The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson

Teaching/Writing: The Journal of Writing Teacher Education

This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.

(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan

Teaching/Writing: The Journal of Writing Teacher Education

This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as …

Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner

Teaching/Writing: The Journal of Writing Teacher Education

What's possible in a teaching writing methods class? In this essay, the author provides a descriptive portrait of the undergraduate secondary writing methods course she teaches, focusing on five specific learning outcomes: teacher writing identities, knowledge of writer's craft, grammatical awareness and an understanding of linguistic justice/injustice, writing workshop methodology, and genre-based unit and lesson planning. Course readings, assignments, and work samples are included.

Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai

Teaching/Writing: The Journal of Writing Teacher Education

In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to …

Teaching Writing As A Metacognitive Process, Heather Fox

Teaching/Writing: The Journal of Writing Teacher Education

In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to …

Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean

Teaching/Writing: The Journal of Writing Teacher Education

This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.

On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Journeying Toward Liberation: Creating Civic Utopias Through Restorative Literacies, Rae L. Oviatt, Megan Mcelwee, Owen Farney

Language Arts Journal of Michigan

In this article, we forward three narratives from educators whose lived experiences moving from underrepresented youth to queer educators support the necessity of furthering representation for historically marginalized youth across classroom spaces. We begin with situating our argument in response to current policies that would seek to silence historically marginalized voices, histories, literacies, and thereby inhibit a more just social and civic future. Our narratives provide three varied perspectives of lived experiences as youth moving toward our current status as queer educators. Finally, we seek to call in other educators to engage advocacy and resources to support this work in …

Student Voice And Choice: Factors Influencing Student Participation In Secondary Arts Classes In An Urban Public School District, Alan D. Lambert Ed. D.

Teacher Education, Educational Leadership & Policy ETDs

The purpose of this study was to capture the student voice regarding the value, importance, and relevance of visual and performing arts education in public schools. The host institution for the study was an urban school district in the southern central United States serving 75,000 students, with 55% students identified as Hispanic, and 52% of students experiencing poverty. Graduating seniors responded via questionnaires with forced choice and open-ended items regarding several topics, including what they do in their free time, how they perceive the value of arts classes at school, access to arts classes and the match of their interests …

Innovative Behavior; Raising Awareness For Creative Behavior In Education To Cultivate An Innovative Approach In Vocational Education., Jeanette Janine Matser

Creativity and Change Leadership Graduate Student Master's Projects

_{Innovative Behavior; Raising Awareness for Creative Behavior in Education to Cultivate an Innovative Approach in Vocational Education.}

The development of a rubric for innovative behavior in teachers is related to encouraging the status of creativity in the innovation process. It is powerful to use feedback to create a more creative approach in schools, it helps teachers to think creatively and how to cultivate a more innovative approach in the classroom. It creates and structures conversations among teachers interested in teaching and assessing creativity.

This project presents a background and the development of a rubric and a complimentary booklet to self-test …

Teaching And Integrating Women’S Studies Into The Classroom: Perspectives Of Elementary Teachers, Thomas Lucey

The Councilor: A National Journal of the Social Studies

Women’s studies represent an underappreciated aspect of elementary education. Whether or how classrooms and their resources portray, present, and value women role-models informs both boys and girls about what passes for acceptable communication, treatment, and conduct towards women. Indeed, the extent to which and the basis that a young citizenry is taught to appreciate others informs the nature of the conversations engaged.

This paper describes the results of a research study that interpreted elementary teachers’ perspectives of women’s studies in elementary settings. The online survey was administered as part of the registration for two workshops that prepared teachers in the …

Designing A Tool And Cooperative Learning: A Macos Inspired Activity, Jeffrey Byford, Jennifer Cordero, Alisha Milam, Kate Chambers, Presley Shilling

The Councilor: A National Journal of the Social Studies

This simulation activity presents how elements of Man: A Course of Study (MACOS) can be implemented into the social studies classroom. Inspired by the Tool-Making Activity found in MACOS, this modified simulation activity prompts students to design an instrument to peel an orange as they discuss life and daily tasks related to the Great Plains settlement.

