The Efficacy And Limits Of The Collegiate Men Of Distinction Mentoring Program,
2019
University of New England
The Efficacy And Limits Of The Collegiate Men Of Distinction Mentoring Program, D'Angelo S. Taylor
All Theses And Dissertations
Black men collectively have not achieved the same success in graduation or retention as their counterparts in higher education. At the University of Southern Indiana, the four-year graduation rate for Black men sits at 1.5 percent which is more than twenty points lower than the 22 percent national average (National Center for Education Statistics, 2017). The purpose of this research was to examine the effectiveness and limitations of the Collegiate Men of Distinction mentoring program. This program was created to combat low persistence rates among the Black male population at the University. In creating the program, young men were given …
¿Quién Compone La Historia?: Un Estudio Creativo De La Enseñanza Y Memoria De La Dictadura Cívico Militar Chilena A Través De Las Artes Y Trabajos Originales,
2019
SIT Study Abroad
¿Quién Compone La Historia?: Un Estudio Creativo De La Enseñanza Y Memoria De La Dictadura Cívico Militar Chilena A Través De Las Artes Y Trabajos Originales, Emily Beuter
Independent Study Project (ISP) Collection
Esta investigación analiza la enseñanza de la dictadura cívico-militar de una manera no-tradicional en Santiago, Chile. La investigación consiste en entrevistas con personas que ocupan roles relacionados a la educación; en una práctica implementada por la investigadora en tres escuelas y en una actividad que incluye los trabajos originales de los estudiantes y los poemas originales de la autora. La historia, el arte, la creatividad son principios clave de la investigación. La investigación da importancia a la enseñanza de historia, específicamente a la de la dictadura cívico-militar en Chile y al uso del arte como una herramienta pedagógica en la …
College, Career, And Community Writer’S Program (C3wp) Data-Driven Reports Of Literacy Growth,
2019
Carson City-Crystal Middle School and Chippewa River Writing Project at CMU
College, Career, And Community Writer’S Program (C3wp) Data-Driven Reports Of Literacy Growth, Kathy J. Kurtze
Language Arts Journal of Michigan
Through the implementation of mini-units in from the C3WP, a teacher demonstrates that routine argument writing leads to great gains in argument writing literacy.
Characteristics Of Seventh-Grade Middle School Students Who Attended A Continuation High School,
2019
JOI Subscribers - UNF
Characteristics Of Seventh-Grade Middle School Students Who Attended A Continuation High School, Rae Lynn Kit
Electronic Theses, Projects, and Dissertations
This study explored pre-existing quantitative data for 55 students when they were in the seventh grade who eventually attended a continuation high school years later. There were 101 students at a particular continuation high school, and this research explored pre-existing data looking solely at the students who were in the same district while they were in seventh grade. Attendance and grades from the pre-existing data in the district’s software system were analyzed using a descriptive methodology followed by a cluster analysis through SPSS. Attendance findings for the 55 students revealed that nine students (16%) were absent with a frequency of …
Out Of Time: Accomplices In Post-Carceral World-Building,
2019
Portland State University
Out Of Time: Accomplices In Post-Carceral World-Building, Benjamin J. Hall, Rhiannon M. Cates, Vicki L. Reitenauer
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
An article in which a faculty member, a university staff member and former student, and a currently incarcerated student and teaching assistant collaboratively examine their experiences as co-teachers and co-learners in a humanities-based prison classroom, and as co-authors of the article itself. Fostered by the faculty member’s pedagogical approach and design of the course, the authors pose that critical practices of writing and learning are dynamic sites of imagination and collaboration, and in turn, avenues by which informed and intentional futures can be enacted. Locating their practice and experience of partnership within a prison, the authors enter their co-created and …
Am I Patriotic? Learning And Teaching The Complexities Of Patriotism Here And Now,
2019
Bank Street College of Education
Am I Patriotic? Learning And Teaching The Complexities Of Patriotism Here And Now
Occasional Paper Series
This issue of the Bank Street Occasional Paper Series seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism.
Supporting Young Children Of Immigrants In Prek-3,
2019
Bank Street College of Education
Supporting Young Children Of Immigrants In Prek-3
Occasional Paper Series
This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve.
