Social and Philosophical Foundations of Education Commons^™

Supporting Exceptional Learners Through Evidence-Based Practices In Social Emotional Learning And Academic Settings, Lexia Werner

Honors Projects

My honors project will be purposeful in researching the learning strategies that help all students and comparing and contrasting them to strategies that specifically help learners with learning differences and/or have special education plans. These exceptional learners have specialized accommodations or educational plans tailored towards their learning needs. In other words, I will research the teaching strategies that are used in the classroom environment from a standard general education standpoint and strategies that are used, specifically, with students that obtain learning differences. In addition, I will analyze this information by comparing and contrasting the groups of strategies with one another. …

My First Time Ungrading: Approach Used And Reflections, Heather Leslie

Feminist Pedagogy

A few months ago, I began devouring information about ungrading with a fervent appetite. I started with the book Ungrading: Why Rating Students Undermines Learning (and What To Do Instead) edited by Susan Blum and listened to just about every podcast where she was interviewed about this topic. I then read other books she recommended like Wad-Ja-Get: The Grading Game in American Education by Howard Kirschenbaum and Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, and Praise by Alfie Kohn. Recently, I have become much more dialed into the ungrading movement by reading articles from Teachers Going …

A Qualitative Analysis Of Augustine’S Philosophy Of Education, Erik D. Thomas

Doctor of Education (Ed.D)

A philosophy of education consists of varying values and beliefs that coalesce to form a coherent and structured approach to curriculum and instruction. Today, a diverse number of philosophies exist, each with its own set of standards, priorities, and points of emphasis like intellectual and vocational development. However, philosophies emphasizing moral development as an integral feature of both intellectual and vocational development are not as popular. Although some forms of moral education exist, disagreements over its value, purpose, and implementation remain prevalent. The following qualitative study examined the works of Augustine of Hippo, a proponent of moral education, to identify …

Connecting Families And Continued Learning Through Covid-19, Michael C. O'Neal, Tameka Tribble, Michelle Rice

National Youth Advocacy and Resilience Conference

For 20+ years in Savannah, Georgia, Parent University has successfully enhanced the ability of families to create an environment in which learning thrives for both children and parents. When the pandemic closed schools and disrupted normal programming, Parent University immediately pivoted to online programming to continue connecting families with relevant education, resources and support throughout this time of need. The pandemic also exposed a huge gap in technology and education. Therefore, Parent University is working to close that gap with our new Tech College at Parent University.

The Essence Of Reincarnation And Consciousness As A Gateway Into Teaching And Learning, C. Capucine Chapman

Electronic Theses and Dissertations

This phenomenological study explores the essence of ancestral knowledge from a belief in reincarnation and consciousness, as it relates to the lived experiences of diverse educational professionals, and its contribution to their growth and development. The study investigates the lived experiences of adult educators from four distinct teaching and learning environments: applied metaphysics, Buddhism, anthroposophy, and Indigenous. All participants maintain a practicing belief in reincarnation, consciousness, and ancient and/or esoteric knowledge. The present study sought to understand how this knowledge influenced and impacted educator growth and development, and examined overlaps in teaching and learning.

Academic Goal Orientation: New Insights And Cultural Adaptation Of Academic Goal Orientation Questionnaire Into The Turkish Language, Fuat Findikoglu, Mehmet Gurol

Georgia Educational Researcher

This study aims to review and provide new perspectives for academic goal orientation. The study introduces first chronological history of goal orientation and depicts how goal orientation evolved into a new construct in learning from the discussion on motivational factors. At first, this study isolates goal orientation from motivation and provides novel insights into goal orientation as a separated factor affecting learning. Then, this study provides analyses of the adaptation work of the academic goal orientation questionnaire into the Turkish language. The translated scale was applied to a sample of 729 undergraduate students, 376 (51.6%) of which were female and …

Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle

Antioch University Full-Text Dissertations & Theses

Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data …

Supporting The Arts As Disciplines Of Learning. A Book Review Of The Role Of The Arts In Learning: Cultivating Landscapes Of Democracy, Karen Mcgarry

