Education Commons^™

More Than A Feeling: Tracing The Progressive Era Origins Of Historical Empathy In The Social Studies Curriculum, 1890–1940s, Katherine A. Perrotta, Chara H. Bohan

Middle and Secondary Education Faculty Publications

Understanding historical empathy is a bourgeoning subfield of social studies education research. Students demonstrate historical empathy by analyzing sources 1) to determine historical context, 2) identify perspectives of historical figures, and 3) make affective connections to historical content. Therefore, the purpose of this research is to examine primary sources from educational leaders and organizations during the Progressive Era in American public school education in order to trace the origins of historical empathy as an implicit goal in the social studies curriculum. Our guiding research question is “How does the work of Progressive Era organizations and educational leaders impact how Americans …

In Search Of Defining Ethics In (Mathematics) Education Research?, David W. Stinson

Middle and Secondary Education Faculty Publications

No abstract provided.

Learning Language And Vocabulary In Dialogue With The Real Audience: Exploring Young Writers’ Authentic Writing And Language Learning Experiences, Ewa Mcgrail, J. Patrick Mcgrail, Alicja Rieger

Middle and Secondary Education Faculty Publications

Purpose: To explore the potential of conversations with an authentic audience through blogging for enriching in the young writers the understanding of the communicative function of writing, specifically language and vocabulary use.

Design: We situate our work in a language acquisition model of language learning where learners develop linguistic competence in the process of speaking and using the language (Krashen, 1988; Tomasello, 2005). We also believe that language learning benefits from formal instruction (Krashen, 1988). As such, in our work, we likened engaging in blogging to learning a language (here, more broadly conceived as learning to write) through both natural …

Performing And Performative Arts As Powerful Ways For Exploring Human Interaction, Ewa Mcgrail

Middle and Secondary Education Faculty Publications

No abstract provided.

Gender And Feminist Scholarship: A Dynamic Theoretical Framework Living On The Edges, Chara H. Bohan

Middle and Secondary Education Faculty Publications

No abstract provided.

Theory In Mathematics Education: Intra-Action And (Re)Configuration, Susan Ophelia Cannon

Middle and Secondary Education Faculty Publications

Using (post) qualitative methodology located within a critical postmodern theoretical frame, I will examine the intersection(s) and borders of the field of mathematics education and the posts (post-structural, new materialist, post-humanist, post-qualitative). The “field” in this research will be considered a fluid space that shifts and responds as “new” research is brought into it. The research questions that guide this study are: 1. What are the taken for granted, expectations and norms of these spaces? 2. How are post theories being used/taken up within mathematics education? 3. How are the borders and boundaries of the field of mathematics education shifting …

Researching Race Without Researching White Supremacy In Mathematics Education Research: A Strategic Discursive Practice, David W. Stinson

Middle and Secondary Education Faculty Publications

In this essay, through reviewing three “equity” articles over the span of nearly 30 years, the author argues that researching race in mathematics education research has become a strategic discursive practice. But what about racism? What happens when racism is opened up –theoretically and methodologically– as an object of inquiry in mathematics teaching and learning? Doesn’t researching racism require an examination of the pervasiveness of White supremacy? That is to say, can we (ethically) examine racism without examining White supremacy? After all, aren’t racism and White supremacy two sides of the same coin?

Transnationalism: Competing Definitions, Individual Agency In An Age Of Globalization, And Research Trends, G. Sue Kasun

Middle and Secondary Education Faculty Publications

No abstract provided.

“Theory At The Crossroads”: Mapping Moments Of Mathematics Education Research Onto Paradigms Of Inquiry, David W. Stinson, Margaret Walshaw

Middle and Secondary Education Faculty Publications

In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical “identity” that refutes closure and keeps the possibilities of mathematics teaching and learning open to multiple and uncertain interpretations and analyses.

Seeking The Comprehensive Gestalt In Student Identities: A Means To Social Justice Realizations, Ewa Mcgrail

Middle and Secondary Education Faculty Publications

No abstract provided.

