Curriculum and Instruction Commons^™

Defining Teacher Envelopment: A Non-Aristotelian Approach To Meta-Practices In The Philosophy Of Teacher Education, Rob Blom

Journal of Contemplative and Holistic Education

The late Jonathan Neufeld argued that redefining teacher development required meta-practices, yet he never defined what these meta-practices were. To define them rigorously requires grounding teacher cultivation practices within coherent structures of truth capable of withstanding philosophical scrutiny—a challenge intensified by post- truth discourse that flattens epistemological depth in secularised educational theory. This paper advances a theory of teacher envelopment to complement conventional teacher development through identifying mindfulness and discernment as foundational meta-practices grounded in non-Aristotelian systems. The framework rests on three interrelated concepts: (1) truth paradigms encompassing contemplative, articulatory, and embodied dimensions; (2) epistemological depth as extensional practices that …

No Mud, No Lotus: Ways To Metabolize Suffering, Heesoon Bai, Heather Williams, Renata Cueto De Souza, Mel Voulgaris, Charles Scott, Anna Rumjahn, Avraham Cohen, Zuzana Vasko Dr.

Journal of Contemplative and Holistic Education

This paper builds on the foundation of mainly Buddhist and existential contemplative philosophies a theoretical and practical framework for understanding and working with suffering as a transformational setting for human development and maturation. The authors propose that the first step in this path of transformation is radical acceptance of suffering as fundamental “truth” about human life, which could re-orient us from the usual mindset of avoidance, denial, dismissal, moralizing, or aggressive elimination of suffering. The next step in this reorientation is seeing suffering as containing valuable “nutrients” for human development and maturation, just as, analogically speaking, mud can grow lotus …

Hear My Voice As Who I Am: Theorizing The Essence Of Poetry In Holistic Global Citizenship Education, Shue-Kei Joanna Mok

Journal of Contemplative and Holistic Education

Poetry as an imaginative language art has long been perceived as the core of humanity, the foundation of human advancement (Arnold,1880; Rorty, 2007). By composing, critiquing, and sharing/performing poems, not only does the process enrich and deepen one’s relationship to oneself, understanding and reflecting on the contextual, historical, cultural, social, and creative backgrounds of the poems and poets allows one to have greater connections with the broader environment across temporal, spatial, and social dimensions with human and non-human beings.

This paper first frames the core concepts and values of global citizenship from a Confucius perspective to emphasize the significance of …

Contemplative Pedagogy, Mindfulness And Reflection In Teacher Education, Karen O. Ragoonaden Dr., Leslie Shayer

Journal of Contemplative and Holistic Education

This study explores the intersections of contemplative pedagogy, mindfulness practices and reflection in education. Contemplative pedagogy and mindfulness practices were introduced to three cohorts in teacher education, in graduate education, and in professional development education. This pedagogy and the practices provided a time, a place and a community to engage in personal and professional reflections about teaching and learning. The themes identified in this study demonstrated that engaging in contemplative pedagogy in a nine-week mindfulness course provided increased opportunities to reflect on self-awareness, on wellbeing and on the professional practice of education. The qualitative results of this study indicate that …

Language For Learning: Examining Teacher Language In Reading Instruction, Madeleine Mejia, Amber Bechard

Journal of Research Initiatives

Teacher language plays a key role in literacy instruction because it shows what educators notice about students’ reading, how they interpret performance, and what they see as important for learning. However, common instructional phrases can sometimes reflect assumptions about what students know or can do or miss important parts of reading development. This article looks at teacher language as a way to reflect on these assumptions, especially when teaching students with dyslexia or those who are bilingual or multilingual. Using research on literacy development, teacher knowledge, classroom talk, and humanizing teaching, the article introduces the Language for Learning Tool. This …

Digital Learning And Digital Literacy: Conceptual Distinctions, Theoretical Frameworks, And Educational Implications Across The Educational Continuum, Simone Elias, Linda Wilson-Jones, Richard Brutti

Journal of Research Initiatives

The terms digital learning and digital literacy recur frequently in educational policy and institutional discourse. Yet peer-reviewed scholarship shows they are conceptually distinct constructs operating at fundamentally different levels of analysis. This article examines the theoretical foundations, definitional genealogies, empirical interdependencies, and grade-band and postsecondary manifestations of both constructs across the full educational continuum, from kindergarten through Grade 12 and into undergraduate, graduate, and doctoral education. Drawing on literature across leading educational technology journals, the article argues that digital learning constitutes a pedagogical modality, the structured, technology-mediated environment through which instruction is delivered.

