Hitting The Switch: ¡Sí Se Puede!,
2017
Castle Bridge Elementary School
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Occasional Paper Series
Takes us into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason’s teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children’s empathy and calls for a collective response to inclusion. “Hitting the Switch” concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community.
Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion,
2017
Hunter College, City University of New York
Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander
Occasional Paper Series
Argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices.
Teaching Stories: Inclusion/Exclusion And Disability Studies,
2017
SUNY Geneseo
Teaching Stories: Inclusion/Exclusion And Disability Studies, Linda Ware, Natalie Hatz
Occasional Paper Series
This research considers the journey of a public school teacher (Natalie) in partnership with her former undergraduate professor (Linda) to teach disability studies to her colleagues and to her fifth grade students. Our research involved multiple components and contexts that we characterize as “Teaching Stories” to consider disability, diversity, and exclusion across settings.
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen),
2017
Hunter College
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor
Occasional Paper Series
A description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny’s own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an “adhocratic” model of education that views children, educators, and parents as allies.
Disability Studies In Education: Storying Our Way To Inclusion,
2017
Penn State University
Disability Studies In Education: Storying Our Way To Inclusion, Joseph M. Valente, Scot Danforth
Occasional Paper Series
No abstract provided.
Academic Problem-Solving And Students’ Identities As Engineers,
2017
Arizona State University at the Tempe Campus
Academic Problem-Solving And Students’ Identities As Engineers, Mirka Koro-Ljungberg, Elliot P. Douglas, Nathan J. Mcneill, David J. Therriault, Christine S. Lee, Zaria Malcolm
The Qualitative Report
Socially constructed identities and language practices influence the ways students perceive themselves as learners, problem solvers, and future professionals. While research has been conducted on individuals’ identity as engineers, less has been written about how the language used during engineering problem solving influences students’ perceptions and their construction of identities as learners and future engineers. This study investigated engineering students’ identities as reflected in their use of language and discourses while engaged in an engineering problem solving activity. We conducted interviews with eight engineering students at a large southeastern university about their approaches to open and closed-ended materials engineering problems. …
Ideas: A Qualitative Inquiry Into Project-Based Learning,
2017
Western Illinois University
Ideas: A Qualitative Inquiry Into Project-Based Learning, James G. Laprad, Andrea M. Hyde
The Qualitative Report
As waves of the Global Educational Reform Movement, what Sahlberg (2015) identifies as GERM, still ripple around the world pushing for competition, standardization, the focus on the core subjects, and test-based accountability some schools like IDEAS choose what Hargreaves and Shirley (2012) call The Forth Way towards inspiration and innovation with their project-based learning pedagogy. IDEAS is a small public high school in Sheboygan, Wisconsin and a member of Ted Sizer’s Coalition of Essential Schools (CES). Our qualitative inquiry explores the implications of project-based learning on IDEAS’ students, teachers, academic program and school community. Data came from direct observation, interviews, …
Getting Off The Fast Track For The Long Haul: Becoming A Teacher,
2017
Bank Street College of Education
Getting Off The Fast Track For The Long Haul: Becoming A Teacher, Ariel Sacks
Occasional Paper Series
Explores the author's path into the teaching profession.
Collaborations For Success: Teachers, Families, And Funders Working Together,
2017
Samuels Center
Collaborations For Success: Teachers, Families, And Funders Working Together, Sarah Samuels
Occasional Paper Series
Samuels shows how collaboration with families, colleagues, and funders helped her to survive and thrive as a new teacher. She knew from the start that she could not go it alone and sought opportunities at every turn to work with others.
"I Hope This Will Be A Good Year For Me..." : A Career-Changer Stumbles On The Fast Track To Teaching,
2017
Bank street College
"I Hope This Will Be A Good Year For Me..." : A Career-Changer Stumbles On The Fast Track To Teaching, Miranda Barry
Occasional Paper Series
Describes the very difficult experience of a new teacher who was inadequately prepared to manage her classroom of 35 students.
Alternative Certification And Alternative Pathways: A Personal Take On A Core Policy Dilemma,
2017
Stanford
Alternative Certification And Alternative Pathways: A Personal Take On A Core Policy Dilemma, Jon Snyder
Occasional Paper Series
A view on the structured and unstructured journey one goes on to becoming a great teacher.
Preface: Alternative Routes To Teacher Certification,
2017
Bank Street College of Education
Preface: Alternative Routes To Teacher Certification, Jonathan Silin
Occasional Paper Series
A growing research literature on non-traditional pathways suggests the complexity of the task ahead. Alternative Routes to Teacher Certification is our report from the front lines. We wanted to offer new teachers the opportunity to tell their own stories in their own words.
Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles,
2017
The University of Akron
Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) has been gaining in popularity, especially within the context of STEM-based (science, technology, engineering, and mathematics) schools. Program assessments for these schools typically focus on student standardized test scores rather than the needs of the teachers. This study utilized anecdote circles, storytelling via moderated group discussions, to investigate teachers’ needs related to developing and implementing authentic, interdisciplinary PBL activities in an urban, public STEM high school. Teacher experiences and viewpoints were explored within three broad themes: assessment; coaching and training; and authentic learning. The analyses provide insights for transitioning a school for effective PBL implementation as well …
The Potential Scientist’S Dilemma: How The Masculine Framing Of Science Shapes Friendships And Science Job Aspirations,
2017
University of Nebraska-Lincoln
The Potential Scientist’S Dilemma: How The Masculine Framing Of Science Shapes Friendships And Science Job Aspirations, G. Robin Gauthier, Julia Mcquillan, Patricia Wonch Hill, Amy Spiegel, Judy Diamond
Discipline-Based Education Research Group Speaker Series
In the United States, girls and boys have similar science achievement, yet fewer girls aspire to science careers than boys. This paradox emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. We use complete network data on a single middle school and theories of gender, identity, and social distance to explore how friendship patterns might influence this gender and science paradox. Three patterns highlight the social dimensions of gendered science persistence: 1) Boys and girls do not differ in self-perceived science potential and science career aspirations; 2) Consistent with gender-based norms, both middle …
Fair And Equal,
2017
Augustana College, Rock Island Illinois
Fair And Equal, Dr. Deborah Bracke
Education: Faculty Scholarship & Creative Works
This article addresses teaching and the often uncomfortable state of tension between what is "equal" and what is "fair." The author responds to the question, "Can teaching be personalized so that individual differences and learning styles are privileged in every classroom?"
Experiential Learning Enhances Physical Therapist Student Confidence In Management Of Neurologically-Involved Adults And Children,
2017
University of St. Augustine for Health Sciences
Experiential Learning Enhances Physical Therapist Student Confidence In Management Of Neurologically-Involved Adults And Children, Kristen Barta, Megan Flores, Anna Edwards
Physical Therapy Collection
Purpose/ Hypothesis: As physical therapy (PT) students advance through an entry-level professional program, clinical decision making skills improve, though self-confidence in treating individuals with neurological impairments does not. One technique to improve PT student self-confidence with this population is the addition of experiential learning opportunities, which uses direct student interaction with community volunteers to simulate clinical application of didactic material. The purpose of this study was to explore the effect of experiential learning using community participants who were neurologically-involved, on PT students’ perceived self-confidence. It was hypothesized that PT students would report greater levels of self-confidence in their neurological …
Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language And Literacy Instruction,
2017
University of Nebraska - Lincoln
Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language And Literacy Instruction, Rachel E. Schachter
Department of Child, Youth, and Family Studies: Faculty Publications
The knowledge that teachers hold about children’s learning is important to teachers’ practice. Few studies have examined how early childhood teachers use such knowledge during moment-to-moment instruction for language and literacy learning. This study employed a phenomenological approach to understand the knowledge that eight early childhood teachers used to inform their pedagogical reasoning during language and literacy activities. Stimulated recall interviews about practice were conducted with the prekindergarten teachers. Results indicated that the teachers used multiple sources of knowledge to inform their pedagogical reasoning that included: conceptions about how children learn; knowledge about specific children and the learning goals for …
Educating Incarcerated Youth In Illinois: A Blended Learning Model,
2017
National Louis University
Educating Incarcerated Youth In Illinois: A Blended Learning Model, John Sonnenberg
Dissertations
The purpose of this case study was to better understand the reasons behind the apparent continued success of a blended learning educational model in place since 2012 in the Illinois Department of Juvenile Justice (IDJJ). Using a mixed methods approach, data were gathered and analyzed from a variety of records, reports, and other documentation that included: diplomas awarded, courses taken, course completion, enrollment trends, student mobility rates, GED testing information, and special education student enrollment and performance. Data were also gathered through classroom observations and individual and group interviews with the IDJJ district superintendent, principals, and teachers at six different …
Reinventing The Wheel Of Teaching Business? Learning In The Academic Classroom - The Case Of The Business Consulting Course,
2017
CUNY Graduate Center
Reinventing The Wheel Of Teaching Business? Learning In The Academic Classroom - The Case Of The Business Consulting Course, Francesco R. Frova
Dissertations, Theses, and Capstone Projects
The purpose of this study is to use the case of the Business Consulting course to demonstrate and enhance the significance of the application of effective and experiential learning in the academic classroom. Three Learning Theories are considered: Classical, Social, and Experiential Learning. Principles of effective learning and learning goals are described, and are looked at through the description of a Business Strategy and Business Consulting courses run in a US North-Eastern public university. The Business Consulting course is then compared with a standard lecture course and a course that uses case studies to demonstrate how the learning goals can …
The Theory Of Special Education And The Necessity Of Historicizing: A Multilogue Response To Benjamin Kelsey Kearl And Donald Warren,
2017
University of British Columbia
The Theory Of Special Education And The Necessity Of Historicizing: A Multilogue Response To Benjamin Kelsey Kearl And Donald Warren, Jason Ellis
Education's Histories
Jason Ellis responds to Benjamin Kelsey Kearl and Donald Warren's discussion of the use of philosophy in the history of special education.
