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Curriculum and Social Inquiry Commons™
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- Adult Basic Education (ABE) (1)
- Art as Healing (1)
- Basic Education for Adults (BEdA) (1)
- Community and technical colleges (1)
- Community cultural wealth (1)
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- Competency-based education (1)
- Decolonize (1)
- Education (1)
- High School Plus (HS+) (1)
- High school completion for adults (1)
- Indigenize Education (1)
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- Neurodecolonization (1)
- Prior learning assessment (1)
- Reconciliation (1)
- Universal Design for Learning (1)
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Articles 1 - 3 of 3
Full-Text Articles in Curriculum and Social Inquiry
We Are Stronger Together: Faculty Reflections On Competency-Based High School Completion For Adults In Washington State, Elizabeth J. Flanagan
We Are Stronger Together: Faculty Reflections On Competency-Based High School Completion For Adults In Washington State, Elizabeth J. Flanagan
Ed.D. Dissertations in Practice
Situated in Washington State during the height of the global Covid-19 pandemic, this qualitative, insider-practitioner study examined the instructional context of four instructors engaged in a competency-based, high school completion for adults faculty praxis on community and technical college campuses through a state-supported program called High School+ (HS+). Guided by three areas of inquiry, this research sought to (1) explore how HS+ faculty describe their instructional praxis in the context of personal identity; (2) probe the cultural, structural, and administrative challenges HS+ faculty face when enacting competency-based instruction on community and technical college campuses oriented toward seat-time models of instruction; …
Indigenizing Education: Universal Design For Learning And Indigenous Leadership Frameworks, Jennifer Vasilez
Indigenizing Education: Universal Design For Learning And Indigenous Leadership Frameworks, Jennifer Vasilez
Ed.D. Dissertations in Practice
Abstract
This study seeks to determine if Universal Design for Learning could serve as a culturally sustaining classroom framework for supporting Indigenous students in classroom settings. It also shares the perceived proficiency of Indigenous parents by those serving in a caregiver role for Indigenous youth, as well as the perceived potential of specific elements of Universal Design for Learning in supporting their students. As an Indigenous woman, I recognize the importance of asking Indigenous families if this strategy is worthy of further research, before conducting research into the efficacy of Universal Design for Learning in this way. This research project …
“Tienes Que Ser Bien Educada”: A Call For Art, Reconciliation, And Justice In Education, Eileen Jimenez
“Tienes Que Ser Bien Educada”: A Call For Art, Reconciliation, And Justice In Education, Eileen Jimenez
Ed.D. Dissertations in Practice
Settler colonialism and colonized methodologies have created systems and power dynamics that continue to allow the holders of power and decision makers to deem what is ethical and what is appropriate as it concerns research of others, but in particular, Indigenous peoples. The voices that are given the most visibility in research are those who conduct and produce research through the paradigm of Western education and with standards of Western research. Settler colonialism has warped the purpose and the responsibility of educators. This study created space for understanding about our collective responsibility in teaching, learning and education for the community …