Curriculum and Social Inquiry Commons^™

Teaching An International Bestseller: Reflections On Encouraging Caring Global Citizenship, Evguenia Davidova

International & Global Studies Faculty Publications and Presentations

This article discusses an integrative model of gradual scaffolding of curricular and pedagogical strategies, based on the theoretical framework of a “caring global citizenship.” It provides concrete practices for internationalization of general education that could be implemented in a wide variety of institutional settings. Such a model addresses ethnocentrism by expanding students' knowledge and perspectives on societies influenced by American politics, and fosters empathy as both value and skill.

Portland State University: General Education And Equitable Assessment, Rowanna L. Carpenter, Vicki Reitenauer, Aimee Shattuck

Women, Gender, and Sexuality Studies Faculty Publications and Presentations

Portland State University is not only Portland, Oregon’s public research university, but a place of innovation and engagement. Portland State offers over 200 degree programs, and is very engaged in community development as it sits in the heart of downtown. Originally founded in 1946 to serve returning World War II veterans, Portland State has “grown into Oregon’s most diverse urban public research university with 26,000 students.” Of the students served, 25% are students with children, 37% are first-generation, 45% receive Pell grants, and 48% are students of color. Espoused values of the university include the promotion of access, inclusion, and …

Instructional Decision-Making For Students In Community-Based Transition Programs, Rachel Knoepfle

University of the Pacific Theses and Dissertations

Per the Individuals with Disabilities Education Improvement Act (IDEA), students with moderate to severe intellectual disabilities are eligible to receive transition services beyond twelfth grade, if they have not met the requirements for a high school diploma. There is not a formal model for how transition services should be implemented and there a number of factors in play when considering instruction for students in transition classrooms. Thus, the following questions arise: what does teaching and learning look like in such a classroom? How do teachers of CBT programs explain and understand their curriculum decision-making processes?

This study employed the methods …

Inquiry-Based Emergent Curriculum Using A Transdisciplinaryapproach To The Visual Arts In Early Childhood Education And Care:Implications For Policy, Education And Practice, Evelyn Mary Egan

Theses

This research aims to investigate current approaches used by practitioners in the design and delivery of visual arts curricula for children availing of the Irish Early Childhood Care and Education (ECCE) Scheme (DCYA, 2019). The study rationale is borne out of an interest in establishing what constitutes good practice in this domain. The focus of the study is to provide an extensive review of national and international literature debating approaches to visual arts curricula for young children and to establish how this translates into practice through a field study methodology within the Irish ECCE context. Underpinning the research is the …

Gender Identity And Gender Inclusivity: Lesson Plan For Virginia And U.S. Government, Kristina Lee

Open Textbooks and Course Materials

Lesson plan for use with the document Gender-Inclusive Library Workgroup Report. Designed to promote high school level discussion around gender-neutral spaces and policies. Aligns with VA SOL GOVT.1. Includes opening activity for students, articles for discussion, and project outline.

The Morning Meeting: Fostering A Participatory Democracy Begins With Youth In Public Education, Rebecca C. Tilhou

Teaching & Learning Faculty Publications

There is a faltering sense of democracy in America's current political climate due to polarized opinions about leadership's decisions and antagonistic political parties. John Dewey (1916) proposed that education is the place to foster democracy, as schools can provide a platform to actively engage students in authentic democratic experiences that will empower them to act democratically beyond the walls of the school. The democratic schools that emerged during the Free School Movement of the 1960s and 1970s embody Dewey's philosophy, specifically with the shared governance occurring in their School Meetings. Unfortunately, American public education's present preoccupation with standardization, proficiency scores, …

Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff

MERC Publications

This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …

Culturally Collaborative Teaching: A Path Toward Black Student Learning, J. Love Benton

Antioch University Dissertations & Theses

Inservice teachers’ influence and power are vital components for academic success among Black children. Previous research has shown that when teacher/student interactions are culturally responsive, engaging, and equitable, student learning is positively impacted (Banks, 2001; Gay, 2010; Ladson-Billings, 2011; Sleeter, 2000; Warren, 2018). However, equity gaps between Black and White k-12 students continue to exist within classroom settings (Grant & Sleeter, 2012; Ladson-Billings, 2018). Using a mixed-method approach that includes Repertory Grid Technique underpinned by Personal Construct theory to identify the teaching perceptions of inservice teachers, I gathered data that indicate how k-12 teachers understand what enables Black students to …

Student's Perceptions Of Smartphone Use At Home And At A High School Regarding A New Smartphone Policy: A Case Study, Ana Zurita

College of Graduate Studies: Theses & Dissertations

The new generation raised in the digital era continues to present unresolved challenges for both parents and teachers. The purpose of this case study is to analyze students' usage of their smartphones in their lives, and understand the success of a new school policy on smartphone use at an arts school in the U.S. For this qualitative research, I interviewed ten participants from the high school. The literary review informs us that smartphones are potentially addictive, with negative effects for healthy mental, emotional and social child development, as well as a source of misleading information. As a consequence, smartphones in …

Strengthening Middle School Students’ Commitment To Social Justice Issues: Building Connections With Teacher Education Candidates, Anne Katz

Curriculum, Foundations & Reading: Faculty Publications

This article was published in Dragon Lode.

