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Western Michigan University

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Full-Text Articles in Education

Wmu Board Of Trustees Formal Session September 15, 2022, Wmu Board Of Trustees Sep 2022

Wmu Board Of Trustees Formal Session September 15, 2022, Wmu Board Of Trustees

WMU Board of Trustees Meetings

Acceptance of the Agenda

Approval of the Minutes (June 23, 2022 Meeting)

Remarks by the Chair

Remarks by the President

Updates by the Faculty Senate President

Updates by the Western Student Association President

Updates by the Graduate Student Association Director of Outreach

Inspiring Global Impact; Earth Sciences Remote Sensing (ESRS)

Public Comments Regarding Action Items

Action Items

  • State Capital Outlay Plan Priority List
  • Closing of Quasi-Endowments Valued Less Than $50,000

Consent Items

  • Personnel Report
  • One-Day Liquor License Application, Richmond Center for Visual Arts, October 14, 2022
  • Annuity and Life Income Funds Performance Report
  • Operating Cash Investment Performance Report

General ...


Editorial Review Board Aug 2022

Editorial Review Board

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Developing Preservice Teachers’ Critical Literacy Praxis In A Rural Teacher Education Program, Vera Sotirovska, Margaret Vaughn Aug 2022

Developing Preservice Teachers’ Critical Literacy Praxis In A Rural Teacher Education Program, Vera Sotirovska, Margaret Vaughn

Reading Horizons: A Journal of Literacy and Language Arts

This research examined preservice teachers’ beliefs about critical literacy praxis in a rural teacher education program. Using qualitative methods, preservice teachers participated in interviews, reflective engagements, and picture book analysis. Thematic analysis was used to understand preservice teacher reflections on critical literacy, structured around discussions about multicultural literature, and preservice teacher experiences with critical literacy practices in their coursework. This article presents preservice teachers’ beliefs on critical literacy praxis.


Problem Solving Like A Mathematician: Disciplinary Literacy Instruction In Elementary Mathematics, Charlotte Frambaugh-Kritzer, Stephanie Buelow Aug 2022

Problem Solving Like A Mathematician: Disciplinary Literacy Instruction In Elementary Mathematics, Charlotte Frambaugh-Kritzer, Stephanie Buelow

Reading Horizons: A Journal of Literacy and Language Arts

This study aims to grow the literature by examining the how of disciplinary literacies (DL) elementary mathematics instructional practices in teacher education, which is under-reported. Using qualitative case study methods, we examined how one cohort of elementary preservice teachers (PTs) enacted the DL instructional practices in their field practicum K–6 classrooms. Using a social constructivism perspective, we combined directed content analysis with real-time dialogue and the writing process as analytical tools to examine our data. Data sources included observation notes from the mathematics methods course, observation notes from the field practicum, and multiple artifacts (e.g., post observation oral ...


Teacher Agency As A Route To Adaptive Expertise: Relational, Informed, And Reflective Action, Jennifer Sharples Reichenberg Aug 2022

Teacher Agency As A Route To Adaptive Expertise: Relational, Informed, And Reflective Action, Jennifer Sharples Reichenberg

Reading Horizons: A Journal of Literacy and Language Arts

This case study of two fourth-grade teachers explored teachers’ literacy instructional practices and perceptions of their professional agency during the hybrid synchronous teaching of the COVID-19 pandemic. In anticipation of the challenges of hybrid synchronous instruction, these teachers combined their classes to co-teach 39 students. Analysis of observation and interview data showed that the co-teachers acted as adaptive experts. They reflected on challenges such as maintaining students’ focus, developing rapport, and gaining active participation. Their collaborative reflection informed adaptations to increase students’ access to learning by employing multiple modalities, developing community, and enacting inclusive practices. Teachers also supported students’ agency ...


Shifting Beliefs About The Teaching Of Reading: Teacher Candidates’ Responses To The Book Whisperer, Kathleen M. Crawford, Michelle Reidel Aug 2022

Shifting Beliefs About The Teaching Of Reading: Teacher Candidates’ Responses To The Book Whisperer, Kathleen M. Crawford, Michelle Reidel

Reading Horizons: A Journal of Literacy and Language Arts

In this document analysis, the authors explored if and how Miller’s (2009) The Book Whisperer: Awakening the Inner Reader in Every Child served as a symbolic model of a reading teacher who teaches her students not just the technical aspects of reading, but also how to enjoy reading. Drawing on social learning theory, the authors investigated how the selected text connected to elementary preservice teachers’ personal reading experiences with reading and learning to read, their preexisting beliefs about teaching reading, and their current observations of reading instruction in field placements. Written reflections, which served as the data source for ...