Democracy and Education

Learning through and in partnership with the arts has the potential to expand experiences beyond what can be measured on any standardized test assessment. The arts may offer sites of reflexive contemplation and engagement, extending learning outward, away from disciplinary silos and toward transdisciplinary action learning—a heuristic device enabling multiple modes or processes of multitextual knowing and becoming. In The Role of the Arts in Learning: Cultivating Landscapes of Democracy, the editors nurture a space of consideration toward democratic learning. By harnessing the historical and pragmatic theories and philosophies of John Dewey and Maxine Greene, in concert with additional …

Internalization Of Multicultural Values In Learning Islamic Education, Triyo Supriyatno, Ubabuddin Ubabuddin

Library Philosophy and Practice (e-journal)

Education in Indonesia is still reaping problems, including the loss of morality and character that engages students in respecting differences. As a pluralistic nation, respect for diversity is very important to maintain unity and peace. Internalization of multicultural values is carried out as an effort to introduce cultural diversity and appreciate the differences within it. Because the difference is a necessity that must be accepted by anyone. This study aims to determine the multicultural values contained in Islamic religious education learning and planting methods that have been carried out in Learning Islamic Education. The results showed that: 1) multicultural values …

H.E.L.L.A.: A Bay Area Critical Racial Affinity Group Committed To Healing, Empowerment, Love, Liberation, And Action, Farima Pour-Khorshid

School of Education Faculty Research

Despite repeated pleas for diversifying a predominantly White U.S. teacher workforce, a significant teacher diversity gap persists in almost every state of the country (Boser, 2014). Teachers of Color who enter the profession with commitments to social justice, in particular, face an array of racist structural and interpersonal challenges often leading to their burnout and in some cases push out from the field (Kohli & Pizarro, 2016). In response to neoliberal, color evasive, and apolitical approaches to teacher support, educators and organizers have reclaimed and reframed their pedagogies through critical professional development (Kohli, Picower, Martinez, & Ortiz, 2015) to center …

The Exertion Of A Choice: An Ecofeminist Vision ~ Aesthetic, Embodied, And Connected Learning, Sharon M. Eswine

Electronic Theses and Dissertations

In this dissertation, I build upon Darwin’s (1859/1964) metaphor of the complex biological tangle of a river bank - plants, birds, insects, and earth - to paint a picture of transformative learning as aesthetic (Dewey, 1934/2005; Eisner, 1998, 2002b; Greene, 1995, 2001; Liston, 2001), and embodied (Dewey, 1958; Johnson, 2007; Shusterman, 2006), and thereby connected to the learner’s life experience, including his/her/their ecological, cultural, and historic situatedness. I call this complication of Darwin’s metaphor the ecofeminist tangled bank. For my purposes, an ecofeminist theoretical framework provides a means of analyzing oppressive conceptual frameworks that perpetuate hierarchy and domination, and which …

Emphasis On Test Scores In Education, Lindsay Olson

Empowering Research for Educators

This article discusses how too much emphasis on standardized testing can affect student learning as well as teaching in the classroom. It includes a personal interview with a high school teacher as well as an article from the Washington Post regarding a study that was completed involving testing students.

Elementary Teacher Perceptions Regarding The Use Of Kinesthetic Learning Strategies, Heidi Erickson Erickson

Walden Dissertations and Doctoral Studies

Researchers have shown that movement increases brain function, improves mental health, supports cognitive development for students, and reduces sedentary time, all which can influence overall health. Research concerning learning with intentional movement is limited. In the United States, Common Core State Standards (CCSS) are being mandated, and teachers are challenged to teach the standards creatively and to maximize time used for instruction. The purpose of this qualitative study was to explore the lived experiences and perceptions of elementary general education (GE) teachers who taught CCSS using a kinesthetic learning plan (KLP). Bandura's self-reinforcement and social learning theories provided the conceptual …

