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Articles 1 - 20 of 20
Full-Text Articles in Education
Continuing The Dialogue: Curriculum, Didaktik And Theories Of Knowledge, Norm Friesen
Continuing The Dialogue: Curriculum, Didaktik And Theories Of Knowledge, Norm Friesen
Educational Technology Faculty Publications and Presentations
Joseph Schwab’s famous remark, that the field of curriculum is ‘moribund’—no longer able ‘to …contribute significantly to the advancement of education’—has long echoed in curriculumstudies. Although its specific meaning has certainly changed, it still rings in our ears today. It now applies as much to discussions in the US and UK as it does to those in Northern Europe—where the cognate field of General Didaktik has been described as ‘quiet’ (Terhart, 2003, p. 25), or more recently, ‘dead’ (Zierer & Seel 2012, p. 16). This ‘virtual issue’ of the Journal of Curriculum Studies brings together five articles of direct relevance …
Thick And Thin: Variations In Teacher Leader Identity, Julianne A. Wenner, Todd Campbell
Thick And Thin: Variations In Teacher Leader Identity, Julianne A. Wenner, Todd Campbell
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Recently, there has been more focus on issues related to the professional development of teacher leaders (TLs), but there is still much to learn. Situated within a larger study, the purpose of this research was to understand the ways in which individuals participated in teacher leadership and how participation and identities shaped and were shaped by communities of practice (Lave & Wenger, 1991). Specifically, this study focuses on two TLs and the manifestation of what we are describing as ‘thick’ and ‘thin’ TL identities. Based on our findings, we see thick identity – that is, a TL identity that is …
On The Importance Of Engaging Students In Crafting Definitions, Angela Little, Leslie Atkins Elliott
On The Importance Of Engaging Students In Crafting Definitions, Angela Little, Leslie Atkins Elliott
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
In this paper we describe an activity for engaging students in crafting definitions. We explore the strengths of this particular activity as well as the broader implications of engaging students in crafting definitions more generally.
Synchronous Online Peer Tutoring Via Video Conferencing Technology: An Exploratory Case Study, Christopher David Smith
Synchronous Online Peer Tutoring Via Video Conferencing Technology: An Exploratory Case Study, Christopher David Smith
Boise State University Theses and Dissertations
The objective of this study was to analyze the lived experiences of peer tutors who provide synchronous online tutoring services, at a large, accredited, public, four-year university located in the Middle Atlantic Region of the United States. An exploratory qualitative case study approach was used to conduct this study. The case chosen for this study consisted of a single holistic case that was both descriptive and intrinsic. Participants of the study consisted of students who were hired by the chosen university to serve as peer tutors as well as students that utilize the online peer tutoring service. Data collection and …
Creating A Positive Classroom Environment: A Case Study Of Elementary Teachers’ Reflections On The Work Of Building Student Relationships, Lisa Strader
Boise State University Theses and Dissertations
Research suggests roughly one in four children experience one or more instances of trauma, or adverse childhood experiences (ACEs), before they turn 18; this has been associated with difficulty in behavior and academic performance within the classroom. Without intervention, the negative outcomes associated with ACEs such as higher risk of suicide, homelessness, and unemployment, may continue to impact these children through adulthood. This case study explores teachers’ reflection on the strategies they use to foster a positive classroom environment, in particular how they build relationships with students experiencing various types of trauma. Building relationships is particularly important as an instructional …
Saudi International University Students' Perceptions Of Their Relationships With American Teachers At A Large Western Research University, Mohamed Al-Romahe
Saudi International University Students' Perceptions Of Their Relationships With American Teachers At A Large Western Research University, Mohamed Al-Romahe
Boise State University Theses and Dissertations
The number of Saudi Arabian international students studying at U.S. universities has increased dramatically over the last decade. Existing studies show that many Saudi international students are faced with challenges adapting to studying at Western universities. In this study, Saudi international students’ perceptions of their relationships with American college instructors will be examined. Qualitative research and interviews were used to explore how various factors influence Saudi international students’ engagement with instructors at a large Western research university in the United States. Specifically, the researcher seeks to understand what Saudi international students experience as helpful or not helpful in their relationships …
What About Mathematical Metacognition?, Susanne Foote
What About Mathematical Metacognition?, Susanne Foote
Boise State University Theses and Dissertations
Problem solving is an aspect of mathematics that often proves difficult for many learners. The difficulty not always founded in a lack of mathematical knowledge, but also in the lack of experience to effectively activate existing knowledge, self-monitor, and reflect during problem-solving (Schoenfeld, 1992). This study investigated how primary teachers’ application of explicit instruction in the use of self-regulated learning (SRL) strategies affect students’ (a) regulation of cognition (ROC) (b) and influence ability to solve whole number addition and subtraction problems in contextual settings. A quasi-experimental group design was used with a sample of first-and third-grade participants. SRL strategies were …
Building Conceptual Understandings Of Equivalence, Kelli Rich
Building Conceptual Understandings Of Equivalence, Kelli Rich
Boise State University Theses and Dissertations
