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Articles 1 - 15 of 15
Full-Text Articles in Education
Photovoice As An Act Of Agency To Decenter Whiteness In P-12 Classrooms, Crystal V. Shelby-Caffey, Jinan Al-Hunayan
Photovoice As An Act Of Agency To Decenter Whiteness In P-12 Classrooms, Crystal V. Shelby-Caffey, Jinan Al-Hunayan
Journal of Educational Research and Practice
Given the lack of diversity in the P–12 teaching force, we contend that white normativity is prevalent and remains mostly unchallenged in these settings. Acknowledging such inequities requires an intentional focus on equity in teacher education programs. The project described here facilitated in-service teachers’ growth in becoming culturally competent and critically conscious by using Photovoice in P–12 classrooms. Photovoice is a participatory action research method that uses photography to examine the lived experiences of participants. Photovoice was used to examine school-based practices that erased and silenced students while offering an inflection point from which the in-service teachers could develop and …
Examination Of Training On Pre-Service Science Teachers’ Views On Socio-Scientific Issues And Nature Of Science, Aylin Çam
Journal of Educational Research and Practice
Science continuously interacts with the social environment. Science develops with social needs, and society develops and changes with scientific advances. These changes and developments may cause dilemmas in society. Thus, the purpose of this study is to investigate the improvements among pre-service science teachers in terms of socio-scientific issues and nature of science after explicit theoretical and practical training. The participants in this case study were 16 voluntary pre-service science teachers. In-depth views of the pre-service science teachers on nature of science and socio-scientific issues were examined with open-ended questions and reflective diaries. After the training, the understanding of the …
An Analysis Of The Texts In The Life Studies Textbooks In The Context Of The United Nations Convention On The Rights Of The Child, Emrullah Akcan, Kemal Faruk Bakır
An Analysis Of The Texts In The Life Studies Textbooks In The Context Of The United Nations Convention On The Rights Of The Child, Emrullah Akcan, Kemal Faruk Bakır
Journal of Educational Research and Practice
In this research, we analyzed the life studies lesson textbooks taught in Turkey as of 2019–2020 within the scope of the United Nations Convention on the Rights of the Child (UNCRC). Considering this purpose, we conducted content analysis using the document analysis method, one of the qualitative research methods. As a result, two themes emerged from life studies textbooks (LSTs), namely “the formation of the perception of children’s rights” and “the basic rights of immigrants and children with special needs,” and we developed a total of 17 codes belonging to these themes. We found that the texts in the LSTs …
Non-Governmental Organization/Non-Profit Organization Impact On Education Policy In Ghana, Sarah Ayikai Okine
Non-Governmental Organization/Non-Profit Organization Impact On Education Policy In Ghana, Sarah Ayikai Okine
Journal of Social, Behavioral, and Health Sciences
Non-Governmental Organizations/Nonprofit Organizations (NGOs/NPOs) are progressively becoming an essential source for government agencies in education worldwide. Developing countries such as Ghana have opened the way through regulations and policies for NGOs/NPOs to contribute to the educational system. Nevertheless, perceived threats and confrontations hinder their ability to support the Ministry of Education (MoE) and partner leaders to fulfill their duties in assisting the government in realizing comprehensive universal primary education. This qualitative case study responded to stakeholders’ perceptions of NGOs/NPOs influence on Ghana’s educational system to better comprehend the dynamic and power of NGOs/NPOs on education in Ghana’s rural communities. The …
Elementary Content Teacher Perceptions Regarding Their Ell Instructional Practices, C. Wesley Owens, Steve P. Wells
Elementary Content Teacher Perceptions Regarding Their Ell Instructional Practices, C. Wesley Owens, Steve P. Wells
Journal of Educational Research and Practice
The purpose of this qualitative descriptive study was to explore the instructional practices of elementary English language learner (ELL) teachers and how those practices are perceived by the teachers to be aligned with improved ELL academic performance. The study is grounded in Ladson-Billings’ theory of culturally relevant pedagogy, which holds that student academic achievement and cultural identity should be affirmed. The research questions focused on exploring instructional practices used by teachers to support ELL learning and the teachers’ perceptions of how their practices are aligned with improved ELL academic performance. The qualitative descriptive study was limited to three elementary schools …
