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2015

Faculty Publications: Department of Teaching, Learning and Teacher Education

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Articles 1 - 22 of 22

Full-Text Articles in Education

The Ed.D. As Investment In Professional Development: Cultivating Practitioner Knowledge, Margaret A. Macintyre Latta, Edmund T. Hamann, Susan Wunder Oct 2015

The Ed.D. As Investment In Professional Development: Cultivating Practitioner Knowledge, Margaret A. Macintyre Latta, Edmund T. Hamann, Susan Wunder

Faculty Publications: Department of Teaching, Learning and Teacher Education

As teacher educators and participants in the US-based Carnegie Project for the Education Doctorate (CPED) initiative to differentiate the Ed.D/Ph.D., we have programmatic commitments to the centrality of practitioner knowledge for shaping professional development. Through CPED, we structure opportunities for local educators to develop their professional practices within their graduate studies toward an Ed.D, while maintaining full-time educational work commitments. Concurrently, we examine and document how CPED creates room, alongside concrete practice, to cultivate, promote, and value the voices, sensibilities, and capacities of practitioners engaged in advanced practices. In doing so, we confront marginalization of practitioners ...


The Use Of Journaling To Assess Student Learning And Acceptance Of Evolutionary Science, Lawrence C. Scharmann, Wilbert Butler Jr. Sep 2015

The Use Of Journaling To Assess Student Learning And Acceptance Of Evolutionary Science, Lawrence C. Scharmann, Wilbert Butler Jr.

Faculty Publications: Department of Teaching, Learning and Teacher Education

Journal writing was introduced as a means to assess student learning and acceptance of evolutionary science in a nonmajors’ biology course taught at a community college. Fourteen weeks of instruction were performed, each initiated by student-centered, in-class activities and culminated by a discussion, to elucidate tentative conclusions based on evidence from in-class activities. Students (N = 31) engaged in explicit and reflective writing (i.e., journaling) at four points during the semester, providing responses to the following questions: (a) what influence did the recent inclass activities and discussion have on your understanding of evolution (b) has your view (of evolution) changed ...


Let Them Learn English: Reader Response To Media Discourse About Dual Language Education, Jia Lu, Theresa Catalano Apr 2015

Let Them Learn English: Reader Response To Media Discourse About Dual Language Education, Jia Lu, Theresa Catalano

Faculty Publications: Department of Teaching, Learning and Teacher Education

Despite the multilingual reality and the effectiveness of dual language education (DLE) being adequately documented by language and literacy researchers, the US is progressing at a slower rate in embracing and implementing DLE compared with other countries. The purpose of this study is to understand why progress in this area has been so slow by examining the public discourse that frequently shapes policy decisions about DL programs. To do this, the authors analyzed reader comments of 16 online news articles that centered on DLE. Findings revealed the intersection of language, national identity, race, and power relationships, which could be categorized ...


Moisés Sáenz: Vigencia De Su Legado (English Translation), Edmund T. Hamann Mar 2015

Moisés Sáenz: Vigencia De Su Legado (English Translation), Edmund T. Hamann

Faculty Publications: Department of Teaching, Learning and Teacher Education

This book mainly offers the biography of Moisés Sáenz (1888-1941), founding architect of Mexico's system of public schooling and former student of John Dewey, describing in particular his roles in creating rural schools, initiating bilingual education (for Mexico's indigenous populations), and experimenting with linkages between schooling and community development. The volume also includes the author's reflection on the relevance of learning about Profr. Sáenz for his own intellectual trajectory (which includes studying the movement of students between Mexico and the US) and reflections by Mexican educators Humberto Leal Martinez and Juan Sánchez García.


