Open Access. Powered by Scholars. Published by Universities.®
Curriculum and Social Inquiry Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Social justice (3)
- Student-centered learning (3)
- Educational equalization -- United States (2)
- Higher education -- Social aspects (2)
- ABER (1)
-
- After-school programs -- Study and teaching (Elementary) -- Case studies (1)
- After-school programs -- Study and teaching (Middle school) -- Case studies (1)
- Anti-racism (1)
- Antiblackness (1)
- Arts-based research (1)
- Black liberation (1)
- CRT (1)
- Children with social disabilities -- Education -- Case studies (1)
- Constructivism (Education) -- United States (1)
- Electronic portfolios in education (1)
- Emerging teachers (1)
- Engineering -- Study and teaching (Secondary) (1)
- Ex-convicts -- United States -- Social conditions (1)
- Inquiry-based learning (1)
- Middle school education -- Research -- United States (1)
- Moral education (Middle school) -- Study and teaching -- United States (1)
- Motivation in education (1)
- Performance in children -- Study and teaching -- Case studies (1)
- Portland State University -- Curriculum (1)
- Prisoners -- Deinstitutionalization -- United States (1)
- Prisoners as authors (1)
- Science -- Study and teaching (Secondary) (1)
- Social change (1)
- Spiritual formation -- Study and teaching (Middle school) -- United States (1)
- Student researchers (1)
- Publication
- Publication Type
Articles 1 - 9 of 9
Full-Text Articles in Curriculum and Social Inquiry
Critical Arts-Based Projects For Equitable Emergent Teacher Education Researcher Preparation, Lauren Jaramillo, Marcus North, Christian Valdez, Camea Davis, Luiz Claudio Barcellos
Critical Arts-Based Projects For Equitable Emergent Teacher Education Researcher Preparation, Lauren Jaramillo, Marcus North, Christian Valdez, Camea Davis, Luiz Claudio Barcellos
Northwest Journal of Teacher Education
This paper captures how four BIPOC student researchers and their Black woman professor used critical arts-based research methods to resist the policies and systems predisposed to BIPOC’s dispossession in academia. The arts utilized for our purpose were: songwriting, art collage, theater, and podcast. We determined these methods to be in tune with our researcher selves, which allowed for a more equitable approach preparing teacher education researchers. This work has implications for teacher educators, graduate research programs, and graduate students.
Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley
Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley
Northwest Journal of Teacher Education
Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black …
Out Of Time: Accomplices In Post-Carceral World-Building, Benjamin J. Hall, Rhiannon M. Cates, Vicki L. Reitenauer
Out Of Time: Accomplices In Post-Carceral World-Building, Benjamin J. Hall, Rhiannon M. Cates, Vicki L. Reitenauer
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
An article in which a faculty member, a university staff member and former student, and a currently incarcerated student and teaching assistant collaboratively examine their experiences as co-teachers and co-learners in a humanities-based prison classroom, and as co-authors of the article itself. Fostered by the faculty member’s pedagogical approach and design of the course, the authors pose that critical practices of writing and learning are dynamic sites of imagination and collaboration, and in turn, avenues by which informed and intentional futures can be enacted. Locating their practice and experience of partnership within a prison, the authors enter their co-created and …
Co-Developing An Electronic Campus Equity Walkthrough Evaluation (Cewe) To Assess Students’ Sense Belonging And Equity Mindfulness, Oscar Fernandez
Co-Developing An Electronic Campus Equity Walkthrough Evaluation (Cewe) To Assess Students’ Sense Belonging And Equity Mindfulness, Oscar Fernandez
University Studies Faculty Publications and Presentations
In this presentation, attendance members learn how ePortfolios--and eWorkbooks--help students recognize their sense of belonging on a college campus. By asking a series of equity-minded, student-centered questions, the CEWE eWorkbook is a toolkit for assessing whether or not resources on campus are diverse and equitable for a variety of learners.
The Sharing Campus Equity Walkthrough Evaluation (CEWE) eWorkbook is available online: https://pebblepad.com/spa/#/public/GctzZ7RbZczmzs3q4q4jp3zRWy?historyId=Rsz4bQlCTk
Centering Diversity & Inclusion Resources And Dialogues In Self-Reflection Practices, Oscar Fernandez
Centering Diversity & Inclusion Resources And Dialogues In Self-Reflection Practices, Oscar Fernandez
University Studies Faculty Publications and Presentations
In this presentation, attendance members learn how cross-cultural communication is one way to self-reflect on diversity and inclusion matters
Eportolios And Self-Reflection: Equity, Race, And Social Justice, Oscar Fernandez
Eportolios And Self-Reflection: Equity, Race, And Social Justice, Oscar Fernandez
University Studies Faculty Publications and Presentations
In this presentation, attendance members learn how ePortfolios--and eWorkbooks--help students recognize their sense of belonging on a college campus. By asking a series of equity-minded, student-centered questions, the CEWE eWorkbook is a toolkit for assessing whether or not resources on campus are diverse and equitable for a variety of learners.
The Sharing Campus Equity Walkthrough Evaluation (CEWE) eWorkbook is available online: https://pebblepad.com/spa/#/public/GctzZ7RbZczmzs3q4q4jp3zRWy?historyId=Rsz4bQlCTk
Ninth Grade Student Responses To Authentic Science Instruction, Michael Steven Ellison
Ninth Grade Student Responses To Authentic Science Instruction, Michael Steven Ellison
Dissertations and Theses
This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of …
Seeing Crucibles: Legitimizing Spiritual Development In The Middle Grades Through Critical Historiography, Audrey Lingley
Seeing Crucibles: Legitimizing Spiritual Development In The Middle Grades Through Critical Historiography, Audrey Lingley
Dissertations and Theses
Advocates of middle grades reform in the United States argue that curriculum and instruction, as well as leadership, organization, and community relationships, should be informed by knowledge of the developmental characteristics of 10 to 15 year-olds within physical, social, emotional, psychological, cognitive, and moral domains. Noticeably absent from their conception of human development are spiritual developmental characteristics of young adolescents.
This interdisciplinary research was a critical constructivist (Kincheloe, 2008) inquiry of the following question: What is the educational relevance of spiritual development in middle grades education? To study this question, critical historiographical research methods (Villaverde, Kincheloe, & Helyar, 2006) were …
A Case Study Of After-School Activities In One School That Is Making Progress In Closing The Achievement Gap, Susan Robin Shugerman
A Case Study Of After-School Activities In One School That Is Making Progress In Closing The Achievement Gap, Susan Robin Shugerman
Dissertations and Theses
Closing the achievement gap has been a national conversation for several decades and a priority for educators and researchers. By looking closely at one school which is showing exceptional success with closing the achievement gap for low income students and English language learners, this study seeks to understand how school personnel and parents view after-school activities and ways in which those activities may be impacting students who are making significant gains in spite of the achievement gap. After-school activities have been shown to bring many positive outcomes for students. That said, there is much that we do not yet know …