Peer Mentoring In An Entry-Level Occupational Therapy Program: Student Experiences During The Covid-19 Pandemic, Lauren E. Stone Kelly Jul 2022

Peer Mentoring In An Entry-Level Occupational Therapy Program: Student Experiences During The Covid-19 Pandemic, Lauren E. Stone Kelly

The Open Journal of Occupational Therapy

Background: The COVID-19 pandemic has had significant impacts on education. During this time, educators were tasked to develop creative and new ways to engage and teach students. Mentoring has been shown to positively impact academic and psychosocial outcomes and can enhance clinical skills in both in-person and e-learning environments. However, there is need for further research on peer mentoring programs in occupational therapy curriculum.

Method: This retrospective qualitative study investigates the effects of peer mentoring on student perceptions of learning and professional development. Experiences were tracked for three semesters during the pandemic at an accredited entry-level occupational therapy program in ...


Occupational Therapy In Secondary Transition: A Case Report, Latoya Harvey, Susan Zapf, Sandra E. Groger Jul 2022

Occupational Therapy In Secondary Transition: A Case Report, Latoya Harvey, Susan Zapf, Sandra E. Groger

The Open Journal of Occupational Therapy

Introduction: This case report aims to inform the occupational therapy profession of best practice by providing an example of the profession’s role in secondary transition for students with disabilities.

Method: This qualitative case report examines the value of occupational therapy during transition in the life of one student with a disability. Six weeks of coaching and collaboration were provided to facilitate student engagement to enhance independent living skills, work-related skills, and self-determination. Pre-test and post-test results of the Roll Evaluation of Life Activities (REAL), the Goal-Oriented Assessment of Lifeskills (GOAL), the Goal Attainment Scaling (GAS), interviews, informal discussions, and ...


A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond Jul 2022

A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond

Teaching/Writing: The Journal of Writing Teacher Education

The author, an eminent scholar and practitioner of writing teaching methods, reflects on the growth and development of the community and scholarship of writing teacher education and highlights several key trends as discussed in this issue.


Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin Jul 2022

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views ...


Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben Jul 2022

Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben

Teaching/Writing: The Journal of Writing Teacher Education

This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then ...


From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans Jul 2022

From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans

Teaching/Writing: The Journal of Writing Teacher Education

Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing.

In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece ...


The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson Jul 2022

The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson

Teaching/Writing: The Journal of Writing Teacher Education

This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.


Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa Jul 2022

Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa

Teaching/Writing: The Journal of Writing Teacher Education

If teacher educators are fortunate to be able to teach a writing methods class, they encounter challenges in designing field experiences that support what preservice teachers are learning in their course. In this article, we described how we developed a unique field placement where the preservice teachers worked in teams and rotated roles each week. We found that these taking on these roles provided preservice teachers with unique lenses to learning about writing, students, and general teaching pedagogies.


Teaching Disability Access In A Teaching Of Writing Class, Patricia A. Dunn Jul 2022

Teaching Disability Access In A Teaching Of Writing Class, Patricia A. Dunn

Teaching/Writing: The Journal of Writing Teacher Education

This essay argues for including in a teaching of writing class information on making documents, media, and other teaching materials accessible for people with disabilities.


Exploring Ungrading In An Elementary Writing Methods Course, Jen Mcconnel Jul 2022

Exploring Ungrading In An Elementary Writing Methods Course, Jen Mcconnel

Teaching/Writing: The Journal of Writing Teacher Education

In this reflective piece, I discuss what I learned when I began to implement ungrading practices in my institution's elementary writing methods course. Based on this ongoing experiment, I offer three suggestions for other teacher educators who are intrigued by ungrading but not sure where to start.


(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan Jul 2022

(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan

Teaching/Writing: The Journal of Writing Teacher Education

This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as ...


Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner Jul 2022

Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner

Teaching/Writing: The Journal of Writing Teacher Education

What's possible in a teaching writing methods class? In this essay, the author provides a descriptive portrait of the undergraduate secondary writing methods course she teaches, focusing on five specific learning outcomes: teacher writing identities, knowledge of writer's craft, grammatical awareness and an understanding of linguistic justice/injustice, writing workshop methodology, and genre-based unit and lesson planning. Course readings, assignments, and work samples are included.


Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai Jul 2022

Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai

Teaching/Writing: The Journal of Writing Teacher Education

In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to ...


Teaching Writing As A Metacognitive Process, Heather Fox Jul 2022

Teaching Writing As A Metacognitive Process, Heather Fox

Teaching/Writing: The Journal of Writing Teacher Education

In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to ...


The Collaborative Evolution Of The Writing Teacher Educator And The Methods Course, Christina Saidy, Nicole Nava, Ginette Rossi Jul 2022

The Collaborative Evolution Of The Writing Teacher Educator And The Methods Course, Christina Saidy, Nicole Nava, Ginette Rossi

Teaching/Writing: The Journal of Writing Teacher Education

In this article, we describe a collaborative approach to preparing graduate students for teaching the methods class at our university. We document the approach to preparation, our connections to the methods course itself, the tensions in the methods course that we identified in working together, and the important choices about and modifications we made to the course based on the tensions we identified. Our collaborative approach to preparing and planning for the methods class gave us a deep understanding of our context and unique challenges as we evolved the course.


