Education Commons^™

An Explanation Of The Supervisory Model Used By Elementary Principal Supervisors In The State Of Missouri, David J. Hvidston, Bret Range, J Anderson, Brady Quirk

School Leadership Review

The goal for this paper was to discuss the efforts a school district has taken to utilize elementary principal supervisors to build and develop principals’ leadership capacities. The question considered was: (1) How are principals supervised and evaluated in one district? Attempting to answer this question is an important step in operationalizing guiding principles that can be shared with principal supervisors. The discussion included the importance of standards, the modeling of instructional supervision by principal supervisors, the reliance of guiding questions and potential data sources. Additional critical factors included coaching with two-way communication based on a trusting, reflective relationship. As …

“In My Blood”: External Factors For International Stem Postdoctoral Scholars’ Career Decisions, Kathryn J. Watson, Sylvia L. Mendez

Journal of Global Education and Research

This instrumental case study (Stake, 1995) explores the external factors that influence international science, technology, engineering, and mathematics (STEM) postdoctoral scholars in the United States to pursue a career in STEM. Interviews with 20 international STEM postdoctoral scholars were analyzed deductively to shed light on their unique backgrounds and experiences. Three themes emerged: (a) parents were highly encouraging, (b) a love of science was nurtured in school, and (c) they were eager to engage in and promote scientific innovation. These findings illustrate the ways in which family, schools, and community influence the STEM career trajectories of international postdoctoral scholars.

Exploring Alternative Writing Styles: A Journey Into Free-Writing And Bilingualism, Maria I. Galiano

FIU Undergraduate Research Journal

This digital media composition explores two alternative writing styles: free-writing, a term coined by Peter Elbow, and translanguaging, the practice in which writers incorporate different languages into their writing. This project’s significance lies in helping college writers become more comfortable with the writing process and expressing their ideas more clearly. Doing so will promote inclusivity in bilingual education by creating an environment where students don’t have to limit which language they use for their writing. Traditional writing practices emphasize writing in a structured and formal manner, often discouraging individuals from exploring their thoughts and ideas freely. Additionally, bilingual education often …

How Do We Get These Kids Reading? Supporting Readerly Identity In Secondary English Classrooms, Jenelle Williams, Jay Haffner

Michigan Reading Journal

In this article, we aim to clarify the specialized purposes for reading in secondary English language arts (ELA) classes. We will suggest ways ELA teachers can help build (or repair) students’ readerly identities while also ensuring they graduate with the necessary skill sets to transfer their knowledge into further studies, careers, and lifelong pleasure reading.

Blended Genres: Pairing Picturebooks And Poems Across The Curriculum, William P. Bintz

Michigan Reading Journal

Abstract

This article reports on an action research project conducted by a teacher educator in literacy education as part of a graduate course entitled Reading and Writing across the Content Areas. The purpose of the project was to actively engage graduate students, all of whom were pre-service and in-service teachers, in a course-related project in which students developed and implemented blended genres across the curriculum. It begins by situating blended genres within the traditional notion of paired text as a curricular resource and instructional strategy to support the process of intertextuality. It provides a brief overview of the course-related …

Safeguarding Learning Before, During, And After Emergency Remote Teaching, Carol Ann Paul, Lisa Reason

Michigan Reading Journal

This qualitative study explores 25 elementary educators’ experiences after Emergency Remote Teaching (ERT) and examines the role of technology and face-to-face (f2f) interactions in the literacy classroom. Teachers in the study found substantial learning lags and extreme difficulty getting students reacclimated back into the classroom postpandemic. While they found technology to be adequate for differentiation and instant feedback, they noted the importance of f2f interaction for building relationships, social and emotional learning (SEL), reading, language, and fine motor skills. Aligned with Duke and Cartwright’s (2021) Active View of Reading Model, the study’s results advocate integrating SEL and literacy instruction, along …

Supporting Students’ Social-Emotional And Literacy Development With Read-Alouds, Allison Phillippe