Cocreate: Collaborative Curriculum Reimagining And Enhancement Aiming To Transform Education, Barry J. Ryan, Adrienne Fleming, Catherine M. Deegan, Claire Mcavinia, Colm O'Kane, David Williams, Edmund Nevin, Eric Bates, Fionnuala Darby, Jen Harvey, Lesley Murphy, Maebh Coleman, Miriam O'Donoghue, Nicola Duffy

Teaching Fellowship Reports

The establishment of TU Dublin in January 2019 provided a unique opportunity to create a bespoke curriculum framework for students, staff and stakeholders of TU Dublin, produced by the students, staff and stakeholders of TU Dublin. A curriculum framework is a set of guiding values that inform the design of teaching and learning activities within TU Dublin. A Teaching Fellowship Team, comprising eighteen teaching academics from across the three TU Dublin campuses and supported extensively by the Learning Teaching and Technology Centre (LTTC), was formed to collaboratively craft, in partnership with all stakeholders, a curriculum framework for TU Dublin. Working …

Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 48, Winter 2020), Center For Gifted Studies, Tracy Inman Editor

Gifted Studies Publications

No abstract provided.

A Quantitative Study On The Effectiveness Of A Rural Magnet School Versus An Urban School Magnet Program In Academic Success And Stakeholder Satisfaction, Shayera Whitfield

Doctor of Education Dissertations

Research studies has indicated there is a correlation with magnet school curriculum being the cause of an increase in student achievement, high levels of student motivation, and satisfaction with morale as well as an increase in the number of parents satisfied with the school. However, according to Gamoran (1996), there have only been studies examining the academic achievement of magnet school students to non-magnet school students. This research study was designed to determine the effectiveness of a magnet school program in a rural and urban school district on the academic performance of students in reading and math as well as …

How The Change To Online Learning Affected Chinese Language Teaching In California Schools Due To The 2020 Covid-19 Pandemic, Jing Ren

Cal Poly Humboldt theses and projects

This research study investigates how Chinese language teachers in California made the change from in-person learning to distance learning during the COVID-19 pandemic, how they set up and taught virtual classes and what their reactions were to the online transitions. Teachers utilized various interactive tools and strategies to teach students in their virtual classrooms. Parental involvement with the child’s education at home increased. Some public school district polices caused greater reductions in student participation than others. Teachers applied various communication strategies to engage students in creative ways while teaching online. This together with curriculum development and assessment design required that …

Is Inclusion The Answer?, Jacqueline M. Hewins

Cal Poly Humboldt theses and projects

Inclusion is the method by which many school districts meet the requirement of educating students with disabilities in the “least restrictive environment”. While it is an established practice, supported by the educational community and most families alike, there is a gap in the literature regarding how students feel about being in inclusion classes. In order to learn more about the student experience, five students with special education needs from a rural high school were interviewed about their involvement in inclusion. Students were asked about whether they felt included, if they socialized with peers from the inclusion class, and if they …

Developing Youth Voices, Maryam Ahranjani

Faculty Scholarship

Discusses the Marshall-Brennan Constitutional Literacy Project, and its role in inspiring students to speak up about the things that are important to them. Students learn how the Constitution works by reading cases, and developing critical thinking and oral advocacy skills with relatable mentors.

For more information visit:

https://www.wcl.american.edu/impact/initiatives-programs/marshallbrennan/20th-anniversary/

Rey-Ifying A New Heroine: Interrogating The Curriculum Of Femininity In Star Wars Films, Rebekah S. Morgan

College of Graduate Studies: Theses & Dissertations

The Star Wars film trilogies are a cross-generational phenomenon. Due to its powerful and pervasive nature, the messages within Star War’s films must be problematized. As a cultural artifact, Star Wars was used to explore the representations of women across time and three generations. Using a conceptual framework based on cultural curriculum studies and feminist theory, this study explored the significance of Star Wars as gender text by interrogating the representations of women in the Star Wars film saga and what these representations teach about gender and femininity. By focusing on the themes of agency, empowerment, and identity, this work …

The Rose Who Grew From Concrete: A Black Female Administrator's Perspective Of The Public School Experience For Black Girls Who Attend A Predominantly White Middle School In Southeast Georgia, Latashia S. Thomas

College of Graduate Studies: Theses & Dissertations

This study explores the educational experiences of Black girls who attended a predominantly White school in Southeast Georgia from the perspective of a Black female administrator. Using Critical Race Theory (e.g. Bell, 1987, 1992, 1995; Delgado & Stefancic, 2001; Solorzano & Yosso, 2001) and Black Feminist Thought (e.g. Hill Collins, 2000; hooks, 1984/2000) as theoretical frameworks and memoir (Angelou, 1969/2009; Hurston, 1996) and fiction (Bell, 1992; Morrison, 1970/1993) as methodology, I explore ways in which Black girls are oppressed when they attend majority White public schools.

Six meanings emerged from this inquiry: (1) Writing my memoir has allowed me to …

Professionalizing Emergency Medical Services (Ems): Still At The Crossroads, B. Jeanine Newton-Riner

College of Graduate Studies: Theses & Dissertations

In this work, I examine the failure of Emergency Medical Services (EMS) to professionalize over the course of its existence as an occupation. I consider how popular culture has contributed to a conflicted identity between what the public sees and how EMS providers view themselves. I believe that EMS has been restrained from professionalization due to oppression by physicians in a manner consistent with how two other allied health professions, pharmacy, and physical therapy, once were. I explore the professionalization of these two occupations to identify similarities and differences that may provide insight into next steps needed by EMS providers …

Reflections On Critical Pedagogy In America Latina: La Lucha Continua, Peter Mclaren

Education Faculty Articles and Research

"When I speak in Mexico, I support efforts there to create a revolutionary critical pedagogy—one that has not been domesticated and depotentiated by neoliberal dogma. This means the inclusion of a decolonial pedagogy which challenges the “coloniality of power” (patron de poder colonial) that still resides at the heart of post-colonial societies. I would advise as a central, overarching goal of critical pedagogy the struggle for a socialist alternative to the “value form of labor” that exists in capitalist societies throughout North and South America, and that such efforts must be transnational in scope since capitalism is now transnational in …