In contrast, digital literacy is a multidimensional …

Cambodian American Literature, Thatiana So

Asian and Asian American Studies Program Student Scholarship

Independent Study Project

This course examines Cambodian American literature through memoirs, novels, poetry, and graphic narratives that explore the lasting effects of the Khmer Rouge genocide, forced migration, refugee resettlement, and cultural adaptation in the United States. Through works by Bunkong Tuon, Anthony Veasna So, Vichet Chum, Putsata Reang, Loung Ung, Maya Cheav, and Tian Veasna, students investigate themes of memory, trauma, resilience, family obligation, identity formation, language, queerness, and belonging. Throughout the semester, students consider how storytelling preserves cultural memory and connects personal narratives to larger historical experiences. By engaging with Cambodian American voices across multiple genres, students gain …

Reframing Dissertation Committee Practice: A Student-Centered Conceptual Framework For Doctoral Education, Roberto Victor Rodríguez Rivera

Journal of Research Initiatives

Dissertation committees play a key role in shaping the direction, pace, and outcomes of doctoral study, but their function as a unified structure for guidance and judgment is not well understood. Although research covers supervision, examiner feedback, ethics, power, and dissertation examination, these topics are often studied separately. This article brings together both foundational and recent research to rethink dissertation committees as academic structures that adapt their support, oversight, ethical practices, and evaluation throughout the dissertation process. The article makes three main contributions: it clarifies how committee practice is conceptually fragmented, reviews research on supervision, feedback, ethics, and examination, and …

Owning The Mission: Reconciling The Past, While Implementing The Science Of Reading In An Education Preparation Program, Paula J. Adams

Journal of Inquiry and Action in Education

This reflective inquiry examines the first year of a two-year initiative to more explicitly align an established educator preparation program with the Science of Reading (SoR). Situated within a small private university in New York State, the article considers implementation as both curricular revision and institutional change. The process included faculty professional learning, curriculum mapping, alignment of student learning outcomes, revision of common course assessments, development of SoR-aligned models of candidate work, and consideration of clinical experiences. Particular attention is given to tensions that emerged around policy fatigue, academic freedom and responsibility, differing professional cultures, candidates’ prior experiences with literacy …

Access In Teaching Stem Subjects To The Blind, Ashley E. Neybert

Journal of Science Education for Students with Disabilities

There are still many gaps in the literature regarding the difficulties faced by instructors of students who are blind and low vision and who teach Science, Technology, Engineering, and Math (STEM) subjects. We surveyed 26 K-12 STEM teachers about accessible materials they are aware of versus which accessible materials they use in their classrooms, their thoughts on how common challenges identified in the extent literature affect them in their teaching, and their perspective on how much extra time may be required for blind and low vision students (if any) to effectively learn STEM subjects.

“Whenever You Are Using Media, You Should Always Have A Purpose”: A Study Of Chinese Immigrant Mothers’ Media Practices, Xiaoning Gui, Daniel G. Krutka

Journal of Media Literacy Education Pre-Prints

This qualitative study explores how eleven Mandarin-speaking Chinese immigrant mothers of young children in a southwestern U.S. city navigate and mediate media in their households. Data were collected through semi-structured interviews. Findings show mothers balance media’s educational affordances with concerns about health and age-appropriate content, employing gatekeeping, time limits, and purposeful sharing. Mothers described children as learners, co-learners, and cultural connectors, sometimes reversing mediation by teaching mothers about U.S. media norms. Interpreted through a lens of Culturally Sustaining Pedagogy while also drawing on Confucian concepts, results underscore the need for early childhood educators to honor immigrant families’ practices while fostering …

Hands-On Ransomware: An Experiential Wannacry Case Study For Undergraduate Cybersecurity Education, Eli Creek Richmond, Thomas R. Devine

Military Cyber Affairs

Ransomware represents one of the most disruptive threats in the cyber landscape, yet hands-on malware analysis remains rare in undergraduate cybersecurity curricula. This paper presents the design, implementation, and evaluation of an experiential learning module centered on the WannaCry ransomware case study, deployed in a senior-level course at West Virginia University. Students performed static and dynamic analysis using industry-standard tools. Pre- and post-module assessments demonstrated measurable gains in self-reported competency across seven technical dimensions. The module's competencies align directly with DoD Cyber Workforce Framework Work Role 212, Cyber Defense Forensics Analyst, supporting education-to-workforce pipeline development.

Examining Enrolment Patterns In French Electives At The University Of Botswana: Implications For Policy And Curriculum Development, Kagiso Jacob Sello

International Journal of Transformative Teaching and Learning in Higher Education

This study examines enrolment trends in French electives at University of Botswana (UB) to assess cross-disciplinary relevance, sustained student engagement, and implications for curriculum development and institutional internationalisation. Using a descriptive-analytical design, the study analysed institutional enrolment data from six consecutive semesters. Data were disaggregated by faculty and analysed using SPSS, guided by Student-Centred Curriculum theory and Interdisciplinary Learning principles. A total of 1,200 enrolments were recorded. The Faculty of Business accounted for the highest participation (48.6%), followed by Humanities (20.8%) and Social Sciences (14.9%). Other faculties, including Science, Education, and Engineering, showed lower but consistent participation, confirming broad interdisciplinary …