Series Editors' Foreword: The Construction, Negotiation, And Representation Of Immigrant Student Identities In South African Schools (Vandeyar & Vandeyar)., Edmund T. Hamann, Rodney Hopson Jan 2015

Series Editors' Foreword: The Construction, Negotiation, And Representation Of Immigrant Student Identities In South African Schools (Vandeyar & Vandeyar)., Edmund T. Hamann, Rodney Hopson

Faculty Publications: Department of Teaching, Learning and Teacher Education

As much as there are reasons for optimism as one thinks about changes in South Africa, Africa, and the United States in relation to the transcendence of racial differentiation and hierarchy, this book is a reminder of how both harrowing and incomplete that journey is. This book, a crucial addition from the Global South to the scholarship on immigrant students' schooling, depicts how salient and fraught racial identity, both asserted and ascribed, continues to be for the negotiation of school in South Africa. Immigrant students are loathed and marginalized for their accents and 'foreign' ways, and yet they are also ...


Critical Discourse Analysis: Definition, Approaches, Relation To Pragmatics, Critique, And Trends, Linda R. Waugh, Theresa Catalano, Khaled Al Masaeed, Tom Hong Do, Paul G. Renigar Jan 2015

Critical Discourse Analysis: Definition, Approaches, Relation To Pragmatics, Critique, And Trends, Linda R. Waugh, Theresa Catalano, Khaled Al Masaeed, Tom Hong Do, Paul G. Renigar

Faculty Publications: Department of Teaching, Learning and Teacher Education

This chapter introduces the transdisciplinary research movement of critical discourse analysis (CDA) beginning with its definition and recent examples of CDA work. In addition, approaches to CDA such as the dialectical relational (Fairclough), sociocognitive (van Dijk), discourse historical (Wodak), social actors (van Leeuwen), and the Foucauldian dispositive analysis (Jager and Maier) are outlined, as well as the complex relation of CDA to pragmatics. Next, the chapter provides a brief mention of the extensive critique of CDA, the creation of critical discourse studies (CDS), and new trends in CDA, including positive discourse analysis (PDA), CDA with multimodality, CDA and cognitive linguistics ...


Icontact: The Digital Feedback Process In A University Setting, Kathleen M. Wilson, Laurie A. Friedrich Jan 2015

Icontact: The Digital Feedback Process In A University Setting, Kathleen M. Wilson, Laurie A. Friedrich

Faculty Publications: Department of Teaching, Learning and Teacher Education

This practitioner research in the form of a case study examined the digital feedback process related to teacher growth in learning and instruction. Graduate students fulfilled course requirements utilizing iPad applications to generate assignments, coach undergraduate preservice teachers, and tutor low performing readers. Course instructors provided online written feedback on all written assignments. An analysis of data through the perspective of the formative process allowed four themes to emerge: (a) teacher learning through iContact, (b) immediate digital feedback and enduring learning, (c) creating an affinity space, and (d) transfer with a ripple effect.


Foreword To Revisiting Education In The New Latino Diaspora, Amanda Morales Jan 2015

Foreword To Revisiting Education In The New Latino Diaspora, Amanda Morales

Faculty Publications: Department of Teaching, Learning and Teacher Education

I share this short autobiography because I think it ties together so much of this book. In Chapter 1, Hamann and Harklau (reprising their chapter for the 2010 Handbook on Latinos and Education) acknowledge that in emphasizing the “new” of the New Latino Diaspora (NLD) the first edition of Education in the New Latino Diaspora (Wortham, Murillo, & Hamann, 2002) made invisible Latinos like my dad and uncle who, per the construct of the NLD, settled in Kansas earlier than the NLD narrative describes. Yet as the comparison of my northwestern Kansas childhood and my sister’s illuminates, something did change back where I am from. There is a NLD, and there was a reaction to it by more established populations that also impacted how my family was viewed.

