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Full-Text Articles in Education

“I Don’T Even Know Where Turkey Is.”: Developing Intercultural Competence Through E-Pal Exchanges, Miranda Lin Dec 2018

“I Don’T Even Know Where Turkey Is.”: Developing Intercultural Competence Through E-Pal Exchanges, Miranda Lin

Journal of Global Education and Research

Using current events to help preservice teachers understand the world they live in encourages preservice teachers to learn about global issues. It also encourages them to develop skills in analytical thinking and reflective judgment by reading and discussing complex real-life scenarios. A semester-long pen-pal project was crafted to help understand how preservice teachers develop intercultural competence, critical empathy, and become less ethnocentric. Twenty-Six American early childhood preservice teachers in Midwestern state were randomly paired with Turkish early childhood preserivce teachers as their pen-pals. The findings of this qualitative study revealed American preservice teachers had learning curves, but many eventually came ...


A Framework For Reflective Practice, Diana L. Moss, Claudia Bertolone-Smith, Teruni D. Lamberg Oct 2018

A Framework For Reflective Practice, Diana L. Moss, Claudia Bertolone-Smith, Teruni D. Lamberg

Journal of Practitioner Research

Teaching involves making constant choices and orchestrating interventions that impact purposeful teaching and learning. Finding time to collect information and develop solutions for a teaching challenge can be problematic. Teachers may feel pressure to shift instructional practices without incorporating purposeful reflection. We developed a reflection framework and tested it in a middle grades classroom over a two-week period, and employed practitioner research to investigate the potential of allowing for deep reflection within the middle school structure. We investigated how the framework impacted the teacher’s ability to reflect and adjust based on student learning in the classroom. We conclude that ...


The Persuasive Art Of Responding, Diane Barone, Rebecca Barone Oct 2018

The Persuasive Art Of Responding, Diane Barone, Rebecca Barone

Journal of Practitioner Research

This practitioner research study looked at how elementary students created persuasive arguments in response to their reading of Doll Bones. Students frequently used settings to ground their arguments. This study suggests that having students persuasively respond to reading serves as a bridge or scaffold to persuasive writing.


Coach And Evaluator: Exploring How To Negotiate Both Functions In The Role Of Supervisor, Andrea T. Scalzo Willson Jul 2018

Coach And Evaluator: Exploring How To Negotiate Both Functions In The Role Of Supervisor, Andrea T. Scalzo Willson

Journal of Practitioner Research

The tensions of engaging in both coaching and evaluation have driven this inquiry examining my practice as a university supervisor. I explored the ways I define the tasks that allow me to supervise in ways that align with my beliefs, while at the same time perform my duty as an evaluator. In order to examine my practice and the ways that I engage in evaluation and coaching as a supervisor, I considered those tasks in which I enacted such practices. Further, I envisioned a “hybrid” practice where both roles have a place and function while improving pre-service teaching practice.


Was The Professional Development I Conducted In South Africa Evident In Teachers’ Practices Many Years Later?, Darlene Demarie Jul 2018

Was The Professional Development I Conducted In South Africa Evident In Teachers’ Practices Many Years Later?, Darlene Demarie

Journal of Practitioner Research

I conducted professional development by working alongside the teachers I hired at a child development center in South Africa. I spent one year and 9 months there while I was a Fulbright CORE Scholar from 2007 to 2009. After 8 years with only two short visits back, the digital tools (photographs and videos) I used and reviewed with teachers at the time of the professional development also helped me to assess the impact of that professional development. I saw how it influenced the teachers' practice and noted what was similar and what had changed over the years.


Quantitative Literacy: Now More Than Ever, Gail O. Mellow Jul 2018

Quantitative Literacy: Now More Than Ever, Gail O. Mellow

Numeracy

This editorial highlights the eloquent words of Drs. Bernard Madison and Lynn Arthur Steen who, in the inaugural issue of Numeracy, note that quantitative literacy (QL) provides “tools for survival” in a highly competitive world. I discuss how QL is desperately needed at a precarious time for our nation’s democracy and how at LaGuardia Community College, and community colleges across the nation, important and creative work is being undertaken to build students’ math skills. The pivotal role of faculty is discussed and a call is made for colleges to support faculty as they undertake the challenging work of building ...


Investigating Transformation: An Exploratory Study Of Perceptions And Lived Experiences Of Graduate Teaching Assistants, Christina M. Partin Jul 2018

Investigating Transformation: An Exploratory Study Of Perceptions And Lived Experiences Of Graduate Teaching Assistants, Christina M. Partin

Graduate Theses and Dissertations

Graduate teaching assistants (GTAs) are becoming increasingly responsible for undergraduate instruction in the landscape of higher education. These experiences may serve as a pipeline for career readiness and success in faculty positions. Yet, the experiences of graduate teaching assistants are largely unexplored. This study describes the perceptons and experiences of a selected sample of GTAs, including their perceptions of available support, and the role of that support in navigating potential disorienting dilemmas.