Developing Innovative Practices Through Third-Space Partnerships: Reflections On Project Dare (Dementia Knowledge, Art, Research And Education), Corinne A. Green, Michelle J. Eady Dr, Pippa Burns, Jessica Baker, Jennine Primmer, Penelope Harris, Carinya Barkley, Victoria Traynor
Developing Innovative Practices Through Third-Space Partnerships: Reflections On Project Dare (Dementia Knowledge, Art, Research And Education), Corinne A. Green, Michelle J. Eady Dr, Pippa Burns, Jessica Baker, Jennine Primmer, Penelope Harris, Carinya Barkley, Victoria Traynor
Journal of Educational Research and Practice
Partnerships between schools, universities, and community organizations have mutual benefits for all involved. These partnerships value the contributions of all participants and capitalize on the expertise and knowledge that each brings. This reflective paper details a collaborative third-space partnership between a university, a primary school, and a community organization. The partnership facilitated the design, development, and implementation of a unique program called Project DARE (Dementia knowledge, Art, Research, and Education). A research-based evaluation of the Project DARE feasibility study can be found elsewhere (Burns et al., 2020). The aim of this paper is to reflect upon the formation of the …
The Influence Of A Science Methods Course On Prospective Elementary Teachers’ Visions Of Science Teaching, Martha M. Canipe, Jessica Y. Coronado Verdugo
The Influence Of A Science Methods Course On Prospective Elementary Teachers’ Visions Of Science Teaching, Martha M. Canipe, Jessica Y. Coronado Verdugo
Journal of Educational Research and Practice
Prospective elementary teachers may enter their teacher education program having experienced science more as a collection of definitions and facts than in ways that support rich engagement with scientific phenomena. As a result, their visions of themselves as science teachers may not align with the most recent understandings about how to teach science to support student learning. Science methods courses are settings that have the potential to shift prospective teachers’ visions of science teaching. We used an explanatory sequential mixed methods approach with collection of survey data followed by interviews with selected participants. We analyzed how prospective elementary teachers’ visions …
Supporting Science Learning For English Language Learners, Judith Morrison, Yuliya Ardasheva, Sarah Newcomer, Lindsay Lightner, Gisela Ernst-Slavit, Kira Carbonneau
Supporting Science Learning For English Language Learners, Judith Morrison, Yuliya Ardasheva, Sarah Newcomer, Lindsay Lightner, Gisela Ernst-Slavit, Kira Carbonneau
Journal of Educational Research and Practice
This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of …
Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman
Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman
Journal of Educational Research and Practice
Three preK–6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK–5 school setting. Each team’s goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards with social studies and science. A year-long instrumental case study design was used to examine (a) how teachers perceived collaborative professional development to create interdisciplinary unit plans and (b) how teachers viewed outcomes of teaching interdisciplinary units of their own design. Practice articles regarding Common Core State Standards curricula integration are plentiful; however, …
Environmental Explorations: Integrating Project-Based Learning And Civic Engagement Through An Afterschool Program, Rachel Farmer, Nakayla Greene, Kristen H. Perry, Cindy Jong
Environmental Explorations: Integrating Project-Based Learning And Civic Engagement Through An Afterschool Program, Rachel Farmer, Nakayla Greene, Kristen H. Perry, Cindy Jong
Journal of Educational Research and Practice
This study examined the Community Super Investigators Club, through which we aimed to apply mathematics and literacy skills by using project-based learning (PBL) to investigate elementary students’ interest in learning how to improve the environment for animals. PBL is a teaching method used to improve critical thinking skills around a project that is based on students’ questions. The study used a mixed-method design to examine the following research questions: How do students engage in PBL on topics relevant to their community in an afterschool club? How can critical math and literacy skills be integrated with community engagement? How did the …
Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams
Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams
Journal of Educational Research and Practice
African American male third graders in U.S Title I schools frequently fail to read on grade level. However, in three Title I schools in East Texas, this demographic demonstrated exceptionally high reading ability. This explanatory case study investigated the instructional strategies and practices linked to high reading achievement for these students. The study is grounded in Ladson-Billings’s theory of culturally relevant pedagogy and supported by Vygotsky’s theory of social and cognitive constructivism. The research questions were used to examine the instructional strategies and practices used on each campus that may have resulted in such high reading achievement. This study engenders …
Overcoming Second-Order Barriers To Technology Integration In K–5 Schools, Lisa Durff, Maryfriend Carter
Overcoming Second-Order Barriers To Technology Integration In K–5 Schools, Lisa Durff, Maryfriend Carter
Journal of Educational Research and Practice
The use of technology engages students and increases academic achievement, as Tamin, Bernard, Brookhovski, Abrami, and Schmid (2011) found in a study summarizing 40 years of research on this topic. Educators face attitudinal, sociocultural, and pedagogical barriers to technology integration in spite of its positive impact on academic achievement. In this qualitative multicase study, three groups of educators were interviewed to determine how some teachers successfully overcame barriers to technology integration. Each case contained two or three teachers, one administrator, and one technology support person in each of three schools in a rural northeastern school district. The findings showed that …
Creating Positive Learning Environments In Early Childhood Using Teacher-Generated Prosocial Lessons, Callum B. Johnston, Teresa K. Herzog, Crystal R. Hill-Chapman, Caitlin Siney, Ashley Fergusson
Creating Positive Learning Environments In Early Childhood Using Teacher-Generated Prosocial Lessons, Callum B. Johnston, Teresa K. Herzog, Crystal R. Hill-Chapman, Caitlin Siney, Ashley Fergusson
Journal of Educational Research and Practice
A primary motivation for people to behave as they do is the need to belong socially to a group and to have relevance. A positive learning environment for young students is created when students are recognized and accepted by their peers and their teachers, and studies reveal that in such environments, students perform better academically and tend to have fewer behavioral issues. These environments may also act as a buffer against school dropout rates. This study examined whether teaching prosocial lessons to first-grade students in the southeastern United States would create positive learning environments for children who otherwise may not …
Science-Literacy Integration: Equity And Learning In First-Grade, Urban Instructional Contexts, Angela J. Stefanski, Nicole M. Martin, Melinda A. Zurcher
Science-Literacy Integration: Equity And Learning In First-Grade, Urban Instructional Contexts, Angela J. Stefanski, Nicole M. Martin, Melinda A. Zurcher
Journal of Educational Research and Practice
Previous research demonstrates that integration of science and literacy instruction in primary grades has positive outcomes for students’ science and literacy development. However, variations in how science and literacy are enacted suggest integration may not be sufficient to meet the literacy and science needs of all students in an equitable manner. The purpose of this study was to examine two first-grade teachers’ science integration during literacy instruction in one high- and one low-income school context within one urban district. Analysis of field notes, transcripts of lessons, and interviews revealed that expectations to integrate science during time set aside for literacy …
Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas
Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas
Journal of Educational Research and Practice
This article used focus groups to explore Puerto Rican preservice teachers' perceptions of sources of self-efficacy. The present study allowed, through a qualitative design, examination of the experiences of preservice teachers at the end of their student teaching practicum. The qualitative design and the use of the focus group technique provided insight into the main sources of their perceived self-efficacy through the self-assessment of their field experience. The beginning of the student teaching practicum provoked an intense process of emotions in which the preservice teachers needed support and guidance, particularly in aspects of planning, differentiation, and classroom management. The participants …