#Sayhername: Making Visible The T/Terrors Experienced By Black And Brown Girls And Women In Schools,
2019
Bank Street College of Education
#Sayhername: Making Visible The T/Terrors Experienced By Black And Brown Girls And Women In Schools
Occasional Paper Series
No abstract provided.
Queering Education: Pedagogy, Curriculum, Policy,
2019
Bank Street College of Education
Queering Education: Pedagogy, Curriculum, Policy
Occasional Paper Series
No abstract provided.
School Health Program: Impacting Physical Activity Behaviors Among Disadvantaged Students,
2019
University of Nevada, Las Vegas
School Health Program: Impacting Physical Activity Behaviors Among Disadvantaged Students, Chia-Liang Dai
Teaching and Learning Faculty Research
BACKGROUND: Children from disadvantaged backgrounds are more apt to experience lower availability of nutritious foods, lack opportunities to exercise, and lack access to recreational facilities, and thus, are more likely to be obese and at greater risk for developing chronic diseases. We review school health education programs' impact on physical activity behaviors among disadvantaged students. METHODS: The inclusion criteria of the study were articles: published in English with full text between 2011 and 2017; focused on school health education programs for disadvantaged school‐aged students; assessed programs including a physical activity component; examined school‐aged children and adolescents' physical activity behaviors; and …
Critical Mathematical Inquiry,
2019
Bank Street College of Education
Critical Mathematical Inquiry
Occasional Paper Series
Welcome to Issue 41 of Bank Street’s Occasional Paper Series. The issue features a collection of papers by authors with a shared affinity for the work of critical mathematical inquiry (CMI). In what follows, we present our framing of mathematics education as a participatory venue for CMI and situate it in the context of another, perhaps more familiar approach to teaching mathematics for social justice (TMfSJ).
The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education,
2019
City University of New York / University of Haifa
The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey
Occasional Paper Series
In this study, we offer an analysis of the phrase the "soft bigotry of low expectations" and considers its role in rhetoric about U.S. mathematics education policy and practice, especially in regards to Critical Mathematical Inquiry. From the phrase’s origins in a speech given by President George W. Bush in 2000, to its current use on social media, this phrase offers a lens into white supremacy and "tools of whiteness" (Picower, 2009), and their persistence in U.S. schooling paradigms, especially about mathematics. We analyze specific, recent instantiations of the phrase on blogrolls and Twitter, in addition to more implicit …
Elementary Mathematics And #Blacklivesmatter,
2019
The Ohio State University
Elementary Mathematics And #Blacklivesmatter, Theodore Chao, Maya M. Marlowe
Occasional Paper Series
The #BlackLivesMatter movement has opened up conversations in schools across the country about systemic racism, a “new” civil rights movement, and the treatment of children of color. In this article, a veteran elementary teacher uses the #BlackLivesMatter movement to help her students see the power of mathematics in their own lives, taking care to first connect with her school community so as not to incite trauma. Using an age-appropriate activity to investigate the feelings of anger felt by the Black community of Ferguson County, Missouri, shortly before the police murdered Michael Brown, we construct a conversation on what elementary mathematics …
Mathematics For Whom: Reframing And Humanizing Mathematics,
2019
Chapman University
Mathematics For Whom: Reframing And Humanizing Mathematics, Cathery Yeh, Brande M. Otis
Occasional Paper Series
Mathematics for social justice allows students to see mathematics as an analytic tool to understand and influence issues important to them and their communities. Existing work in teaching mathematics for social justice often connects to secondary curriculum. But what about elementary mathematics? This paper describes the theoretical frames and gives an example of social justice-oriented mathematics with elementary-age students. We share the process of analyzing published K-6 mathematics curriculum as an entryway to engage in investigations that raise students’ awareness of social issues and to develop their mathematical power and sense of self as mathematics thinkers and doers.
