Social and Philosophical Foundations of Education Commons^™

6 Strategies To Increase Your Classroom And School’S Culture And Climate, Stacey Keown-Murray, Rob Carroll, Kristi Livingston

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Creating a positive culture and climate in the classroom and school environment is crucial for fostering student engagement, well-being, and academic success. This article presents six effective strategies that educators can implement to enhance the culture and climate within their classrooms and schools. The strategies focus on promoting a sense of belonging, establishing clear expectations, fostering positive relationships, celebrating diversity, empowering student voice, and encouraging collaboration and teamwork. By implementing these strategies, educators can cultivate a supportive and inclusive environment that nurtures the holistic development of students and promotes a positive learning experience. The abstract provides a concise overview of …

An Inquiry Into Hope And Imagination In Jesuit Education: Ignatian Design Thinking As A Lens For Exploration, Stacy Neier Beran, Patrick M. Green

Jesuit Higher Education: A Journal

Hope and imagination are foundational to a Jesuit education, and as central tenets, inform teaching and learning through Ignatian pedagogy. The authors explore hope and imagination in the Jesuit context through the lens of scholar-practitioner inquiry, drawing from the local context and practice of an Ignatian design thinking course as a source of knowledge. This inquiry approach is rooted in practice-based research, and situates scholarly exploration through lines of inquiry and problems of practice, specifically exploring how design thinking fosters curiosity and creates space for teaching imagination and hope. The authors draw on their teaching experiences, course design, and professional …

An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber

Northwest Journal of Teacher Education

While representation of teachers of color remains startlingly low nationwide, it is critical to recognize that increasing diversity is not enough to increase access to an inequitable system. Centering the strengths of Black students, on both an individual and institutional level, through culturally and historically-responsive pedagogical and curricular practices is a crucial step toward equitizing the teaching workforce. Using a culturally and historically-responsive literacy (HRL) framework, we discuss and reflect upon practical classroom-based approaches to engage community college preservice teachers in responsive pedagogical practices that are aligned with the legacy of Black literary societies. The paper is divided into four …

“A Word For Nature”: A Reflection On A Contemplative Teacher-Training Course In The Desert, Netta Baryosef-Paz, Nirit Assaf

Journal of Contemplative and Holistic Education

This paper reflects on an interdisciplinary, environmental, and contemplative course the authors taught at Kibbutzim College of Education in Tel Aviv. Entitled “I am in Nature,” the course was co-taught by an ecologist and a literary scholar. It included a two-day base camping and hiking experience in the Negev Desert and three on-campus meetings. The students read Nature Writing and Ecopoetry, practiced guided mindfulness meditations in the field, and kept contemplative-writing journals. In this community voices piece, we offer an innovative pedagogy for higher education that centers on the integration of the learner’s mind, body, and heart through interdisciplinary, contemplative, …

Teaching To Develop Perspective, Skills, Confidence, And Identity As Problem-Solving Engineers, Russell Kirk Pirlo

Research and Reflection on Learning and Teaching in Higher Education

The “core” of an engineering degree program typically comprises the concepts, equations, and technical skills needed, as well as their practical application to common problems of the profession. This core is then divided into the “content” that must be covered in each course. It is widely recognized, however, that successful individuals do not thrive as professionals on content alone. Thus, there is significant and increasing emphasis across higher education to “educate the whole person.” These efforts aim to develop “deep” qualities like grit, critical thinking, perseverance, learning from failure, valuing diversity, teamwork, leadership, curiosity, recognizing opportunity, creating value, and acting …

Mathematical Identities And Tracking: An Exploration Of Efficacy In Children And Women, Emma Hagan