As a product of the early Latino diaspora of the 1970s in Kansas, I am able to see my family’s experiences represented in many of the narratives and perspectives shared in this book. As a researcher and practitioner working in a NLD state, I feel this volume will be an essential addition to my library, as each chapter raises many critical points for consideration. As I think about K–State’s challenges and opportunities as we work with schools and school districts, I suspect I will draw a lot from the chapters by University of Pennsylvania colleagues (Chapters 9 and 14) as we consider what the academy can and should do to support improved education in the NLD. As I think about the descriptive statistics shared in Chapter 17 about the NLD continuing to get larger and more established (even as new immigration tapers off) and in Chapter 1 that suggests Latino high school completion rates lag those of other populations in NLD states, I find myself concurrently both invigorated and angry. This matters for more and more kids and more and more places. It is not yet as good/successful as it needs to be. I don’t say that purely abstractly, nor about some obscure popula- tion. I am a sister of a student who struggled in the NLD; I am the teacher of teachers who will or will not adequately understand and support NLD students and parents. And I am a mom who lives in Kansas. My children, my most sacred and intense connection to the future, are getting a public ...


The Teacher-Artist's Creed: Teaching As A Human, Artistic, And Moral Act, Amanda Morales, Jory Samkoff Jan 2015

The Teacher-Artist's Creed: Teaching As A Human, Artistic, And Moral Act, Amanda Morales, Jory Samkoff

Faculty Publications: Department of Teaching, Learning and Teacher Education

Historically, educators and philosophers have struggled to define the role and the value of formal curriculum and its impact on classroom praxis. As the current accountability movement dominates discussions in education, educators are pressured to implement increasingly standardized curricula. The authors of this chapter consider the tensions arising from this trend, situated first within contrasting theories on teaching and learning. They then explore the concept of phronesis through an interpretive biography of one teacher-artist, Frieda, whose praxis also demonstrates the aesthetic and artistic side of the teaching-learning process. This 90-year-old teacher-artist's experiences implementing her curriculums suggest that it is ...


Leadership And Its Ripple Effect On Research, Aleidine Kramer Moeller, Sheri Hurlbut Jan 2015

Leadership And Its Ripple Effect On Research, Aleidine Kramer Moeller, Sheri Hurlbut

Faculty Publications: Department of Teaching, Learning and Teacher Education

In this chapter we would like to address the impact visionary leadership can have on a field of research. Through forward-looking ideas and projects, an organizational leader’s influence on those who test, research, and inquire into issues that build and deepen the knowledge base in second language acquisition and foreign language education is illustrated through an innovative professional development program that was developed during Helene Zimmer-Loew’s tenure as executive director of the American Association of Teachers of German (AATG). The ripple effect of progressive leadership that inspires others to contribute actively to the well-being of a profession, or ...


Ncssfl-Actfl Can-Do Statements: An Effective Tool For Improving Language Learning Within And Outside The Classroom, Aleidine Kramer Moeller, Fei Yu Jan 2015

Ncssfl-Actfl Can-Do Statements: An Effective Tool For Improving Language Learning Within And Outside The Classroom, Aleidine Kramer Moeller, Fei Yu

Faculty Publications: Department of Teaching, Learning and Teacher Education

This article explores the theoretical foundation of the NCSSFL-ACTFL Can-Do Statements, developed by the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL), describes why and how to use these progress indicators in language education and reveals the value and impact on student learning when effectively integrated in the language classroom. These Can-Do statements serve as learning targets to document what learners “can do” with languages and can provide teachers and language programs with learning objectives for curriculum and unit design that are user-friendly, learner-centered and promote reflection and self-regulation ...


Caught In The Tractor Beam Of Larger Influences: The Filtration Of Innovation In Education Technology Design, Justin Olmanson, Fitsum Abebe, Valerie Jones, Eric Kyle, Lyrica Lucas, Katie Robbins, Guieswende Rouamba, Xianquan Liu Jan 2015

Caught In The Tractor Beam Of Larger Influences: The Filtration Of Innovation In Education Technology Design, Justin Olmanson, Fitsum Abebe, Valerie Jones, Eric Kyle, Lyrica Lucas, Katie Robbins, Guieswende Rouamba, Xianquan Liu

Faculty Publications: Department of Teaching, Learning and Teacher Education

While emerging technologies continue to emerge, research into their use in learning contexts often focuses on a subset of educational practices and ways of using technologies. In this study we begin to explore the extent to which educational designs are influenced by larger societal and education-related factors not usually explicitly considered when designing or identifying technology-supported education experiences for research study. We examine patterns within and between factors via a content analysis across ten years and 19 different journals of published peer-reviewed research on technology-supported writing. Our findings have implications for how researchers, designers, and educators approach technology-supported educational design ...