Michigan Reading Journal

Literacy practices involving children’s literature, such as interactive read-alouds, are one way to integrate transformative SEL and literacy to simultaneously support children’s academic and social-emotional education goals. While there is plenty of evidence that supports social-emotional learning (SEL) and literacy integration, more research is needed to explore approaches that integrate transformative SEL aimed at fostering more equitable learning enviornments and providing suggestions for teachers to replicate this type of instruction in their own classrooms. In this article, I describe my researcher-practitioner collaboration with a fifth-grade teacher to design a justice-oriented approach to integrate SEL and literacy called Read Alouds for …

Best Practices And Resources In Reading Comprehension For Multilingual Learners, Pamella Moura

Michigan Reading Journal

This article investigates different interventions that can support multilingual learners with their reading comprehension needs. It aims to provide kindergarten through 5^th grade teachers with evidence-based practices that may support reading comprehension outcomes for multilingual learners. These practices employ different practical strategies teachers can implement in their daily reading and writing routines to support multilingual and monolingual students with reading difficulties which may support their reading comprehension skills. This article emphasizes the needs of strategy development in reading comprehension so multilingual learners can employ these practices independently, over time. Strategies include explicit instruction of predictions, summaries and questioning, developing …

How To Select Diverse Picture Books To Share In Elementary Classrooms, Amy Davis

Michigan Reading Journal

The purpose of this paper is to share the benefits of using diverse picture books, selection recommendations for teachers, and provide a sample of how to review both the illustrations and text of the diverse picture books: “A Gift From Abuela” by Cecilia Ruiz and “Tía Fortuna’s New Home: A Jewish Cuban Journey” by Ruth Behar.

Mongolian Pastoralist Parents’ Experiences In Managing Their Primary School Children’S Living Arrangements, Batdulam Sukhbaatar Dr, Klára Tarkó Dr, Batkhand Sukhbaatar Mr

The Qualitative Report

Sending children, especially six-year-old ones, to school put pressure on pastoralist or herder households to balance their livestock herding needs and their children’s schooling needs at the same time. Due to remote campsites located in isolated rural areas far from any schools, pastoralists need to arrange a place for their children to stay during the school year. In this interpretive phenomenological study, we explored pastoralist parents’ experiences in managing different living arrangements for their primary school children during the school year. We conducted semi-structured interviews with five pastoralist parents from a remote county (an administrative division under a province) in …

Navigating The Dialogic Tensions And Self-Contradictions As A Bilingual Researcher, Eun Young Yeom

The Qualitative Report

This autoethnography delineates how, I, as a bilingual researcher proficient in Korean and English, negotiated the tensions between conforming to English-only academic writing norms for survival in academia and embracing translingual writing practices during the composition of my dissertation. Based on the salient themes and repeating experiences that I penned in analytic memos, field notes and diaries, I meticulously rearranged the thoughts and emotions, weaving them into stream-of-consciousness-style narratives. Through this method, I aimed to vividly portray the inevitable tensions that might be experienced by numerous bilingual researchers speaking English as a second language. This autoethnography particularly portrays the troubles …

Community Colleges And Global Environments: Increasing Visibility, Rosalind Latiner Raby

Critical Internationalization Studies Review

No abstract provided.

For An Intercultural Education Aimed At Social Justice, Dimitris Zachos Dr.

Race and Pedagogy Journal: Teaching and Learning for Justice

This article attempts to critically analyze the current political situation in the world, highlighting the role that intercultural education for social justice can play. Over the last thirty years or so, political parties and movements around the globe have managed to impose their agenda on the public debate and contribute to an increase in racism, classism, sexism, nativism, xenophobia, anti-semitism, Islamophobia, transphobia, anti-environmentalism, anti-indigeneity, as well as anti-intellectualism, irrationality, and belief in conspiracy theories in many countries.

Intercultural Education for Social Justice opposes to these directions and fights against the ways schools contribute to maintain social inequities and unequal distribution …

Methods And Variability In Physician Associate Student Advocacy Education, Jason P. Prevelige, Lindsay Gietzen

Pacific Journal of Health

Objective: To assess the current practices of PA programs pertaining to how advocacy education is taught to their students and to determine differences among the programs.

Methods: PA program directors were interviewed about advocacy education including time allotted, when it is provided, learning objectives, source materials, teaching methods, determination of competency, and tracking of student advocacy participation after graduation.