Music Is The Intervention: The Intersections Of Music As A Therapeutic Activity In At-Risk Youth, Gladys H. Gonzalez Landaverde

Senior Honors Theses

Across the United States, public schools face many discrepancies in the quality and caliber of education that a student can expect to receive. While schools try to address the vast needs of students, many children and adolescents are unfortunately faced with choosing between prioritizing their education and the circumstances faced outside of the school day. The discrepancies in schooling range from the quality in the commonly accepted core curriculum like English and mathematics to the opportunities offered outside of traditional academia like music. Unfortunately, at-risk students are unlikely to have access to music education in the same ease as their …

Review Of Teaching In Rural Places: Thriving In Rural Classrooms, Schools, And Communities, Rachelle Kuehl

Virginia English Journal

This is a book review of Teaching in Rural Places: Thriving in Classrooms, Schools, and Communities, a first-of-its-kind textbook geared for preservice teachers interested in teaching successfully in rural schools.

Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble

Teaching/Writing: The Journal of Writing Teacher Education

A teacher’s own early experiences with writing, whether positive or negative, have a significant effect on the students that they teach, especially those who go on to become teachers. In a graduate education and reading program at a public university in the southern United States, we ask our teachers through a writing biography assignment to explore these memories of their earliest writing experiences and determine how those experiences fit into their current teaching careers. For this qualitative project, the researcher analyzed essays that were submitted for a “Writing Autobiography” assignment for this graduate level writing class for educators. This study …

In The Middle Of Appalachia: Balancing Teacher Talk With Student Discourse, Ronald V. Morris, Denise Shockley, Sonya Davis

The Councilor: A National Journal of the Social Studies

Appalachian students co-constructed knowledge with their teacher while examining a non-fiction book about Thanksgiving. Fifth grade students used an informational trade book to promote student discourse while using text-based evidence. Students learned about Native Americans and Pilgrims as they engaged in student discourse balanced with teacher talk. Students used an inquiry arc that involved questioning texts and examining sources, and inquiry helped students to investigate narrative text as a source of data. Students used inquiry to enhance their metacognition about historical events. Students exercised agency as they recounted family history and their heritage as part of their memory. Remembering was …

Formative Assessment To Help Students Decode, Process, And Evaluate Social Studies Information, Cory Callahan

The Councilor: A National Journal of the Social Studies

Here the author explores formative assessment within a context of research-based social studies instructional approaches. While the notions of inquiry, alternative assessment, disciplinary thinking and interpretation, and using visual documents as powerful resources each provide an important element of conceptual structure, this article purposefully concentrates on the process of constructive evaluation. The author posits a wise-practice routine for developing formative assessment practices that cohere with criteria-based assessment and its tendency to describe what students did well, what they could have done differently to improve their recent academic performance, and, importantly, how they can improve subsequent academic performance. The article also …

History Or Heritage? An Analysis Of Ghana’S Primary School History Curriculum, Charles Adabo Oppong

The Councilor: A National Journal of the Social Studies

Abstract

At a time that history has gained its place in Ghana’s basic school curriculum, considerable differences of opinion arise, not about the subject’s significance in the school curriculum but concerning the legitimacy of the subject title - that is, whether or not the subject should be referenced ‘History of Ghana’ or ‘Heritage of Ghana’. The different opinions reflect Lowenthal’s (1998) observation that history and heritage are separate disciplines. However, the two subjects are often used interchangeably (Mermion, 2012) and “are habitually confused with each other” (Lowenthal 1998, p. x). While expert academics may be at ease with the distinctions …

Are High Levels Of Educator Bias Associated With The Disproportionate Discipline Of Black Students?, Melissa Ann Ramos

UNF Graduate Theses and Dissertations

Data on school discipline inequities have shown disproportionate numbers of Black students suspended and expelled compared to their non-Black counterparts. Despite the implementation of evidence-based solutions such as positive behavior supports and intervention, educator professional development, and restorative practices aimed at closing the racial discipline gap, little to no change has occurred. Critical Race Theory is used as a lens for viewing racial hierarchies as a socially constructed tool to oppress people of color. This oppression can be seen in various aspects of society and in education, especially in school discipline. It is fueled by biases, both implicit and explicit. …

Moving From Harm Mitigation To Affirmative Discrimination Mitigation: The Untapped Potential Of Artificial Intelligence To Fight School Segregation And Other Forms Of Racial Discrimination, Andrew Gall

Catholic University Journal of Law and Technology

No abstract provided.

