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Articles 1 - 7 of 7
Full-Text Articles in Secondary Education and Teaching
Influence Of Restorative Practices On The Middle-School Classroom, As Reported By Teachers: A Qualitative Case Study, Julia Y. Andrews
Influence Of Restorative Practices On The Middle-School Classroom, As Reported By Teachers: A Qualitative Case Study, Julia Y. Andrews
Electronic Theses and Dissertations
The purpose of this qualitative case study was to examine middle school teachers’ perceptions of the influence that restorative practices have on the middle school classroom environment. For the purpose of this study, seven middle school teachers were selected who have implemented restorative practices in their middle school classrooms to provide feedback. Findings suggest that overall restorative practices have a positive influence on the classroom. The findings from this study can be used with teachers, administrators, counselors, parents, and school and district support staff to help create a positive campus culture between students and adults in middle school classrooms. The …
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Literacy Practice and Research
This study investigates the viability of disciplinary literacy by (1) examining whether English teachers can use disciplinary methods to read a disciplinary text and (2) identifying possible relationships between teacher training and the use of disciplinary approaches. In total, 21 English instructors thought-aloud as they read an unfamiliar poem, and two independent raters evaluated each transcribed response as either “Disciplinary” or “General” depending on the types of reading strategies demonstrated using a rubric generated from previous expert-novice studies in literary reading. This study found that ten (10) of the 21 participants used at least one disciplinary method to make sense …
A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominately White K–12 Environments, Torine S. Champion
A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominately White K–12 Environments, Torine S. Champion
Electronic Theses and Dissertations
The purpose of this qualitative study was to describe the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis as viewed through the White racial frame lens. There were 15 participants that were included in this research study. Participants were teachers of color with at least 5 years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semistructured interviews that included specific information the researcher wanted to explore. Six themes were revealed: (a) cultural advocacy, …
Examination Of Experiential Phenomena Influencing Culinary Educators’ Pedagogical Content Knowledge, Danny Babin
Examination Of Experiential Phenomena Influencing Culinary Educators’ Pedagogical Content Knowledge, Danny Babin
Electronic Theses, Projects, and Dissertations
This study aimed to explore the theory of expert teaching by comparing culinary educators at the secondary and postsecondary levels based on their varying levels of experience. Experience for culinary educators included pre-service teacher training, in-service teacher training, professional industry experience, and teaching experience. The primary goal of this descriptive phenomenological study was to examine the impact professional experience has on culinary educators’ pedagogical content knowledge (PCK). Distinctions in PCK include collective PCK, personal PCK, and enacted PCK. PCK theory has been an integral part of educational research for over three decades; it has been studied, refined, and implemented into …
Incorporating Social Justice And Equity As Themes In Math Circles Online, Matthew Jones, Sharon Lanaghan, Carolyn Yarnall
Incorporating Social Justice And Equity As Themes In Math Circles Online, Matthew Jones, Sharon Lanaghan, Carolyn Yarnall
Journal of Math Circles
The CSUDH Math Teachers' Circle chose a focus on equity and social justice in 2020. The national focus on social justice caused us to reflect on what we can do to affect change regarding issues of equity and social justice in our society. In addition, the global pandemic caused us to shift our circle online, which presented both obstacles and opportunities. In this paper, we expand upon how we addressed various challenges faced in facilitating an online Math Teachers’ Circle, focusing on our experience facilitating sessions focused on equity and social justice and participants' reactions to this experience.
Processing Equity Consciousness Through Cre Action Research Pd During Times Of Unrest, Uncertainty, And The Amplification Of Crt Disinformation, Robyn Lyn
Graduate Research Posters
Equity initiatives, such as culturally responsive education (CRE), are under attack through local school board demonstrations and state legislatures across the U.S. These public attacks are becoming a barrier to equitable education. This study began before the public outcry against critical race theory and documents a timeline of events during a CRE 2-year action research professional development (PD). Though studies have examined the benefits of CRE, few investigate equity consciousness (EC), an awareness of systemic (in)equity. My study examines EC during a longitudinal CRE action research PD observing how equity consciousness presents in dialogue with veteran in-service teachers as they …
Exploring Algebraic Thinking: In-Service Teacher Experiences, Outcomes, And Perceptions From An Algebra For All Capstone Unit Plan Project, Alexander J. Lord, Tallin Lamonaca
Exploring Algebraic Thinking: In-Service Teacher Experiences, Outcomes, And Perceptions From An Algebra For All Capstone Unit Plan Project, Alexander J. Lord, Tallin Lamonaca
Publications and Research
Taking algebra is often noted as a key component for student preparation for college and career success. However, this course often serves as a barrier for secondary students to overcome due to their lack of preparation for such abstract contexts and due to a lack of meaningful professional experiences available to assist teachers develop those concepts. Initiatives such as Algebra for All were started to help educators at all grade levels develop methods to expose their students to algebraic thinking. In New York City, a five-course Algebra for All sequence was created for in-service public school educators at a local …