The equal sign is prevalent at all levels of mathematics however many students misunderstand the meaning of the equal sign and consider it an operational symbol for the completion of an algorithm (Baroody & Ginsburg, 1983; Rittle-Johnson & Alibali, 1999). Three constructs were studied through the lens of the Developing Mathematical Thinking (Brendefur, 2008), Relational Thinking, Spatial Reasoning and Modes of Representation. A review of literature was conducted to examine the effects of mathematics instruction on the development of students’ conceptual understanding of equivalence through the integration of spatial reasoning and relational thinking. The Developing Mathematical Thinking (DMT) curricular resources …
The Role And Effectiveness Of The Haitian Diaspora In The Development Of Haiti, Keveny Rosier
The Role And Effectiveness Of The Haitian Diaspora In The Development Of Haiti, Keveny Rosier
Boise State University Theses and Dissertations
It has been over a century since Haiti proclaimed its independence from France, but the nation still struggles to find a way to sustain its development. From an authoritarian governmental system to democracy, Haiti is widely known to be the poorest country in the Western hemisphere. As globalization opens doors for new opportunities, skilled Haitian professionals as well as professionals from other developing countries take advantage of those opportunities. However, the politics of repression of the Duvaliers (Papa Doc and Baby Doc) (1957-1986) and the failure of Haitian governments during the last three decades have encouraged not only the departure …
Congolese Refugee Students In Higher Education: Equity And Opportunity, Refik Sadiković
Congolese Refugee Students In Higher Education: Equity And Opportunity, Refik Sadiković
Boise State University Theses and Dissertations
The purpose of this study was to explore Congolese refugee students’ experiences in higher education in the United States. In order to understand the challenges Congolese students face in higher education, this study used narrative inquiry methodology to investigate Congolese students’ lived experiences that affected their educational endeavors before and after resettlement to the United States. The study examined personal stories of 10 Congolese students in the Pacific Northwest using semi-structured in-depth interviews, one-on-one follow-up interviews, field notes and two focus group interviews. Using narrative analysis five reoccurring themes were identified and discussed in the findings. The study findings indicate …
Examining Validity And Reliability Of A Mathematics Assessment Tool For K-2 Students, Carl F. Siebert, Jonathan L. Brendefur
Examining Validity And Reliability Of A Mathematics Assessment Tool For K-2 Students, Carl F. Siebert, Jonathan L. Brendefur
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The Primary Math Assessment (PMA) tool is increasingly being used in multiple districts in a northwestern state. The PMA provides both screening and diagnostic information in six domains to assess mathematical proficiency in young students in their early educational years. A previous study using multidimensional Rasch analyses found support for the PMA’s six-dimensional theoretical framework, and that the PMA is a reliable mathematics assessment for early grades. This study extended the examination of a Rasch model, implementing exploratory and confirmatory factor analysis, Item Response Theory, and Differential Item Functioning analyses. In doing so, this study found an IRT 2-PL model …
Building Place Value Understanding Through Modeling And Structure, Jonathan L. Brendefur, Sam Strother, Kelli Rich
Building Place Value Understanding Through Modeling And Structure, Jonathan L. Brendefur, Sam Strother, Kelli Rich
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Place value is a concept in which students in elementary school struggle and instruction and curricular materials continue to introduce and teach place value in a disconnected fashion. This study introduced place value through a modeling perspective, focusing specifically on using the bar model to represent units and quantity. The investigation piloted a place value module highlighting the use of the bar model in four first grade classrooms with high percentages of diverse learners, many from low-income families and with limited English language proficiency. The results indicated students successfully described the differences between units of 1 and 10 and could …
Developing A Multi-Dimensional Early Elementary Mathematics Screener And Diagnostic Tool: The Primary Mathematics Assessment, Jonathan L. Brendefur, Evelyn S. Johnson, Keith W. Thiede, Sam Strother, Herbert H. Severson
Developing A Multi-Dimensional Early Elementary Mathematics Screener And Diagnostic Tool: The Primary Mathematics Assessment, Jonathan L. Brendefur, Evelyn S. Johnson, Keith W. Thiede, Sam Strother, Herbert H. Severson
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention efforts. We propose a mathematics assessment that screens and provides diagnostic information in six domains that are important to building a strong foundation in mathematics. This article describes the conceptual framework and psychometric qualities of a web-based assessment tool, the Primary Math Assessment (PMA). The PMA includes a screener to identify students …
Revisiting The Rural Superintendency: Rethinking Guiding Theories For Contemporary Practice, Erin Mchenry-Sorber, Kathleen Budge
Revisiting The Rural Superintendency: Rethinking Guiding Theories For Contemporary Practice, Erin Mchenry-Sorber, Kathleen Budge
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This conceptual article challenges researchers and practitioners to reconsider the utility of current constructs used to understand the rural school superintendency. We evaluate the rural leadership literature through two waves of scholarship: insider/outsider conceptions and place-conscious/critical place-conscious constructs. We assert critical place-conscious leadership as potentially responsive to contemporary rural realities, but we provide a number of revisions for theoretical development to increase applicability to the realities of the rural superintendency in practice in the early part of the twenty-first century.