Results: All noted that advocacy education is important, however meaningful, in-depth, instruction can be limited for a variety of reasons. Such reasons include limited educational time to ensure that a sizeable set of standards is met, limited access …

Offering Collegiate Livestock Judging As A Student Organization, Maryfrances Miller, Don W. Edgar, Lyle Logemann

The Journal of Extension

Resource constraints have lowered the number of collegiate livestock judging teams, dropping the number of opportunities for collegiate judging, even though interest among students remains high. These opportunities can be provided for less expense through student-led extracurricular organizations. This approach increases the student initiative required, but also provides an increased opportunity for developing and demonstrating leadership skills.

Using Excel To Teach Agri-Business And Financial Literacy Concepts To 4-H Youth, Halee Prather, Maryfrances Miller, Marcy Ward, Craig Gifford

The Journal of Extension

Teaching youth agribusiness subject matter and financial literacy through 4-H livestock projects is an important task. This article discusses using Excel as a record keeping tool to expand knowledge and comprehension of financial concepts and profitability in the beef industry. A description of the Excel record book contents and parent feedback is presented. Using the Excel record book expanded conversations about the beef industry and proved to be a favorable tool for increasing youth understanding of critical agribusiness concepts.

Audience Preferences For Extension Forestry Zoom Webinars, Kevin W. Zobrist, Brendan J. Whyte

The Journal of Extension

The Washington State University Extension Forestry program switched to all online programming in 2020 in response to the COVID-19 pandemic. Over 2,000 people participated in our webinars, providing an opportunity to survey a large audience about their webinar preferences. We found that people prefer webinars that are approximately an hour long and offered in the evening or late morning. Participants placed high importance on having a recording available, but they had mixed views on including video of the instructor speaking. Participants found online delivery to be successful and had a strong preference for online programming in the future.

Emotion Regulation Strategies And Perceived Emotional Intelligence: The Effect Of Age., Iwanna Sepiadou

Adultspan Journal

The aim of this study was to investigate the relationship between perceived emotional intelligence and the reported use of cognitive reappraisal and expressive suppression. We also investigated the possible effects of age on the aforementioned variables. The total sample consisted of 379 people (158 men, 220 women, 1 unreported). Across participants, 273 were young (20-39 years old) and 106 were middle-aged (40-65 years old). We found statistically significant positive correlations between the dimensions of perceived emotional intelligence and the reported use of cognitive reappraisal and negative primarily correlations between the dimensions of perceived emotional intelligence and the reported use of …

Democratic Education As Expressed In Practice: An Integrative Literature Review, Rachel L. Wadham, Lynnette Christensen, Heather Leary

Journal of Educational Research and Practice

Despite a strong theoretical foundation, teachers’ pedagogical practices that represent the principles of democratic educational theory are not holistically understood. This qualitative integrative literature review provides a more complete view of the practices used by those who define themselves as democratic educators. By analyzing and integrating existing literature on classroom practice this review discusses four pedagogical approaches that engage democratic educational practices including inquiry, artistic, oral, and student-centered methods.

Decolonizing Writing Centers: An Introduction, Glenn Hutchinson, Andrea Torres Perdigón

Writing Center Journal

Guest editors' introduction to The Writing Center Journal 42.1 (2024).

Front Matter

Writing Center Journal

Front matter for The Writing Center Journal 42:1 (2024).

Reflexiones Sobre La Construcción De Espacios Bilingües: Los Centros De Escritura Como Puentes De Diálogo Académico En Torno A La Escritura Y A La Cultura, Andrea Salamanca Mesa, Ana Sofía Ramírez Viancha

Writing Center Journal

This article reflects on the creation of bilingual spaces, focusing on writing centers as facilitators of academic dialogue regarding academic writing and culture. The writing centers of Pontifical Javeriana University and Florida International University jointly explore how these centers can serve as bridges to promote effective communication and cultural exchange in educational environments where different languages coexist. The analysis addresses the significance of these spaces in fostering linguistic diversity and the impact on academic development. Este artículo reflexiona sobre la creación de espacios bilingües, centrándose en los Centros de Escritura como facilitadores del diálogo académico en torno a la escritura …

Beyond Accommodations: Imagination, Decolonization, And The Cripping Of Writing Center Work, Karen Moroski-Rigney

Writing Center Journal

This article examines connections among disability, colonization, university policies, and writing center work in North America. By positing that university policies have long mimicked medical and scientific processes for creating—and then discriminating against—perceived categories of disability, this article makes interventions into traditional writing center practices and pedagogies without dismissing the spirit with which these aspects of our field came to be. The article has several central claims:

• Disability has been constructed by nondisabled entities (including doctors, scientists, and institutions).
  