Education | Master's Theses

This study seeks to understand the impact of elementary school mathematical identities and mathematics tracking on the identities of women and girls. “Tracking” is an institutionalized education method developed in the 1960s and 1970s in which schools sort their students into smaller class-sized groups based on their observed achievement (Domina et al., 2016). Too often, when students test onto the lower track, they are confronted with a sense of futility and a lack of self-efficacy (Domina, Hanselman, Hwang & McEachin, 2016; Houtte & Stevens, 2015). Further, in STEM disciplines, students who identify as female report lower self-efficacy rates than those …

Beyond Certification: Innovative Strategies To Tackle The Teacher Shortage, Abbigail Lp Morris

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This article challenges educational leaders to look beyond alternative routes for teaching certification and more towards an increased collaboration between districts and universities to help alleviate the teacher shortage issue in Kentucky. It specifically highlights the works of Omaha Public School District and the University of Nebraska Omaha as a model for proactive teacher pipeline.

(Re)Envisioning Factors Contributing To Black Men’S College Success: An Ecological And Critical Reflection Using Photovoice, Collette Brown Rogers

Dissertations

This research uses modified photovoice combined with an ecological and antideficit approach to amplify the voices of Black men who have completed college degrees. The study explores the question: What factors contribute to college completion for Black men? Using a qualitative approach and the Ethos platform to collect images, photo captions, and critical reflection data from a purposive sample of five Black men. Data analysis included inductive and deductive coding, data organization within the ecological systems, and member checking to validate the findings. The study acknowledges the unique challenges Black men face in pursuing higher education. It emphasizes the importance …

Equalizing Postsecondary Transition For At-Promise Youth Receiving Special Education Services: A Chance To Succeed, Karla R. Sanchez

Dissertations

Postsecondary transition can be difficult for At-Promise Youth Receiving Special Education Services (APYRSES). Special educators supporting postsecondary transition often manifest traditional and institutionalized forms of oppressive education while dismissing collective values and beliefs.

This qualitative case study examined the beliefs and attitudes shared by three special education teachers after being introduced to a justice-focused, humanizing intervention to facilitate postsecondary transition for APYRSES. The conceptualized intervention was grounded in liberatory educational frameworks and drew from critical, culturally affirming, sustaining, and humanizing theories that foster cultural reciprocity, self-determination skills, and antiracist social–emotional justice learning to afford opportunities for APYRSES to succeed. The …

Resistencia Indocumentada: Exploring The Lived Experiences Of Higher Education Undocumented Students In The San Diego-Tijuana Border Region, Adan Escobedo Sanchez

Dissertations

Undocumented students face myriad obstacles while attending higher education institutions that would deter them from completing their academic journeys. Furthermore, they are placed with a dual narrative that labels them as either dangerous or exceptional. This study explored the lived experiences of undocumented students in college in the San Diego-Tijuana border region to consider what factors have led to resilience and resistance in their academic journey. By understanding these factors, the research aimed to tackle the dual narrative that burdens undocumented students from the illegality as a master status they possess.

This study used narrative inquiry and a literature review …

Never Going Back: Lessons To Carry Forward In Online Instruction, Howard Pitler, Amanda Lickteig, Seth Lickteig

The Advocate

Research has long demonstrated that students thrive best in an online learning community when some basic tenants are followed. These tenants include establishing a peer community, module supports, studying while balancing life commitments, confidence, and the approach to learning (Farrell & Brunton, 2020; Kahn, Egbue, Palkie, & Madden, 2017; Dixson, 2010). Cultivating active engagement in online communities is a purposeful and deliberate practice that requires educators to bring together an assortment of innovative instructional techniques to foster the establishment of Communities of Practice (COP). Wenger, Trayner, and de Laat (2011) define a CoP as a “learning partnership among people who …

Transforming Black Students’ Higher Education Experiences And Lives: A Proposal For The Csu, Don Lundy

Electronic Theses, Projects, and Dissertations

For decades, a racial “achievement gap” has persisted in U.S. higher education. Specifically, White students have outperformed Black students on a number of indicators, including college admissions, standardized test scores, and graduation rates. This graduate project considers several explanations for this persistent inequity. The root of the problem, it argues, is U.S. higher education’s history of racism and exclusion and the oversaturation of whiteness in these institutions. In other words, U.S. higher education was built for and continues to serve White students at the expense of Black students. Historically Black Colleges and Universities (HBCUs) show us that when whiteness is …

