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Articles 1 - 10 of 10
Full-Text Articles in Education
John Dewey: His Role In Public Scholarship To Educate For Peace, Audrey Cohan Ed.D., Charles F. Howlett Ph.D.
John Dewey: His Role In Public Scholarship To Educate For Peace, Audrey Cohan Ed.D., Charles F. Howlett Ph.D.
Faculty Works: EDU (1995-2023)
As 2016 is the centennial of Dewey's most famous work, Democracy and Education (1916), it is important to consider Dewey's role in public scholarship to educate for peace. Critical to an in-depth understanding of Dewey is recognition that the early twentieth century marked a transformational period in his views about war and peace. This paper addressed Dewey’s less known political and social ideas during the rise of the “modern” American peace movement. In addition, Dewey’s views of the role of education in a globalizing world are discussed. The research presented directly reflects global conflicts following World War I, while highlighting …
Creative Ways To Enhance Student Writing, Madeline Craig
Creative Ways To Enhance Student Writing, Madeline Craig
Faculty Works: EDU (1995-2023)
No abstract provided.
An Instructional Framework To Support Content And Language Learning For Ells: B-D-A, Vicky Giouroukakis Ph.D.
An Instructional Framework To Support Content And Language Learning For Ells: B-D-A, Vicky Giouroukakis Ph.D.
Faculty Works: EDU (1995-2023)
The before, during, and after (B-D-A) reading framework is a research-based instructional model that incorporates strategies and activities throughout the reading process to help students interact and learn with text by providing varying degrees of guidance on several levels. The instructional activities and strategies incorporated into lessons before, during, and after reading are essential to active and purposeful learning (Vacca, Vacca, & Mraz, 2014). B-D-A can thus be of special benefit to English language learners (ELLs) who need additional linguistic support as they try to anticipate, comprehend, and apply their textual understanding. Before-reading activities help the teacher activate students’ knowledge, …
Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.
Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.
Faculty Works: EDU (1995-2023)
There is much concern among ESOL, grade level, and content area teachers since the changes to the New York State Commissioner’s Regulations Part 154, which govern programs for PK–12 English language learners (ELLs), have taken effect. The revised regulations have established integrated services in English as a new language (ENL), in which much of the instruction for ELLs takes place in general education classes. Educators throughout the state are filled with apprehension about this shift in practice. There are many misgivings among teachers about several issues: configuring classes for co-teaching, the changing roles and responsibilities of ESOL teachers, having to …
Negotiating Cross-Cultural, Interfaith, And Cross-Linguistic Identities Of Teacher Education In Professional And Personal Spaces, Andrea Honigsfeld Ed.D., Mubina Schroeder, Joanna Alcruz Ph.D.
Negotiating Cross-Cultural, Interfaith, And Cross-Linguistic Identities Of Teacher Education In Professional And Personal Spaces, Andrea Honigsfeld Ed.D., Mubina Schroeder, Joanna Alcruz Ph.D.
Faculty Works: EDU (1995-2023)
Three partnering researchers investigates the differences and similarities of how they have developed complex identities as teacher educators representing different backgrounds how they learned to navigate their public and private spaces defined by cross-cultural, interfaith, and cross-linguistic experiences, and how they negotiated the intersectionalities of their multi-dimensional public and private selves. Building on Jones and McEwen’s (2000) conceptual model of multiple dimensions of identity and utilizing a collaborative approach to self-study methodology, they found that boundaries are blurred between personal/professional spaces of identity. As teacher educators we both model and instill compassion and commitment to diversity in future teacher educators.
Radically Listening To Radical Love: Toward Enactivism In Education And Educational Research, Tricia M. Kress Ph.D., Patricia Krueger-Henney
Radically Listening To Radical Love: Toward Enactivism In Education And Educational Research, Tricia M. Kress Ph.D., Patricia Krueger-Henney
Faculty Works: EDU (1995-2023)
At the 2014 annual meeting of the American Educational Studies Association (AESA), a group of scholars convened a panel honoring the life and work of Joe L. Kincheloe at the five-year anniversary of his passing. Dozens of scholars from around the world attended and engaged in a discussion about Kincheloe’s influences on their work and his contributions to critical pedagogy and educational scholarship more broadly. From that session, Mary Frances Agnello and William Reynolds recruited authors to contribute to an edited volume about Joe Kincheloe’s contributions to teacher education (Agnello & Reynolds, 2015). One of these authors was Tricia Kress …
Listening For The Echoes: Radical Listening As Educator-Activist Praxis, Tricia M. Kress Ph.D., Kimberly J. Frazier-Booth
Listening For The Echoes: Radical Listening As Educator-Activist Praxis, Tricia M. Kress Ph.D., Kimberly J. Frazier-Booth
Faculty Works: EDU (1995-2023)
Using a postformal approach to co/autoethnography, the authors examine narrative reflections of their own teaching practice to draw forth implications for radical listening as educator-activist praxis. By using the controlling metaphor of noise, the authors illuminate the challenges of listening radically amidst the “white noise” of hegemony. The authors demonstrate radical listening as echoes of an imperfect praxis of being and becoming that must be revisited repeatedly over time.
Progressive Education: Lesson From The Past And Present, Susan F. Semel, Alan R. Sadovnik, Ryan W. Coughlan
Progressive Education: Lesson From The Past And Present, Susan F. Semel, Alan R. Sadovnik, Ryan W. Coughlan
Faculty Works: EDU (1995-2023)
Progressive education is one of the most enduring educational reform movements in this country, with a lifespan of over one hundred years. Although as noted earlier, it waxes and wanes in popularity, many of its practices now appear so regularly in both private and public schools as to have become almost mainstream. But from the schools that were the pioneers, what useful lessons can we learn? The histories of the early progressive schools profiled in Part 1 illustrate what happened to some of the progressive schools founded in the first part of the twentieth century. But even now, they serve …
Seeing Through A Different Lens: Can Applying A Learning Strategy To Video Viewing Deepen Self-Reflection Of Pre-Service Teachers?, Michelle Chamblin
Seeing Through A Different Lens: Can Applying A Learning Strategy To Video Viewing Deepen Self-Reflection Of Pre-Service Teachers?, Michelle Chamblin
Faculty Works: EDU (1995-2023)
The use of video for self-reflection in teacher preparation programs is used to promote self-reflection in knowledge, skills and dispositions for teaching. This study investigates the effect of a learning strategy used with video viewing to determine if the strategy aids in the thinking process which occurs while reflecting. A written self-reflection to a video was compared between 40 pre-service teachers that did not have access to the learning strategy and 25 pre-service teachers that were provided with a learning strategy. The results indicated that the learning strategy improved the quality of self-reflection responses and that learning strategies may be …
Dirty Secrets And Silent Conversations: Exploring Radical Listening Through Embodied Autoethnographic Teaching, Carolyne Ali-Khan
Dirty Secrets And Silent Conversations: Exploring Radical Listening Through Embodied Autoethnographic Teaching, Carolyne Ali-Khan
Faculty Works: EDU (1995-2023)
In this article I explore the connections between radical listening, autoethnography and embodied pedagogy. Using my own experiences (and the context of patriarchy) as an example, I utilize layered narratives and theater metaphors to highlight the ways that listening in pedagogical spaces, can include listening to bodies and their histories. I examine the intricacies of creating a space for listening when the insights that come from the body are deeply personal.