Education Commons^™

Digital Fluency Initiative And Faculty Development, Linda L. Samek, Robin M. Ashford, Gloria Doherty, Debra S. Espinor, Anna A. Berardi Phd.

Faculty Publications - College of Education

A faculty-led peer mentoring program integrating education technologies and complementary pedagogies to facilitate student engagement and learning outcomes.

Promoting Justice In The Classroom: Looking Beyond The Label To See The Individual, Robert Bonner

Faculty Publications - College of Education

Christian educators are faced with the task of promoting and encouraging justice from the viewpoint of Christ as they encounter the broad strokes of diversity within their classrooms and schools. Following Christ means that the Christian educator must look beyond the labels that have been applied by the religious and secular to see each student as made in the image of God. This article presents a paradigm that recognizes the worth of each individual within the context of the student’s background knowledge, language abilities, academic achievement, and behavior (BLAB) instead of the singularly focused labels that marginalize students.

A Peer Training Model To Promote Digital Fluency Among University Faculty: Program Components & Initial Efficacy Data, Linda Samek, Robin M. Ashford, Gloria Doherty, Debra S. Espinor, Anna A. Berardi Phd.

Faculty Publications - College of Education

The Digital Fluency Initiative: A faculty-led peer mentoring program integrating education technologies and complementary pedagogies to facilitate student engagement and learning outcomes.

Talking Straight In Education: Letting Our Yes Mean Yes, Ken Badley, Kris Molitor

Faculty Publications - College of Education

Educators introduce ideals in curriculum, instruction, assessment, and the overall purposes of education, often by introducing new phrases or assigning new meanings to familiar language. Attracted to those ideals, other educators begin using this language, sometimes simply because it has grown popular, hut without rejecting on it and without altering their educational practice, thus reducing the language and the ideals to slogans. This article offers both strategic and principal reasons for educators, and especially Christian educators, to use educational language carefully. One's colleagues and students notice when we fail to practice what we preach, landing us in an easily-visible irony. …

The Power Of Community: How Foster Parents, Teachers, And Community Members Support Academic Achievement For Foster Youth, Brenda Morton

Faculty Publications - College of Education

Foster children have been identified as one of the most high-risk groups for academic failure in schools today. However, a small number of foster youth are beating the odds by achieving academically. How are they able to overcome tremendous barriers and succeed? This phenomenological study reports the findings of former foster youth and their P-12 education experience. In-depth interviews are shared, offering a rare glimpse into the challenging lives of foster youth and revealing the supports that contributed to their success. The significance of each support entity identified by the participants must be broadly shared. The support entities are family, …

The Age Of Standards: Implications For Effective Leadership (Chapter Seven Of The Art And Science Of Leading: What Effective Administrators Understand), Gary F. Sehorn

Faculty Publications - College of Education

Excerpt: "Everything changes, and since change is a given in education, effective leaders recognize and adapt to shifting contexts, including national standards, which are a part of the leadership gestalt.

The recent ascendency of standards provides challenges and opportunities that tap both the art and the science of leadership. Essentially, what has happened is that building-level administrators are now doing their work on a bigger stage with new actors and forces beyond the traditional circles. School leaders must be skillfully and artfully engaged with these actors and forces to practice effective leadership."

Admissions Metrics: A Red Herring In Educator Preparation?, Amy Lynn Dee, Brenda Morton

Faculty Publications - College of Education

No abstract provided.

Review Of Buchanan And Gellel's "Global Perspectives On Catholic Religious Education In Schools", Ken Badley

Faculty Publications - College of Education

A review of Michael T Buchanan and Adrian-Mario Gellel (eds), New York: Springer, 2015, $129 hbk, ISBN: 978-3-319-20924-1, 312 pp.

"This expansive collection of 24 chapters remains true to its title throughout. Edited by a Catholic educator from Australia and one from Malta, it represents the current conversation in Roman Catholic education worldwide-a movement experiencing anomie because of pluralism, changing demographics, declining church attendance, and, obviously a new and quite different Pontiff."