Impostor Phenomenon, College-Going Knowledge, And Staff Expectations: Ramifications On First Time In College Students Enrollment, Julia A. Vickery

Electronic Theses and Dissertations

A lack of technically trained, skilled, and educated workforce has become a critical issue in Texas. Furthermore, an educated workforce improves communities and individuals with economic, health, and personal benefits. Community colleges not only provide open-access admissions and low-cost tuition but are specifically aligned with educating the technical and industrial skilled workforce. Although a post-high school education has never been more accessible or necessary for obtaining high-earning jobs, post-high school college enrollment is declining, and conventional reform strategies do not appear to be effecting change. Graduating high school students aspire to attend postsecondary training by applying and being accepted but …

Understanding The Lived Experiences Of Parenting Adult Learners Regarding Persistence In Two-Year Community Colleges, Michelle T. Webb Ed.D.

Doctor of Education Program Dissertations

This qualitative phenomenological study examined the results of semi-structured interviews conducted with six parenting adult learners (ParentALs) enrolled in three public two-year community colleges in the United States. This study investigated the problem of a lack of understanding of the experiences of ParentALs enrolled in community colleges. The purpose of this study was to examine how the lived experiences of ParentALs enrolled in community colleges may influence their persistence. Three themes emerged from the literature review and data analysis: the identity of the ParentAL, characteristics and intersectionality of factors, experiences, and perceptions that may influence ParentAL persistence in community college, …

The Impact Of Poverty Informed Faculty On Community College Student Success, Barbara J. Embacher

Department of Educational Administration: Dissertations, Theses, and Student Research

Community college completion has been proven to be a ticket to a middle-class life. Moreover, we know that poverty causes educational barriers, including community college completion. Community colleges across the nation are identifying significant equity gaps between students from poor versus middle-class or affluent households. One solution to close equity gaps and increase student success rates for students experiencing poverty is to educate college faculty through professional development. This includes 1) information on the causes, myths, stereotypes, and other facts about poverty, 2) the impact poverty has on student achievement, and 3) instructional strategies that can help students experiencing poverty …

知源育利用のガイド, Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

知源育を応用するための様々な角度からのヒントを学ぶことができるガイドです。実勢んをしながら、時々このガイドを参照することで、より高いレベルでの実践が可能になるでしょう。

A Framework For Creating And Using Teaching Philosophy Statements To Guide Reflective And Inclusive Instruction, Steven D. Taff

Journal of Occupational Therapy Education

A teaching philosophy statement (TPS) is a brief, deeply personal narrative that gives insight into an educator’s perspective on the teaching enterprise. A TPS is typically comprised of a reflection on the educator’s values and beliefs, a description of what happens during the learning process, and statements about how teachers and learners ideally interact. Use of a TPS clarifies the bridge between theory/philosophy and practice which strengthens education as an interactive phenomenon and in so doing evokes an ethical purpose for the teaching-learning dynamic. This article describes the theoretical underpinnings of, and process for, an innovative framework occupational therapy educators …

It Turned Into A Bioblitz: Urban Data Collection For Building Scientific Literacy And Environmental Connection, Kelly O'Donnell, Lisa Brundage

Publications and Research

In 2013, Macaulay Honors College redesigned its required science curriculum to focus on scientific literacy skills rather than content. Central to this shift was inclusion of a data collection event, a BioBlitz, to provide students with the basis for their own semester-long research projects. Students are teamed with naturalists in an urban green space to find as many species as they can in 24 h and to contribute to a global biodiversity database via the app iNaturalist. We have learned two important lessons: (1) developing an interdisciplinary curriculum with a high degree of experiential learning is more successful when both …