  
• Disability’s “drift” and myriad forms act as both specter and insidious insurance against progress or inclusive design.
  
  
• Writing center scholarship has …

Centerless? Making Sense Of Disruptions In The Graduate Writing Center, Shannon Mcclellan Brooks

Writing Center Journal

This critical self-reflection is not a success story; rather, it is an effort of decolonial thinking that reckons with the idea, experience, and practice of centerlessness during pandemic-induced online transitions and operations in a graduate writing center (GWC). By tracing the contours of a series of interlocking disruptions the author and her graduate writing center community experienced during COVID-19, this article brings into sharp focus present colonial legacies inhibiting effective developments, moves, and adaptations to the GWC physical center space and praxis. Through retrospectively following pandemic-induced disruptions to her center, the author critically engages how epistemologies of coloniality and modernity …

Decolonizing Tutor And Writing Center Administrative Labor: An Autoethnography Of A South Asian Writing Center’S Personnel, Saurabh Anand

Writing Center Journal

This piece informs my journey of thinking and contextualizing the validity of autoethnography as a decolonial qualitative research method in writing center scholarship. This piece provides the lilt of everyday writing center initiatives, labor, and workings using five email exchanges as data depicting my interactions with various writing center stakeholders as a transnational writing center studies student-tutor, administrator, and doctoral student from South Asia, specifically India. This piece also argues how I used my experiences as one of a writing center’s personnel as a tool of empowerment in my liminal position in my writing center and elaborates on those experiences, …

Back Matter

Writing Center Journal

Back Matter for Writing Center Journal 41.3. Contains a Call for Nominations for the 2024 Muriel Harris Outstanding Service Award.

Re/Searching (For) Hope: Archives And (Decolonizing) Archival Impressions, Romeo Garcia

Writing Center Journal

On archives and archival impressions, this essay extends archival research to the elsewhere and otherwise. The essay asks, how do we reposition the contents of archives so that we can position ourselves in relation to it otherwise? It puts forward a theory of (decolonizing) archival impressions.

Becoming A Co-Conspirator: Strategies For Anti-Racism Through Human Rights Education, Kyle J. Williams

Race and Pedagogy Journal: Teaching and Learning for Justice

This paper seeks to provide introductory knowledge and strategies for individuals who are new to the academic study of race, and to serve as a charge to move beyond simple allyship to become effective co-conspirators in the fight against racism. This is achieved through a literature review of race, anti-racism, human rights education, and then a concluding section detailing how to integrate human rights education into co-conspiratorship. Ultimately, this paper contends that human rights education provides the necessary academic background and the practical framework to help individuals move beyond performative allyship towards co-conspiratorship.

The Radical Refuge: Reconceptualizing Teacher Quality Liberated From The Historical Commodification Of Latina And Black Women In Early Childhood Education, Vanessa Rodriguez

Occasional Paper Series

This article highlights the need to redefine 'quality' in early childhood education (ECE) and challenges systems that devalue Latina and Black women educators. It advocates for recognizing teachers' inherent value and creating a supportive framework that promotes their well-being. The "Radical Refuge" program is introduced as a means of addressing systemic traumas through identity development and healing. Activities like Education Journey Mapping shed light on how traditional measures of quality negatively affect teachers' self-worth. The article emphasizes the importance of teachers' personal experiences and their ability to foster relationships with students. It concludes with hope for a reimagined concept of …

“Pour Into The Teachers”: Learning From Immigrant Women Of Color Through Conversations On “Quality” In Urban Early Education And Care, Seung Eun Mcdevitt, Louella Sween

Occasional Paper Series

In this paper, we share our conversations with an education director of an early childhood education and care center, situated in a low-income immigrant community in New York City. We highlight an expanded definition of quality that she has demonstrated as a leader of the center. In doing so, we offer possible alternative ways of creating quality and equitable ECEC practices with and for immigrant children, families, and teachers, and detail the challenges that come with resisting the status quo.