Power To Change: Math As A Social-Emotional Language In A Classroom Of 4 And 5 Year Olds,
2019
The Advent School
Power To Change: Math As A Social-Emotional Language In A Classroom Of 4 And 5 Year Olds, Elinor J. Albin, Gretchen Vice
Occasional Paper Series
Tells the story of how mathematics influenced a long term investigation around feeling powerful within an early childhood classroom. Written by Early Childhood Teacher, Elinor J. Albin, and Dean of Faculty, Gretchen Vice, this essay outlines the guiding questions by which teachers at The Advent School in Boston, MA connect mathematics to overarching themes and social-emotional learning. “Power to Change” concludes with observations about how and why mathematics provided a language for building social-emotional intelligence in four and five year olds.
The World In Your Pocket: Digital Media As Invitations For Transdisciplinary Inquiry In Mathematics Classrooms,
2019
University of Arizona
The World In Your Pocket: Digital Media As Invitations For Transdisciplinary Inquiry In Mathematics Classrooms, Lynette Deaun Guzmán, Jeffrey Craig
Occasional Paper Series
Building a curriculum from online digital media may provide opportunities for students to draw on their funds of knowledge, deconstruct dominant narratives, and engage with complex multimodal artifacts. We focus on an example of how we have used a digital infographic, The World as 100 People, to unpack global and local issues in mathematics classrooms. Using digital media as invitations for critical mathematical inquiry, we call for mathematics educators to push back on (1) the way mathematics should be formally taught in schools, and (2) a common practice of social media restrictions in schools.
Collaboration And Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, And Agency,
2019
University of Tennessee, Knoxville
Collaboration And Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, And Agency, Frances K. Harper
Occasional Paper Series
When faced with the challenge of supporting students to do the “messy” mathematical work necessary for exploring social justice problems through critical mathematical inquiry, teachers might rely on more procedural or direct instruction. Because how students learn matters as much as what they learn, this can inadvertently limit students’ engagement with mathematics. Instructional strategies designed to foster equitable collaboration can support critical mathematical inquiry by promoting norms for equitable student engagement and mathematics identity development. As teachers and students negotiate what counts as mathematics engagement and who has access to mathematics, students’ authority over mathematics and social justice issues increases.
Cultivating A Space For Critical Mathematical Inquiry Through Knowledge-Eliciting Mathematical Activity,
2019
Montclair State University
Cultivating A Space For Critical Mathematical Inquiry Through Knowledge-Eliciting Mathematical Activity, Debasmita Basu, Steven Greenstein
Occasional Paper Series
Learning mathematics becomes more effective when teachers leverage their students' mathematical and everyday knowledge as resources for instruction. Thus, tasks that reveal these forms of knowledge would be especially useful to teachers. Unfortunately, such tasks are hard to find and even harder to create. Consequently, we developed a collection of mathematical tasks that we hoped would elicit “children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including children’s mathematical thinking, and children’s cultural, home, and community-based knowledge)” (Turner et al., 2012, p. 68). These tasks proved to be productive …
Quantitative Civic Literacy,
2019
Saint Mary's College of California
Quantitative Civic Literacy, Mary Candace Raygoza
Occasional Paper Series
As teachers strive to reimagine mathematics classrooms as interdisciplinary, problem-posing spaces that connect to students’ lives, communities, and the world, how can they prepare young people to develop as civic actors, to build quantitative civic literacy? This article explores how mathematics teachers may support students to learn about and take civic action in relation to mathematical study of societal inequalities. Keeping in mind there is not a singular way of conceiving what it means to develop students as democratic citizens, this article offers a call to explore the range of ways quantitative civic literacy may be understood and taken up.
Re-Designing Mathematics Education For Social Justice: A Vision,
2019
Boston University
Re-Designing Mathematics Education For Social Justice: A Vision, Fahmil Shah
Occasional Paper Series
With a recent push within recent years incorporate issues of social justice within mathematics classrooms, it is important to consider the practicality of addressing these issues in classrooms. Using a theoretical framework developed through a historical analysis of mathematics and its development in school systems around the world, this paper addresses aspects of the current US educational system that limit the feasibility of incorporating social justice in mathematics classrooms. The author also provides recommendations for the field that might pave the way for progress towards a socio-analytical focus in mathematics classrooms in the future.