Build Your Own Body Mod: Empowerment Through Prototyping And Design, Anaiss Arreola, Katherine R. Ganim

Journal of Science Education for Students with Disabilities

When you don’t have a hand, what could you have instead? This article introduces the impact of inviting youth with disabilities to learn tools and technology to design their own solutions and advocate for their own future. This approach to programming is rooted in a mindset of designing WITH, not FOR. Not only are design outcomes improved when users are incorporated into the process, but this approach has been shown to improve confidence in creating one’s own solutions. These programs include hands-on “design-your-own-body-mod” workshops, as well as a budding inclusive design consultancy led by youth with disabilities. Through this programming, …

A Collaborative Autoethnography On Challenging Sociohistorical Constructions Of Gender In Teacher Education, Marie-Helene Brunet, Mark Currie

The Councilor: A National Journal of the Social Studies

In early 2019, we developed a workshop that examines changing representations of masculinities and femininities through advertisements from today and from 30 years ago. We employ a pedagogy of discomfort (Boler, 1999) and challenge participants—whether students, teacher candidates, or seasoned educators—to historicize and critique how they co-construct sociohistorical representations and performativity of gender (Butler, 1990). Our hopes are that participants begin deconstructing how and which understandings of gender became normalized to them, as well as how they perpetuate or disrupt “masculinities” and “femininities”. Through regular debriefing, we realized that we do not merely facilitate but also actively participate in each …

Cellphilming And Building Solidarity With Queer Youth To Speak Back To Historical Erasures In New Brunswick Social Studies Classrooms, Casey Burkholder

The Councilor: A National Journal of the Social Studies

New Brunswick, Canada’s K-12 Social Studies curricula erases the myriad histories and experiences of the province’s LGBTQ+ communities. Building on these erasures, this study analyzes how six queer, trans, and non-binary young people (aged 14-17) created cellphilms (cellphone + mobile film production) in response to these absences. In the study, I ask: How might engaging in media and art production with young people—and screening and exhibiting these productions in online and community spaces—work to counter dominant forms of apathy and denial, and support youth to claim a stake in creating solidarities, belonging, and community-making? What is required for youth-produced media …

Teacher/Indigenous Partnerships: Building Engagement And Trust For History And Social Science Education, Evan J. Habkirk Dr.

The Councilor: A National Journal of the Social Studies

No abstract provided.

Teacher Films: Examining Hollywood Representations Of Our Practice, Amy Mungur, Scott Wylie

The Councilor: A National Journal of the Social Studies

What does it mean to teach and be taught? How have we come to know what schooling is? And, how can engagement with these pervasive, and oftentimes troubling representations of schooling, teaching, and students with our preservice teachers in/form their teacher identities? Taking Hollywood "feature film" as our inquiry into education, schooling, and social studies (teacher) education, this paper reflects upon the course Dangerous Minds, Dead Poets, and Democratic Education on the Silver Screen, a course the authors first developed as graduate students and have since offered variations of at their respective institutions. While course content has been relatively …

From The Margins Of Learning And Teaching: Changing The Way, Mary Lindsay

The Councilor: A National Journal of the Social Studies

No abstract provided.

Engaging Students Using Local History And Perspectives, Meghan E. Cameron Ms, Evan J. Habkirk Dr.

The Councilor: A National Journal of the Social Studies

Teaching Reflection for special issue journal co-edited by Samantha Cutara

Introduction To Special Issue, Samantha Cutrara

The Councilor: A National Journal of the Social Studies

No abstract provided.

Reading Ability, Study Habits And Students’ Academic Performance In Social Studies, Juliana Uloma Iheakanwa, Sunday Obro, Williams Pius Akpochafo

Library Philosophy and Practice (e-journal)

This study investigated reading ability, study habits and students’ academic performance in Social Studies. The study was an expos-facto study. The researcher employed a stratified and multi-sampling technique to sample 1103 students. The questionnaire was the instrument utilised to gather data. The Cronbach Alpha was utilised for the determination of the instrument reliability, and a reliability value coefficient value of 0.78 for Reading Fluency, 0.90 for Passage Recall and 0.92 for question Answering and 0.76 for Study habit was obtained. Data generated were evaluated employing correlation co-efficient of determination for the research questions, while the multiple regression and linear regression …

Migrating Away From Jim Crow: Using The C3 Framework To Teach The Great Migration, Jeremiah Clabough

The Councilor: A National Journal of the Social Studies

In this article, I discuss how to teach about the causes for the Great Migration using the Inquiry Arc from the C3 Framework. First, a brief overview of the Great Migration is given. Then, a series of activities is provided with primary and secondary sources to explore the causes for the Great Migration. Finally, a writing activity is given that allows students to summarize the reasons that millions of African Americans took part in the Great Migration. The steps and resources to implement the series of activities are provided.