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Full-Text Articles in Education
High School Journalism Advisors And African American Students, Jerry Crawford Ii
High School Journalism Advisors And African American Students, Jerry Crawford Ii
Journal of Research Initiatives
This study examined whether African American participation in high school journalism is lower than the participation of other students in the State of Kansas. Past research has found that participation in high school newspapers and yearbook staff is often the pathway for students to consider careers in journalism. For the sake of this study, participation was defined as "any school-directed journalistic activity or program where students are allowed to produce content." This study used a questionnaire sent to 100 high school advisers and teachers, experimentally accessible in the state, administered over three years as the survey instrument. The response rate …
A Call For A Third Wave Of Ethnic Studies Curriculum. A Book Review Of Transformative Ethnic Studies In Schools: Curriculum, Pedagogy, & Research, Robert G. Unzueta Ii
A Call For A Third Wave Of Ethnic Studies Curriculum. A Book Review Of Transformative Ethnic Studies In Schools: Curriculum, Pedagogy, & Research, Robert G. Unzueta Ii
Democracy and Education
Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, & Research calls on our faculty, educators, community members, students, activists, and allies to usher in the third wave of ethnic studies curriculum into compulsory school conversation. At the center of ethnic studies curriculum, according to the authors, is a push for the humanization of our most dehumanized students in our society. At a time when institutions are grappling with how to move forward in response to the multiple national pandemics, this text offers a practical, sustainable, and evidence-based research, why we need ethnic studies curriculum in every classroom, including STEM.
Alternative Licensure Curriculum From Kansanscan Redesign Gemini Schools, Kevin L. Splichal
Alternative Licensure Curriculum From Kansanscan Redesign Gemini Schools, Kevin L. Splichal
The Advocate
The purpose of this reflection paper is to encourage Educational Preparation Providers (EPPs) to partner with KansansCan Redesign Gemini schools to evaluate EPP curriculum through personal interviews with alternative licensure teachers in KansansCan Redesign schools. Curriculum, implemented by the EPP, should take into consideration the experiences of those for whom it is designed and tailor pedagogical instruction to better match current practices in Gemini redesign schools. Personal interviews with candidates will provide experience-based evidence for analysis and consideration by EPPs.
Tolkien’S Allegory: Using Peter Jackson’S Vision Of Fellowship To Illuminate Male Adolescent Catholic Education, Adam P. Zoeller, Thomas E. Malewitz Ph.D.
Tolkien’S Allegory: Using Peter Jackson’S Vision Of Fellowship To Illuminate Male Adolescent Catholic Education, Adam P. Zoeller, Thomas E. Malewitz Ph.D.
Journal of Catholic Education
With many of the Catholic student population disengaged from regular ritual experiences their working vocabulary of the prayers and knowledge of the Church is limited. A beneficial bridge for many of these disconnected students, specifically male adolescents has been the use of storytelling in connection to Catholic themes to lay the foundations of ritual and deeper concepts through a more familiar setting. Through media literary, multi-modal instruction and Scripture exegesis adolescents can begin to recognize, understand, and feel a connection with the severity of the sacrifice of the Apostles in following Jesus of Nazareth. This article will offer some insights …
Social Justice Driven Stem Learning (Stemj): A Curricular Framework For Teaching Stem In A Social Justice Driven, Urban, College Access Program., Paul E. Madden, Catherine Wong, Anne C. Vera Cruz, Chad Olle, Mike Barnett
Social Justice Driven Stem Learning (Stemj): A Curricular Framework For Teaching Stem In A Social Justice Driven, Urban, College Access Program., Paul E. Madden, Catherine Wong, Anne C. Vera Cruz, Chad Olle, Mike Barnett
Catalyst: A Social Justice Forum
This article presents the curricular framework for a social justice driven STEM curriculum (i.e., STEMJ) within an out-of-school time program for Boston Public high school students (i.e., College Bound) at Boston College. Starting with a discussion of the authors’ ideological positionality within critical social justice discourses, the authors share how Bronfenbrenner’s (1994) General Ecological Model provides a conceptual framework for operationalizing social justice inquiry with and through STEM. Positioning this curriculum within the College Bound program’s overall design gives readers a sense of how the program’s College and Career, Identity and Society, and STEMJ curriculums work …
"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis
"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis
Catalyst: A Social Justice Forum
The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – …
The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup
The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup
Teaching/Writing: The Journal of Writing Teacher Education
Identity development in writing is a unique process. While many studies have explored the process of developing a professional identity among future teachers, few studies have investigated how teacher candidates develop a writing teacher’s identity. This study explores the development and negotiation of writing teacher identity among 21 pre-service multiple-subject teacher candidates at a large public institution in California. More specifically, the study examines the students’ journeys as they transformed from students of writing in a university methods course to student teachers of writing in a local school district. Our findings indicate that the use of a sociocultural-based approach to …
Susan Bauer's 2003 Theory Of Well-Educated Mind: Could The Classical Approach To Teaching History Work In Southern California History K12 Classrooms?, Tomasz B. Stanek
Susan Bauer's 2003 Theory Of Well-Educated Mind: Could The Classical Approach To Teaching History Work In Southern California History K12 Classrooms?, Tomasz B. Stanek
LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University
The main purpose of this research evolved from the publication of S. W. Bauer Well-educated mind, a study of the significance of new methods of teaching history course. Bauer (2003) argues that the grammarian approach of simple recognition and memorization removes students from reading primary sources. This theory suggests a new methodology for the instructors and students through the three-stage process of grammar, dialectic, and rhetoric preparation with aid of primary sources or “great books list”. This paper supports Bauer’s thesis and provides evidence through extensive interviews that indeed this concept of pedagogy is present in Southern California schools.
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
Democracy and Education
A review of the book Teaching About Hegemony: Race, Class and Democracy in the 21st Century, by Paul Orlowski (Springer, 2011).
High-Stakes Testing And Special Populations, Gary H. Sherwin, Todd Jennings
High-Stakes Testing And Special Populations, Gary H. Sherwin, Todd Jennings
Journal of Critical Issues in Educational Practice
This opinion paper critically examines the use of high-stakes testing on special populations. Without appropriate accommodations, standardized exams are not valid for some students with special needs. Unfortunately, many classroom teachers who must initiate testing accommodations lack knowledge of appropriate accommodations and regularly fail to provide the necessary testing accommodations. The deficit understanding of testing accommodations makes comparisons between classrooms, schools, and districts invalid since some scores loose validity. Solutions specific to standardized testing and students with special needs are offered and a more encompassing solution to the problems incurred from these tests when used for high-stakes is suggested.
High-Stakes Testing And Assessment: One Is Not The Other, Enrique Murillo, Alayne Sullivan
High-Stakes Testing And Assessment: One Is Not The Other, Enrique Murillo, Alayne Sullivan
Journal of Critical Issues in Educational Practice
Since the institution of the common school and the advent of universal education, Americans have placed tremendous faith in public schools. Public education cultivates an informed citizenry, one of the pillars of a liberal democracy. But more importantly, schools are a repository for our common dreams of human potential and individual self-actualization. Because they so thoroughly shape the lives and life-chances of our youth, school issues are freighted with an emotional charge. Education remains the last fully public American institution, one in which millions of students cast their common lot daily and strive to become better readers, better citizens, better …
To Wonder, Wander, And Linger In The World Of Standardized Testing, Randall Wright, Alayne Sullivan
To Wonder, Wander, And Linger In The World Of Standardized Testing, Randall Wright, Alayne Sullivan
Journal of Critical Issues in Educational Practice
The standards movement began as a nobly-intended effort to establish a core curriculum—a template of knowledge and skills that would guide teaching and learning across the K-12 curriculum. Our attempts to standardize curriculum may have unintended and deleterious side-effect: The atrophying of the mind’s natural tendencies for exploratory play and inherently imaginative dimensions. This paper engages us in a critical remembering of our pedagogical relationships with children. It reminds us of children’s ways of being and asks how we might engage them in a rigorous appreciation of curricular literacies without thwarting their wonderful wanderings. Ultimately, we worry about the place …