Reflections On Reflection, Ewa Mcgrail

Middle and Secondary Education Faculty Publications

No abstract provided.

Multimodal K-12 Assessment Frameworks And The Interactive Audience: An Exploratory Analysis Of Existing Frameworks, Ewa Mcgrail, Nadia Behizadeh

Middle and Secondary Education Faculty Publications

Multimodal writing often occurs through membership in an online, participatory culture; thus, the audience for student writers potentially can shift from imagined readers to actual, accessible readers and responders. In this article, we thoroughly review the idea of audience and then report results from an exploratory review of K-12 assessment frameworks and analyze how key frameworks address the need for consideration of an interactive audience. We found that multimodal composition is being defined consistently across all frameworks as composition that includes multiple ways of communicating, but the majority of multimodal composition examples were texts that were non-interactive composition types (as …

Pre-Service Teachers’ Perceptions About The Effectiveness Of The Toon Comic Books In Their Guided Reading Instruction, Ewa Mcgrail, Alicja Rieger, Gina M. Doepker

Middle and Secondary Education Faculty Publications

Recently, education and literacy researchers have acknowledged educational merit in guided reading that incorporates interactive and authentic reading texts, such as graphic novels, which meet the needs of today’s predominantly multimodal learners (Jennings, Rule, & Zanden, 2014; Kist & Pytash, 2015). This qualitative study explores through interviews and a questionnaire the perceptions of pre-service teachers about the effectiveness of the comic book series known as TOON comics in guided reading with struggling readers and writers, from kindergarten through fifth grade. Pre-service teachers have expressed positive views concerning the use of these comic books in guided reading instruction with their struggling …

Math Is In The Title (Un)Learning The Subject In Qualitative And Post Qualitative Inquiry, Kayla Myers, Susan Ophelia Cannon, Sarah Bridges-Rhoads

Middle and Secondary Education Faculty Publications

An ongoing experiment in (un)learning the humanist subject in qualitative and post qualitative inquiry, this writing-reading-thinking explores the tensions that two doctoral students and an assistant professor grapple with through an undirected/directed reading course and beyond. The paper takes up and troubles conventional academic writing practices that aim to present knowledge as finished and neatly packaged for consumption, pushing against the stable academic subject. We intend for the reader to experiment and play in the manuscript and to think with multiple fragments together. We hold a persistent wondering about how to teach and learn to think differently—how to ‘‘untrain’’ researchers …

Deep Understandings And Thick Descriptions: Tackling Questions About Race, Gertrude Tinker Sachs, Rachel Grant, Shelley Wong

Middle and Secondary Education Faculty Publications

In this article, three professors of color speak out in response to the continuation of White police killings of Black people in the United States. We contend that there is a strong need for everyone, professors and educators in particular, to be proactive in confronting racism by tackling not avoiding, difficult questions and conversations. We propose that through the enactment of deep understandings and thick descriptions in our classrooms at all levels we may encourage a critical humanitarian response to the challenges of not knowing the diverse “Other.” We present real experiences from our teaching to illustrate the kinds of …

Beyond The Box: Rethinking Gender In Mathematics Education Research – Proposal For A Symposium, Margaret Walshaw, Anna Chronaki, Luis A. Leyva, David W. Stinson, Kathy T. Nolan, Heather Mendick

Middle and Secondary Education Faculty Publications

Τhe present symposium is an attempt to rethink gender in mathematics education research beyond the box, and specifically the box of binaries. We consider the importance in contemporary neoliberal times of doing research in mathematics education with and through the perspective of gender and, equally, we advocate ways in which gender could be key towards discerning relations amongst mathematics, science and life. To that end the symposium will address specific questions and issues surrounding gender presently confronting researchers, as well as educators, and policy makers. Organized around presentations in dialogue with reactions, discussion and debate, the symposium is intended not …

Beyond White Privilege: Toward White Supremacy And Settler Colonialism In Mathematics Education [Editorial], David W. Stinson

Middle and Secondary Education Faculty Publications

No abstract provided.