The Techno-Pedagogical Pivot: Designing And Implementing A Digital Writing Tool, Justin Olmanson, Katrina Kennett, Bill Cope Jan 2015

The Techno-Pedagogical Pivot: Designing And Implementing A Digital Writing Tool, Justin Olmanson, Katrina Kennett, Bill Cope

Faculty Publications: Department of Teaching, Learning and Teacher Education

In educational technology, the idea of innovation is usually tethered to contemporary technological inventions and emerging technologies. Yet, using long-known technologies in ways that are pedagogically or experientially new can reposition them as emerging educational technologies. In this study we explore how a subtle pivot in pedagogical thinking led to an innovative education technology. We describe the design and implementation of an online writing tool that scaffolds students in the evaluation of their own informational texts. We think about how pathways to innovation can emerge from pivots, namely a leveraging of longstanding practices in novel ways has the potential to ...


Critical Cultural Awareness In The Foreign Language Classroom, Kristen Nugent, Theresa Catalano Jan 2015

Critical Cultural Awareness In The Foreign Language Classroom, Kristen Nugent, Theresa Catalano

Faculty Publications: Department of Teaching, Learning and Teacher Education

Preparing learners to interact appropriately and effectively while participating in intercultural relationships is a key component of foreign language curricula. The notion of critical cultural awareness, which is embedded within the framework of intercultural communicative competence, encourages language educators to craft learning opportunities that guide learners in observing clear connections between classroom lessons and real-world issues while exercising critical thinking skills throughout the process. Although research by Byram (1997, 2012) has demonstrated the importance of critical cultural awareness, few studies have illustrated how critical cultural awareness can be developed in a classroom setting while working to achieve language proficiency. This ...


Foreign Language Teaching And Learning, Aleidine Kramer Moeller, Theresa Catalano Jan 2015

Foreign Language Teaching And Learning, Aleidine Kramer Moeller, Theresa Catalano

Faculty Publications: Department of Teaching, Learning and Teacher Education

Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks. A shift in foreign language pedagogy from a specific foreign language method to the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide and agent of change. Current developments point to public pedagogy, social media, and action research as additional ways to foster intercultural competence and language ...


Science Teaching Reform Through Professional Development: Teachers’ Use Of A Scientific Classroom Discourse Community Model, Elizabeth Lewis, Dale R. Baker, Brandon Helding Jan 2015

Science Teaching Reform Through Professional Development: Teachers’ Use Of A Scientific Classroom Discourse Community Model, Elizabeth Lewis, Dale R. Baker, Brandon Helding

Faculty Publications: Department of Teaching, Learning and Teacher Education

This report outlines a two-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom discourse communities (SCDCs). Observation data, teacher, student and school demographic information were used to build a hierarchical linear model. The length of time that teachers received PD was the exclusive predictor of change over time, while a schools’ percentage of low socioeconomic students predicted of how much PD was initially implemented. Prior to PD teachers expressed a desire to increase opportunities for students to engage in SCDCs, but found some aspects more challenging than others to implement. Generally, there were three ...