Growing Together: Utilizing Writing Communities In The Writing Methods Course, Katie Alford Jul 2022

Growing Together: Utilizing Writing Communities In The Writing Methods Course, Katie Alford

Teaching/Writing: The Journal of Writing Teacher Education

This article shares insights on utilizing small writing communities with a writing methods course. It highlights how preservice teachers try on what it means to be a writing teacher and build their confidence as ELA writing teachers through participation in writing communities. It also demonstrates how ELA preservice teachers consider the needs of future students and contemplate how to provide constructive feedback on writing while honoring student voices in writing from writing community participation. It concludes that small writing communities foster the growth of writing teachers in positive ways.


Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean Jul 2022

Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean

Teaching/Writing: The Journal of Writing Teacher Education

This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.


On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley Jul 2022

On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.


Wmu Board Of Trustees Formal Session June 23, 2022, Wmu Board Of Trustees Jun 2022

Wmu Board Of Trustees Formal Session June 23, 2022, Wmu Board Of Trustees

WMU Board of Trustees Meetings

Acceptance of the Agenda

Approval of the Minutes

Remarks by the Chair

Remarks by the President

Updates by the Faculty Senate President

Updates by the Western Student Association President

Updates by the Graduate Student Association Vice President

Presentation – WMU’s Investment in the Future – Academic Tenure and Promotion

Public Comments Regarding Action Items

Action Items

  • Proclamation - Celebration of the 50th Anniversary of Title IX
  • Academic Tenure and Promotion
  • Teaching Assistants Union (TAU) Labor Agreement
  • Police Officers Association (POA) Labor Agreement
  • Tuition and Required Fee Rates Fall 2022
  • General Fund Budget, Fiscal Year 2022-2023
  • Student Room, Board, and Apartment Rates 2022-2023 ...


Wmu Board Of Trustees Formal Session May 19, 2022, Wmu Board Of Trustees May 2022

Wmu Board Of Trustees Formal Session May 19, 2022, Wmu Board Of Trustees

WMU Board of Trustees Meetings

  • Acceptance of the Agenda
  • Remarks by the Chair
  • Remarks by the President
  • Public Comments Regarding Action Item

Action Items

  • IF-1 Dunbar Hall Renovation Resolution


“A Short History Of An Overlooked Genre: How And Why Horror Can Be An Effective Tool In A Classroom And For Creating Social Change”, Hunter King Apr 2022

“A Short History Of An Overlooked Genre: How And Why Horror Can Be An Effective Tool In A Classroom And For Creating Social Change”, Hunter King

Honors Theses

Horror as a genre tends to be overlooked by the public eye, especially when it comes to critical analysis and its value as literature or educational film. As a future English teacher, I have made it a mission to promote literacy, and horror has been a tool that has encouraged me to read, so I figured there must be some connection between the genre and the promotion of literacy. The thesis in whole is able to address why the horror genre tends to spark more interest in readers than other genres, highlighting that the genre is built to unite readers ...


Teaching Kids About Media And Digital Literacy, Lauren Schuster Apr 2022

Teaching Kids About Media And Digital Literacy, Lauren Schuster

Honors Theses

No abstract provided.


Empower! A Poetry Curriculum For The 21st Century Learner, Misty Maina Apr 2022

Empower! A Poetry Curriculum For The 21st Century Learner, Misty Maina

Honors Theses

By providing today’s high school students with a multimodal curriculum centered around critical inquiry, worldview, personal relevance, and by providing students will many opportunities to respond to these principles with their own writings, students will be empowered to engage with their learning and the world in meaningful and intentional ways. Empower! poetry curriculum is designed to help students ask questions about themselves, their immediate surroundings and influences, and about the world around them. Students will be encouraged to take the time and energy for deeper thinking and reflection as they engage with the activities of Empower! While there will ...


Wmu Board Of Trustees Formal Session April 21, 2022, Wmu Board Of Trustees Apr 2022

Wmu Board Of Trustees Formal Session April 21, 2022, Wmu Board Of Trustees

WMU Board of Trustees Meetings

Acceptance of the Agenda
Approval of the Minutes (March 17th, 2022 Meeting)
Remarks by the Chair
Remarks by the President
Updates by the Faculty Senate President
Updates by the Western Student Association President
Updates by the Graduate Student Association President
Changing Lives through the Promise Neighborhoods Program
Public Comments Regarding Action Items

Action Items

  • Michigan State Employees Association (MSEA) Labor Agreement
  • Five Year State Capital Outlay Master Plan
  • Approval of Real Property Lease for WMU Homer Stryker M.D. School of Medicine

Consent Items

  • Curriculum Proposals
  • Personnel Report
  • One-Day Liquor License Application for June 18, 2022

General Public Comments