The Moral Call To Learn: A Qualitative Investigation Of Encounters With Unfamiliarity In Everyday Life, Jonathan S. Spackman, Stephen C. Yanchar, Edwin E. Gantt

The Qualitative Report

This qualitative study explored the moral aspects of learners’ “encounters with unfamiliarity” in their everyday experiences. The encounter with unfamiliarity, as a basic phenomenon within the conceptual framework of embodied familiarization, was investigated using a multiple case study approach (Stake, 2006). Findings from this study are presented first as brief case narratives and second as themes based on a cross-case analysis. Themes of the study point to the nature and significance of the encounter as a part of learning, often as an invitation with a kind of moral significance that called participants to learn, or not learn, in particular ways. …

Beyond Child-Centered Constructivism: A Call For Culturally Sustaining Progressive Pedagogy, Alisa Algava

Occasional Paper Series

Algava argues that twentieth-century constructivist pedagogies are not sufficient to fulfill progressive education's inherently political, activist and democratic potential. She calls for a culturally sustaining progressive pedagogy that critically engages questions of power with both children and teachers.

Must Schools Hinder Education?, Lorraine Monroe

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

A brief essay which explores the differences between schooling and education.

Front Matter

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

Embracing Multiple Definitions Of Learning, Andrew B. Barron, Eileen A. Hebets, Thomas A. Cleland, Courtney L. Fitzpatrick, Mark E. Hauber, Jeffrey R. Stevens

Eileen Hebets Publications

Definitions of learning vary widely across disciplines, driven largely by different approaches used to assess its occurrence. These definitions can be better reconciled with each other if each is recognized as coherent with a common conceptualization of learning, while appreciating the practical utility of different learning definitions in different contexts.

Learning is a major focus of research in psychology, neuro- science, behavioral ecology, evolutionary theory, and computer science, as well as in many other disciplines. Despite its conceptual prevalence, definitions of learning differ enormously both within and between these disciplines, and new definitions continue to be proposed [1]. Ongoing disputes …

Currere And The Beauty Of Soulful Classroom Moments, Jessica Sierk

The Nebraska Educator: A Student-Led Journal

Drawing on Pinar’s (1975, 2011) work on currere and the author’s own experience as an educator both in the K-12 and higher education arenas, the author argues that curriculum is a living entity and should therefore be allowed to deviate from the “plan” that most people think of when the topic of curriculum arises. Gaudelli & Hewitt’s (2010) idea of “the beauty of soulful moments” is also used to illustrate the utility of such deviations. Dewey’s (1934, 1938) themes of improvisation, participation, communication, and experience, as well as the idea of “the unexpected turn” also serve as backdrops to discussing …

“Who Do You Think You Are?” On Nietzsche’S Schopenhauer, Illich’S Hugh Of St. Victor, And Kleist’S Kant, Babette Babich

Articles and Chapters in Academic Book Collections

No abstract provided.

Culture And Power In The Classroom: Educational Foundations For The Schooling Of Bicultural Students, Antonia Darder

Faculty Pub Night

No abstract provided.

Andragogy Around The World In K-20 Education: It Is All About Trust, John A. Henschke Edd

IACE Hall of Fame Repository

The author's research in andragogy started in the late 1960s. More serious in-depth attempts were launched in 1997, just after Malcolm S. Knowles died - the author wanted to honor his legacy since he and his work in andragogy were influential in the author's life. The author's research yielded an instrument with the strongest factor being 'teacher trust of learners' - a belief that applies all the way through k-20 Education. This is found to be so in doctoral dissertations, overarching trust behaviors, and threaded through the literature surrounding trust. Trust is found to be congruent between the author's scholarship …

Feeling Knowledge : How Emotion And Identity Inform Student Learning, Rebecca M. Ossorio

Legacy Theses & Dissertations (2009 - 2024)

The exploratory and descriptive purpose of this work is to better understand what might be happening when students have an emotional response to learning in school and to offer a way of conceptualizing emotion, identity and student learning as deeply interrelated. The data for this study comes from four in-depth, phenomenological interviews where contemplative educators were asked to recollect emotional experiences from their formal education and tell the story of how those experiences impacted their learning. Evidence suggests that when students have an emotional response to learning it is like a beacon alerting them to the self-relevance of what they …