Designing A Technology-Enhanced Curriculum For Preservice Mathematics Teachers: A Practice-Based Reflection, Alaa Karem Abd-El-Hafez

International Journal of Transformative Teaching and Learning in Higher Education

Preparing preservice secondary mathematics teachers in a post-pandemic, AI-driven digital landscape presents unique pedagogical challenges. As a teacher educator and former secondary mathematics teacher, I aim for preservice candidates to harness technology as a vehicle for high-leverage, evidence-based teaching strategies while prioritizing software accessibility and affordability. This practice-based article details the comprehensive redesign of a technology in mathematics education course structured around five modular units and three project-based assessments. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, I articulate the rationale for tool selection, instructional design decisions, and assessment strategies. Ultimately, this course model offers higher education programs an …

The Lived Experiences Of Elementary Teachers Implementing A State-Mandated Science Of Reading Curriculum: A Phenomenological Qualitative Study, Makenzie Cheyanne Parkison

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to describe the lived experiences of elementary public-school teachers as they implemented the state-mandated Science of Reading in a Midwestern state. The theory guiding this study was Alfred Bandura’s theory of self-efficacy, as it related to how teachers’ beliefs in their ability to implement the mandated curriculum changed in response to licensure changes related to professional development. The central research question was: How do teachers implementing the science of reading curriculum experience the new curriculum changes from the state within their own classroom? The hermeneutic methodology employed three data collection strategies: individual interviews, …

Four Year Reflection: Scaling Transformative Advanced Manufacturing Pathways (Stamp), Benjamin Boer, Rouzbeh Rahai

Reports, Analyses, and other Publications

This data brief presents a four-year cumulative reflection on the Scaling Transformative Advanced Manufacturing Pathways (STAMP) initiative, tracking student participation, industry credential attainment, and projected long-term economic impacts across 19 participating Illinois school districts. Authored by Rouzbeh Rahai and Benjamin Boer of the Education Systems Center at Northern Illinois University (EdSystems) in partnership with the Illinois Manufacturers' Association (IMA) Foundation, the report examines student-level data from 10,424 unique participants. Findings highlight that students with high economic needs out-attain their peers—representing 69% of credential earners—and that earned credentials account for $57.8 million in potential additional lifetime earnings.

When Students Use Ai Before They Learn To Think Clinically: Cognitive Offloading In Communication Sciences And Disorders Education, Salim Alani

Teaching and Learning in Communication Sciences & Disorders

Generative artificial intelligence is becoming part of how students study, write, summarize, and prepare for coursework in communication sciences and disorders (CSD). Much of the current discussion in higher education has focused on plagiarism, academic integrity, and responsible technology use. Those concerns matter, but they do not fully address what may be a larger educational issue in professional preparation programs. Students can now generate polished explanations, study materials, treatment rationales, and clinical summaries quickly, sometimes before independently developing the reasoning skills those tasks are intended to build. This paper examines cognitive offloading in CSD education, defined here as the shifting …

God Save The Keen: Designing For Authentic Over Artificial Learning, Heather J. Leslie Phd

Learning Design Center: Staff Scholarship

While AI has put the transactional model of schooling on steroids, I argue that AI is not the only artificial aspect of education. Grades are an artificial barrier towards authentic learning which decades of research have shown negatively impact intrinsic motivation, intellectual risk-taking, and depth of thinking. In this article, I explore what instructors can do to design authentic learning to center the human learner, not the AI.

Analysis Of Needs For Web-Based Mobile Learning Development Based On Universal Design For Learning For Students With Special Needs, Murni Winarsih, Mayasari Manar, Rohmah Ageng Mursita, Mita Septiani

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Higher education institutions still have substantial challenges when it comes to accommodating students with special needs, especially those who are visually or aurally impaired. Access to learning resources is still an issue, as are the limitations of adaptive learning media and the dominance of more conventional verbal and visual methods of information transmission. Hence, not all pupils are given the same chances throughout the learning process. With its emphasis on providing a variety of representational, interactive, and expressive tools, Universal Design for Learning (UDL) aims to meet the requirements of students with a wide range of learning styles. In order …

Project-Based Conversion Versus Prototype-Based Instruction In Automotive Teacher Education, Ramdhani Ramdhani, Sriyono Sriyono, Wahid Munawar, Raafi Rizki Maulana, Apriyansah Bahrudin

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

The transition to electric and hydrogen mobility is reshaping the competencies that automotive vocational teaching requires, yet institutions with limited equipment must choose between authentic learning designs without evidence of what each produces. Indonesian research to date has built substitute learning media and reported feasibility ratings rather than measured learning. This study asks what cognitive and psychomotor gains two contrasting designs produce and how those gains compare. Two pre-experimental studies were conducted in one automotive teacher education programme in Indonesia. Study A used a time-series design across three project cycles of 200 minutes in which 15 undergraduates converted a combustion …