Bringing Space Science Down To Earth For Preservice Elementary Teachers, Toni A. Ivey, Nicole M. Colston, Julie A. Thomas Jan 2015

Bringing Space Science Down To Earth For Preservice Elementary Teachers, Toni A. Ivey, Nicole M. Colston, Julie A. Thomas

Faculty Publications: Department of Teaching, Learning and Teacher Education

This article reports on a collaborative enterprise between Oklahoma State University’s (OSU) NASA Education Projects and OSU’s College of Education preservice elementary teachers (PSTs) to engage approximately 400 middle school students for a 20-minute live downlink with Commander Kevin Ford from the International Space Station (ISS). NASA supports this opportunity through a competitive proposal process (National Aeronautics and Space Administration, 2014). The project’s theme, Pioneers in Space: STEM Careers on the Space Frontier, engaged both PSTs and middle school students in discussing the benefits of space research, while drawing on themes relevant to students’ regional history. PSTs ...


Foreign Language Teaching And Learning, Aleidine Kramer Moeller, Theresa Catalano Jan 2015

Foreign Language Teaching And Learning, Aleidine Kramer Moeller, Theresa Catalano

Faculty Publications: Department of Teaching, Learning and Teacher Education

Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks. A shift in foreign language pedagogy from a specific foreign language method to the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide and agent of change. Current developments point to public pedagogy, social media, and action research as additional ways to foster intercultural competence and language ...


Going To A Home You’Ve Never Been To: The Return Migration Of Mexican And American-Mexican Children, Víctor Zúñiga, Edmund T. Hamann Jan 2015

Going To A Home You’Ve Never Been To: The Return Migration Of Mexican And American-Mexican Children, Víctor Zúñiga, Edmund T. Hamann

Faculty Publications: Department of Teaching, Learning and Teacher Education

The paper has two goals. The first is to present the main quantitative findings drawn from four surveys we conducted in Nuevo León (2004, n=14,473), Zacatecas (2005, n=11,258), Puebla (2009, n=18,829) and Jalisco (2010, n=11,479) using representative samples of children aged 7 to 16. We classified children in the following categories: (a) children who are returnees (who were born in Mexico), (b) international migrant children (born in the U.S.), and (c) mononational Mexicans. Among the second group, we distinguish children who had school experiences in the U.S. and those younger ...


Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros Jan 2015

Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros

Faculty Publications: Department of Teaching, Learning and Teacher Education

The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the ...


Learn Languages, Explore Cultures, Transform Lives, Aleidine Kramer Moeller Jan 2015

Learn Languages, Explore Cultures, Transform Lives, Aleidine Kramer Moeller

Faculty Publications: Department of Teaching, Learning and Teacher Education

Selected Papers from the 2015 Central States Conference on the Teaching of Foreign Languages

Aleidine J. Moeller, Editor

1. Creating a Culture-driven Classroom One Activity at a Time — Sharon Wilkinson, Patricia Calkins, & Tracy Dinesen

2. The Flipped German Classroom — Theresa R. Bell

3. Engaging Learners in Culturally Authentic Virtual Interactions —Diane Ceo-Francesco

4. Jouney to Global Competence: Learning Languages, Exploring Cultures, Transforming Lives — J. S. Orozco-Domoe

5. Strangers in a Strange Land: Perceptions of Culture in a First-year French Class — Rebecca L. Chism

6. 21st Century World Language Classrooms: Technology to Support Cultural Competence — Leah McKeeman & Blanca Oviedo

7. Effective ...


Education Policy Implementation In The New Latino Diaspora, Jennifer Stacy, Edmund T. Hamann, Enrique G. Murillo Jr. Jan 2015

Education Policy Implementation In The New Latino Diaspora, Jennifer Stacy, Edmund T. Hamann, Enrique G. Murillo Jr.

Faculty Publications: Department of Teaching, Learning and Teacher Education

Villages, towns, and cities throughout the United States, including the 41 states of the New Latino Diaspora (NLD), continue to host/receive heterogeneous populations of Latinos who transform the physical and cultural landscape in ways that require social institutions, like schools and universities, to respond. Increasingly, this transformation includes newcomer parents starting families. Thirty-three percent of the U.S. Hispanic population is age 18 or younger, while that age profile is true of slightly below 20% of non-Hispanic Whites (Pew Hispanic Center, 2012). While voter rolls and retirement community residents may remain much Whiter than the U.S. population as ...