Existing literature suggests that disorienting dilemmas lead to transformative experiences through an internal process of critical self-reflection, but neglects the possibility of differential outcomes to disorienting dilemmas. Further ...


Beyond Replicative Technology: The Digital Practices Of Students With Literacy-Related Learning Difficulties Engaged In Productive Technologies, Aimee Frier Jul 2018

Beyond Replicative Technology: The Digital Practices Of Students With Literacy-Related Learning Difficulties Engaged In Productive Technologies, Aimee Frier

Graduate Theses and Dissertations

In this dissertation, I present the findings from a qualitative case study of the digital literacy integration of a teacher and the digital literacy practices of three students with literacy-related learning difficulties within her classroom. As a researcher, I was interested in the ways students with literacy- related learning difficulties navigated digital tools in a technology-infused environment created by a teacher who has experience using digital tools for instructional and student-learning purposes. My research was guided by the following questions: (1) What was the context, content, and structure of the teacher’s technology instruction? (2) In what ways did the ...


"We're Not Going To Talk About That:" A Qualitative Case Study Of Three Elementary Teachers' Experiences Integrating Literacy And Social Studies, Rebecca L. Powell Apr 2018

"We're Not Going To Talk About That:" A Qualitative Case Study Of Three Elementary Teachers' Experiences Integrating Literacy And Social Studies, Rebecca L. Powell

Graduate Theses and Dissertations

The purpose of this interpretive, qualitative multi-case study (Merriam, 2001; Stake, 1995) was to describe the experiences of three elementary classroom teachers as they integrated literacy and social studies during their literacy instruction. This study was grounded in an interpretivist paradigm and a theoretical lens of symbolic interactionism. The guiding questions were: What are the experiences of three elementary teachers when integrating literacy and social studies instruction? What information do teachers use when making decisions about integrated instruction? How do teachers’ beliefs align with their practices? How do teachers organize, plan for, and provide integrated instruction, including how they use ...


“Inquiry Is Confidence”: How Practitioner Inquiry Can Support New Teachers, Rachel Wolkenhauer, Angela Hooser Jan 2018

“Inquiry Is Confidence”: How Practitioner Inquiry Can Support New Teachers, Rachel Wolkenhauer, Angela Hooser

Journal of Practitioner Research

This paper focuses on the profile of “Hannah,” who was having a successful first year of teaching until February when her principal shifted gears. At this point administration expected, as Hannah quoted her principal, “to walk into your classroom, at any point of the day, and see you in front of the classroom and the kids sitting at desks answering bubble-in questions and not talking to each other.” Hannah teaches first grade. Rather than being discouraged by this, Hannah turned to her knowledge of practitioner inquiry to systematically study and stand behind the professional decisions she knew she needed to ...


Using The Quantitative Literacy And Reasoning Assessment (Qlra) For Early Detection Of Students In Need Of Academic Support In Introductory Courses In A Quantitative Discipline: A Case Study, Nathan D. Grawe, Kristin O'Connell Jan 2018

Using The Quantitative Literacy And Reasoning Assessment (Qlra) For Early Detection Of Students In Need Of Academic Support In Introductory Courses In A Quantitative Discipline: A Case Study, Nathan D. Grawe, Kristin O'Connell

Numeracy

As the number of young people attending college has increased, the diversity of college students’ educational backgrounds has also risen. Some students enter introductory courses with math anxiety or gaps in their quantitative training that impede their ability to master or even grasp relevant disciplinary content. Too often professors learn of these anxieties and gaps only during the post mortem of the first midterm. By that time, a good portion of a student’s grade is determined and successful recovery may be impossible. During the 2016-17 academic year, the Department of Economics at Carleton College ran a pilot project using ...


Quantitative Reasoning: A Guided Pathway From Two- To Four-Year Colleges, Eric Gaze Jan 2018

Quantitative Reasoning: A Guided Pathway From Two- To Four-Year Colleges, Eric Gaze

Numeracy

In this editorial, I place the Quantitative Reasoning (QR) movement within the national context of math pathways and the broader Guided Pathways initiative. Community colleges in particular are experiencing a radical re-envisioning of their math requirements. Thoughtful reflection on the communication and computation needs of their students for the 21st century has led to state-wide adoption of QR curricula as an alternative pathway to the traditional College Algebra route. These Guided Pathways have shown great promise in boosting graduation rates and addressing equity and the achievement gap for our most vulnerable, first-generation, low-income students.