Movement In Learning: Revitalizing The Classroom, Marcus Van

MA TESOL Collection

Movement is a vital part of our every day lives, and it is also important for a healthy brain. The following paper examines the shift from movement based learning to a more restrictive rote format, which often has adverse effects on learning. This work discusses the ways in which teachers are under pressure to “teach to the test” instead of creating student-centered classrooms. Some of the side effects of a test-centered approach are low self-esteem (from not meeting strict academic requirements) and behavioral problems in students.

Adding more movement to lessons can provide variation and relief from the rote-only system. …

How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall

Stephanie Pace Marshall, Ph.D.

An interview with Dr. Stephanie Pace Marshall about educational design and the design of the Illinois Mathematics and Science Academy. "IMSA sought not only to develop decidedly different scientific minds, but also to develop a decidedly different residential learning community -- one that was nurturing and innovative, and one that instilled a sense of stewardship, and an obligation to give back. As a dynamic teaching and learning laboratory, IMSA continues to evolve, yet the roots of our founding ideas and goals remain."

The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall

Stephanie Pace Marshall, Ph.D.

The Power to Transform is a call to re-conceive and re-design schooling. Rather than offer “best practices” or “prescriptive solutions,” it invites leaders of all ages and walks of life to think differently about learning and schooling. It illuminates the “why” and “what” of educational transformation and explores its deepest roots. It offers new language, new design principles, a new framework, and a new map for creating vibrant, imaginative and adaptive learning landscapes that integrate the dynamic properties of living systems with the generative principles of learning. It is from this natural integration that the new story of learning and …

Beyond Competition--Innovation For A Sustainable Future, Stephanie Marshall

Stephanie Pace Marshall, Ph.D.

Dr. Marshall outlines her belief that the current context and conditions of schooling are far too constrained, prescribed and risk-averse for our children’s imagination, and as a result, actually mitigate against innovative thinking and creative and collaborative problem-solving. Authentic learning is a live encounter. She feels that we cannot mandate, punish or test our children into greatness and provides recommendations for educational transformation--not reform--to design the educational experiences needed by today's children.

Working-Class Students And Historical Inquiry, Leslie Schuster

Faculty Publications

For the past twelve years, I have been teaching a lower division introductory historical methods course that uses active learning to introduce students to the issues and practices of historical methods, the "how to" of historical inquiry, research and writing. While there are many models for such a course, including the one described by Jeffrey Merrick in the February 2006 issue of this journal, the design of such a course at my institution requires consideration of an often-overlooked dimension. The student body at Rhode Island College (RIC) is primarily working class, mirroring a significant transformation in the traditional college student …

Loving The World And Our Children Enough--Nurturing Decidedly Different Scientifc Minds, By Design, Stephanie Pace Marshall

Publications & Research

Wise world-shaping and problem-solving requires that we and our children think in decidedly different, integral and wise ways. This transformation requires a fundamental shift in consciousness and the emergence of global minds that can creatively live into a new worldview of an interconnected planet and a sustainable and interdependent human family. "The fullness of our humanity and the sustainability of our planet rest with the nurturing of decidedly different minds."

An Empathetic Approach To Physical Education Teacher Education, Tony Monahan

Master's Theses, Dissertations, Graduate Research and Major Papers Overview

Based on the theory that a more student-centered approach in physical education classes might encourage more students to engage in lifelong physical activity and, thereby, lead a healthier life, this study was undertaken to determine the effect of a semester-long empathy-focused educational intervention on empathy levels in 59 college-level students studying in Physical Education Teacher Education (PETE) Programs at three East-coast universities. ANCOVA results revealed statistically significant findings in "Higher Order" empathy levels in the experimental groups, and analysis of essays written for the study also suggested a change in experimental group subjects' personal view of PE toward an empathetic …