Native American Educators And Their Leadership Roles On Reservations In The Northern Great Plains, Terry Huffman

Faculty Publications - College of Education

Native American educators occupy a significant place within their respective communities. In this article I report findings from a qualitative investigation on the various ways Native educators define their roles to their students, schools, and communities. Using personal interviews in conjunction with combined snowball and purposive sampling techniques, I documented the perceptions and experiences of 21 Native American educators on their roles as professionals serving reservation schools in the Northern Great Plains. Reflecting the complexities of reservation life, the educators played a myriad of intertwined roles. Analysis of the data led me to identify two types of educators. One I …

Appendix A – A Brief Introduction To The Religious Faiths And Spiritual Beliefs Included In The Primary Religious Education Program, Ken Badley, Dana Antayá-Moore, Amy Kostelyk

Faculty Publications - College of Education

Religions and spiritual beliefs answer the profound questions we ask ourselves: What is the meaning and purpose of my life? Who am I? What is right and wrong behaviour? Of course, in a resource like My Place in the World and in this Teacher’s Resource Guide, we can barely scratch the surface of the beliefs, traditions, and practices of the faiths and spiritual beliefs discussed. Nevertheless, in this part of the Teacher’s Resource Guide, we provide information about each of the faiths included in the student resource. We present the information in chronological order of the appearance of each major …

What Does Faith Got To Do With It? Influences On Preservice Teachers’ Racial Identity Development, Yune Tran

Faculty Publications - College of Education

The U.S. student population has grown more racially and culturally diverse demanding teachers who possess certain skills, competencies, and cross-cultural proficiencies to serve students equitably. With a continual homogeneous White teaching force, studies on preservice teachers’ racial identity have prioritized in the field to promote anti-racist education within a social justice model. However, few studies have documented identities of preservice teachers who attend predominantly private evangelical Christian institutions. This mixed-method study investigated White preservice teachers’ racial identity development focusing on the interconnectedness of religion with beliefs of race, culture, and diversity.

Searching For Data Ethics Courses, Dane C. Joseph

Faculty Publications - College of Education

Anyone who has ever had to convert learning outcomes data into information that educational decision makers can use to improve instructional practices can attest that it is anything but simple. Institutions are highly accountable for demonstrating that student learning outcomes are being met in classrooms (Banta and Palomba 2015; Suskie 2015). Analyzing the data often requires the sort of technical and methodological expertise possessed by measurement, evaluation, and institutional research personnel, and graduate programs within these fields are rapidly growing to meet the needs of higher education institutions, state education departments, and private testing organizations.

'The Classroom Is A Place Where I'M Alive:' One Teacher's Reflection On Learning And Life In The Classroom, Susanna M. Steeg

Faculty Publications - College of Education

This qualitative case study of one teacher’s learning life describes how affective considerations influenced her learning and teaching. Classroom observations, interviews, and inquiry conversations informed the learning considerations that infused her first-grade classroom. The resulting descriptive vignettes showcase the various ways this experienced teacher trusted the significance of affect for her teaching and learning life together with children. This allowed her to co-construct a ‘life curriculum’ alongside students, demonstrating sensitivity to her students’ academic, social, and emotional needs.

We Need Creative Classrooms (Chapter One Of Launch: Using Design Thinking To Boost Creativity And Bring Out The Maker In Every Student), John Spencer, A.J. Juliani

Faculty Publications - College of Education

Excerpt: "You've seen them. The most successful people in the world aren't defeated by change; they thrive on it. They build solutions and problem-solve on the fly. They make products that serve thousands, even millions, of people. They are creative. And their creativity helps them navigate new technology, new problems, and new environments. Their creativity gives them the tool set to succeed in a world where there is no proven path and no guarantee that anything will stay the same.

This is why so many people have pushed for more creative classrooms. It's why videos about creativity in education go …

Pre-Service Teachers Identify Connections Between Teaching-Learning And Literacy Strategies, Kimy Liu, Quintin Robinson, Jenelle Braun-Monegan Stone

Faculty Publications - College of Education

This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the declarative, procedural and strategic knowledge of working with struggling readers as well as the merits, utilities and appropriate applications of important literacy skills. Through reflecting, rehearsing, and revising teaching/learning practices, pre-service teachers are able to augment scripted Direct Instruction curriculum to improve student reading performance, and further generate meaningful learning gains that promote sustainability for themselves and …