What To Do Before, During, And After Difficult Dialogues About Diversity, Tolulope Noah, Tasha Souza
What To Do Before, During, And After Difficult Dialogues About Diversity, Tolulope Noah, Tasha Souza
CTL Teaching Gallery
As faculty, we have a unique opportunity to help students navigate conversations about diversity in a way that leads to deeper understanding, greater empathy, and hopefully, social action. However, such productive dialogue takes careful planning, preparation, and guidance on the part of the instructor. Below, we offer specific strategies faculty can use before, during, and after difficult dialogue about diversity in the classroom setting.
Shared Landscapes, Contested Borders: Locating Disciplinarity In An Ma Program Revision, Whitney Douglas, Heidi Estrem, Kelly Myers, Dawn Shepherd
Shared Landscapes, Contested Borders: Locating Disciplinarity In An Ma Program Revision, Whitney Douglas, Heidi Estrem, Kelly Myers, Dawn Shepherd
English Literature Faculty Publications and Presentations
It is not unusual to consider a discipline spatially as a "space defined or touched by a particular characteristic or force" (Wardle and Downs, this collection, emphasis added). This conceptualization makes visible the metaphor at play here: territories are demarcated and differentiated from neighboring environments by borders that can be more or less visible. In this chapter, we use our experience as faculty members invested in a substantive revision of an MA program revision to explore how that process of delineation opens up new questions about disciplinarity. We sought to create a generous curricular space within an MA degree, …
Focused Video Reflections In Concert With Practice-Based Structures To Support Elementary Teacher Candidates In Learning To Teach Science, Julianne A. Wenner, Julie Kittleson
Focused Video Reflections In Concert With Practice-Based Structures To Support Elementary Teacher Candidates In Learning To Teach Science, Julianne A. Wenner, Julie Kittleson
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Recommendations for science education, including elementary education, highlight instructional practices such as using discussion to promote deep understandings of science. A task facing science teacher educators is to craft instruction to support teacher candidates (TCs) to develop skills that will encourage such practices in classrooms. In 2011, we developed and implemented a class activity —the Supported, Collaborative Teaching Model (SCTM)—to focus TCs’ attention on key aspects of science teaching. The SCTM, which is designed around the idea that practical experience is critically important to teacher education, involves having TCs teach science to elementary students in three different grade levels three …
Funneling Versus Focusing: When Talk, Tasks, And Tools Work Together To Support Students’ Collective Sensemaking, Sara Hagenah, Carolyn Colley, Jessica Thompson
Funneling Versus Focusing: When Talk, Tasks, And Tools Work Together To Support Students’ Collective Sensemaking, Sara Hagenah, Carolyn Colley, Jessica Thompson
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Rigorous and responsive science teaching is based on supporting all students in making progress in their understanding of important science ideas over time. In this article, we explore how did classroom talk patterns of funneling and focusing support student sensemaking. We share how talk, tasks, and tools within classroom activity work together to either funnel students toward reproducing normative scientific answers or focus students on deepening their understanding about unobservable causal mechanisms of phenomena. We use classroom examples from two science lessons where students used data to describe and communicate about how and why stars change over time. By recognizing …
It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner
It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
While there are documented benefits of full-time faculty participating in clinical supervision, challenges, such as conflicting time demands, personal bias, adherence to common evaluation forms, and power differentials, can create impediments to effective practicum supervision (Ciuffetelli Parker & Volante, 2009). We, as teacher educators, turned to reflection through self-study to investigate our professional practice with the aim of better understanding and overcoming those challenges. Like Bullock (2017), we utilized teacher candidates’ perspectives to disrupt, confirm, and extend our narratives. We focused on the practice of giving teacher candidates feedback on their developing teaching during their clinical placement in elementary schools. …
Effective And Interactive Group Assignments In An Online Course, Teresa Focarile, Lana Grover
Effective And Interactive Group Assignments In An Online Course, Teresa Focarile, Lana Grover
CTL Teaching Gallery
The current standard paradigm for online learning involves asynchronous learning. We propose to expand that paradigm to include synchronous elements to the general course design, specifically cooperative learning (CL). Cooperative learning in any classroom, traditional or online, must include a synchronous event: all members are present at the same time in the same space. A synchronous form of online CL simulates face-to-face interaction available in a live classroom but conducted through screen-to-screen communication. The inclusion of synchronous components carries the benefit of increased student engagement and community-building, thereby maximizing the potential for student learning and successful completion.