Future Mathematics Teachers, Kelly Gomez Johnson, Paula M. Jakopovic, Angie Hodge, Neal Grandgenett, Michael Matthews, Janice Rech

Teacher Education Faculty Proceedings & Presentations

The NebraskaMATH Omaha Noyce Partnership Scholarship awards scholarships funded by the National Science Foundation (NSF) to undergraduate students interested in mathematics education at the University of Nebraska at Omaha (UNO). Scholars, who are dual mathematics and secondary education majors, are engaged and supported by Noyce faculty to not only excel in their college coursework and career preparation, but also to serve the university and community through teaching assistantships and STEM community outreach. The main goal of this program is to strengthen and expand the pipeline for preparing high-quality teachers of mathematics to better meet the responsibilities and demands of local …

External Funding Bulletin, July - December 2019, Uno Office Of Research And Creative Activity

Sponsored Programs Bulletins

This bulletin features recent award recipients.

Mentoring Future Mathematics Teachers: Lessons Learned From Four Mentoring Partnerships, Angie Hodge, Janice Rech, Michael Matthews, Kelly Gomez Johnson, Paula Jakopovic

Teacher Education Faculty Publications

Mentoring is an important aspect of mathematics teacher education, and in particular, pre-service teacher education. Faculty at a large Midwestern university developed and refined a mentoring program designed to help pre-service secondary mathematics teachers, called Scholars, become future leaders in mathematics education. This paper describes how faculty mentors leveraged challenges in the mentoring program’s early stages based on their reflections and initial mentee outcomes to create a more effective mentoring program. Recommendations based on research and practice are provided for other university programs interested in mentoring future mathematics teachers.

Digital Divide Among Caregivers Of Chronic Disease Patients, Ayokunle Olagoke, Harveen Kaur, Ashley M. Hughes

Health and Kinesiology Faculty Publications

Expansive and rapid growth of technology creates unprecedented patient access to health information, including timely communication with care providers via patient portals and the ability to access information regarding specific disease(s) (e.g., cancer). However, several forms of digital engagement with health providers require access and use of reliable internet access. A “digital divide” is used to describe demographic differences which contribute to a patient’s use or disuse of patient portals; prior research have noted disparities in lack of reliable internet access. Despite the prevalence of informal caregivers in patient care, little is known about internet access and use among informal …

Academic Department Indicators, 2018-2019, Uno Office Of Instituional Effectiveness

Academic Department Indicators

The audience is the Academic Planning Council (APC), college and department heads, and faculty. The purpose is to report instructional productivity measures useful for making comparisons and observing trends. Selected departmental information in this report is submitted annually to the Delaware Study, a National Study of Instructional Costs and Productivity.

This Instructional Productivity information corresponds to the UNO state- and tuition-funded budget. The Supplemental Information at the end of the document provides counts and statistics for campus-wide programs embedded in most colleges. Only Dual Enrollment instruction is excluded from the productivity report since it is a fee-based instructional program for …

Enrollment Report - Fall 2019, Uno Office Of Instituional Effectiveness

Enrollment Reports

This Enrollment Profile Report provides administrative- and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. Delivery-site reporting counts all students, including those in UNL programs delivered at UNO, but excludes UNO programs delivered in Lincoln (CPACS programs). Administrative-site reporting counts students enrolled in UNO programs only (including the CPACS programs delivered in Lincoln).

The purpose of this profile is to provide the undergraduate and graduate enrollments and student credit hour information by college or equivalent academic unit, class, gender and ethnicity. A glossary at the end of the report provides …

Keeping Teachers Of Color: Recruitment Is Not The Problem, Ferial Pearson, Monica Fuglei

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article reviews some of the recent literature on teacher recruitment and retention published in the United States. It describes the merits of having a diverse teaching force, and explains that the issue of a lack of representation of teachers of color in American schools is not a result of recruitment; rather, it is the retention of these teachers that is the problem at hand. The article uncovers the reasons teachers of color leave the profession, and makes suggestions about changes that would make it possible for these teachers to stay.

Re-Envisioning Teacher Education: Using Discrit Perspectives To Disrupt Deficit Thinking, Kathleen M. Olmstead, Kathleen Colantonio-Yurko, Jennifer Randhare Ashton, Logan T. Rath

Journal of Curriculum, Teaching, Learning and Leadership in Education

This paper suggests that teacher educators engage in research that investigates practices and curriculum to consider how they might best confront issues of equity and deficit thinking in individual courses and disciplines. Rooted in the tenets of culturally responsive teaching and culturally sustaining pedagogy, the authors explore how DisCrit theory further informs understandings of hegemonic schooling practices, imploring faculty to upset the implicitly biased narratives that are so often reproduced in teacher education.

First Year College Student Success For Black And Other Students Of Color: A Village Initiative At The University Of Utah, Bryan Hotchkins, Nedra Hotchkins, Bianca Bellot, Laurence Parker

Journal of Curriculum, Teaching, Learning and Leadership in Education

Our paper highlights the “Village Block U” program at the University of Utah, which was intended to provide a set of academic and campus/community leadership experiences for Black and other students of color. Through interviews and first hand observations by founders of program, the instructor and teaching assistant, findings indicated that supportive racial culture enabled the students for first year success. But it remains to be seen if this program can help students overcome major life challenges they face ranging from lack of financial aid and need to work, to undocumented immigrant status, family responsibilities and academic challenges.

Play Behaviors Of Young Children With And Without Expressive Language Delay: An Exploratory Study, Brianna Hendrickson, Shari L. Deveney, Lisa Kelly-Vance

Journal of Curriculum, Teaching, Learning and Leadership in Education

The association between language and play development during the early years of children’s lives is important as tremendous growth in development occurs in both at this time. Literature has suggested that if children have less developed language abilities, they may also have less developed play skills. The aim of the current exploratory study was to observe and categorize children’s play behavior using a comprehensive play assessment tool. This tool, the Play in Early Childhood Evaluation System (PIECES) coding scheme developed by Kelly-Vance and Ryalls (2005, 2014), provides information on differences in percentage of time in exploratory, simple pretend, and complex …