Education Commons^™

Lessons To Learn From Teacher Activists Organizing For Systemic Change Through A Community-Based Coalition, Cynthia Roy

Educational Studies Dissertations

Corporate education reformers say they want excellent education for all students, yet scholars have documented the failure of corporate, neoliberal education reform. Educational organizing offers a powerful alternative to education reform. The purpose of this study was to understand how teachers in a community-based coalition made up of workers, educators, students, parents, guardians, grandparents, elected officials, and community leaders organized for equitable, systemic school change. This critical, feminist, activist ethnographic study included six participants and involved field observations, formal and informal interviews, and artifacts collected over six months. The instruments used to collect data were a demographic survey, a field ...

Examining Developmental And Sociological Effects Of Restrictive Behavioral Sanctions On College Students, Patrick Sharry

Educational Studies Dissertations

With the rising costs and social implications of attending higher education, the importance of student success and degree completion has taken on even more weight in recent years. Something that can derail these important elements is the implementation of a restrictive sanction due to the impact they have on a student’s personal and social development. While the success rate of sanctioned K-12 students continues to be explored by many researchers, the population of traditional college students who are severely sanctioned has not been well represented in the literature. This study explores the lived experiences of college students issued a ...

The Need To Belong: Interweaving State History In Adult Esl To Support Culturally Responsive Teaching, Sandra Watkins

Master's Projects and Capstones

As an increasing variety of cultures is represented in our adult ESL classrooms, and there is a growing need for instructors to employ culturally responsive teaching methods to bridge the gap between students’ cultural backgrounds and the current curriculum and instructional practices being used in our community college noncredit classrooms. The existing cultural dissonance between the mainstream culture and their own may cause learners to internalize negative individual and group identities resulting in low expectations for life changes. Without understanding the relationship between your home and your host country, the history of the new place, or a sense of connection ...

Bridging Language Through Folktales And Authentic Outings: A Guidebook For Esl/Efl Teachers, Natalie Sauvain

Master's Projects and Capstones

There is a real need for authentic and culturally relevant materials to be integrated into ESL and EFL classrooms. Swiss classrooms, as well as the language acquisition curricula used in them, need to be redesigned with the native languages and culture of the learners’ in mind. All too often, teachers are dependent on textbooks, which can raise anxiety and decrease motivation among ELLs since the learners lack an authentic relationship with the teacher, language and materials. The aim of this field project is to address the lack of authentic materials in Swiss ESL classrooms. The creation of this field project ...

Navigating School: An English As A Second Language Curriculum For Multilingual Caregivers, Kerry Stimpson

Master's Projects and Capstones

If multilingual families feel that they are not able to communicate with school staff, then these families may not become involved in their child’s school, and the child’s learning could be negatively impacted. The purpose of this project is to create a roadmap and lessons for English as a Second Language (ESL) instructors to implement in their classes with multilingual caregivers. This curriculum will address the lack of understanding that ESL teachers have in regard to the needs of multilingual caregivers to communicate with their child’s school staff and understand the school system in the United States ...

Relationships Among Higher Education Efl Student Perceptions Toward Fully Online Language Learning And Computer Self-Efficacy, Age, Gender, And Proficiency Level In Emergency Remote Teaching Settings, Marco Cancino, Kylie Towle

Higher Learning Research Communications

Objectives: The purpose of this study was to explore Chilean higher education English as a foreign language (EFL) students’ perceptions toward components of their fully online learning experience and their computer self-efficacy during the CoVID-19 pandemic and assess how these variables are influenced by age, gender, and language proficiency.

Method: Participants of the study were 236 undergraduate students (110 males and 126 females) who took a fully online EFL course in a professional institute in Chile. Likert-scale questionnaires were used to gather data on perceptions toward fully online language learning components (online participation, collaborative group work, instructional materials, and learning ...

A Dialogical Learning Experience Through Vassar College’S Stepp Program, Leonisa Ardizzone, Nywel Cheaye

Teaching and Learning Together in Higher Education

No abstract provided.

Co-Creating Dynamic Pedagogical Reflection: Building A Transformational Partnership Through Stepp, Maya Pelletier, José Perillán

Teaching and Learning Together in Higher Education

No abstract provided.

Choosing Pedagogical Partnerships Over Pedagogical Solitude: Embracing The Inherently Social Nature Of Teaching And Learning, Eréndira Rueda

Teaching and Learning Together in Higher Education

No abstract provided.

Exploring The Personal And Professional Work Of Pedagogical Partnership At Vassar College, Nandeeta Bala

Teaching and Learning Together in Higher Education

No abstract provided.

Prioritizing Patriotism. A Book Review Of How To Educate A Citizen: The Power Of Shared Knowledge To Unify A Nation, Heather E. Gerker

Democracy and Education

How to Educate a Citizen offers readers a look at the historical context of American public schooling while perpetuating an enduring argument over the best approaches to curriculum. Hirsch revisits his work from the past 30 years, calling on parents, teachers, and educational leaders to view American public schooling as an opportunity to teach patriotism rather than skills and content.

Hearing Silence: Understanding The Complexities Of Silence In Democratic Classrooms And Our Responsibility As Teachers And Teacher Educators. A Response To "Creating A Democratic Mathematics Classroom: The Interplay Of The Rights And Responsibilities Of The Learner.", Kersti Tyson, Allison Hintz, Andrea English, Diana Murdoch

Democracy and Education

This response to Priya Prasad’s and Crystal Kalinec-Craig’s article on the interplay of the Rights and Responsibilities of the Learner aims to engage with and add on to the authors’ exploration of learners overexercising or opting out of their rights. While grappling with these challenges alongside the authors, our curiosity deepened about a significant and understudied facet of democratic classrooms: silence. Through this response, we consider the multifaceted dimension of silence and how a focus on silence may help us more fully understand the tension between learners’ rights and responsibilities to self, each other, and the collective. Specifically ...

Review Of Relative Races: Genealogies Of Interracial Kinship In Nineteenth-Century America, By Brigitte Fielder, Shelby Johnson

ABO: Interactive Journal for Women in the Arts, 1640-1830

No abstract provided.

Review Of The Man Who Thought Himself A Woman, Ed Christopher Looby, Carrie D. Shanafelt

ABO: Interactive Journal for Women in the Arts, 1640-1830

Christopher Looby's anthology of queer nineteenth-century American short stories is a fascinating collection of both obscure and familiar texts that together constitute a powerful argument for the queerness of the short story and for the centrality of queerness to American literary aesthetics.

“All The Modes Of Story”: Genre And The Gendering Of Authorship In The Year 1771, Pt I, David Mazella, Claude Willan, David Bishop, Elizabeth Stravoski, Walter Barta, Max James

ABO: Interactive Journal for Women in the Arts, 1640-1830

This essay argues that literary histories organized around a single genre, narratives of national formation, or canonical male authors cannot do justice to the complexities of women’s participation in eighteenth-century British genres. Instead, this essay offers an alternative approach based on the reduction of the geotemporal scope to the literary productions of a single year in three cities. Working with the ESTC records for the 2000+ items produced in these cities helped produce a dataset that allowed us to recreate each city's literary and non-literary genre system, print environment, and "historical present" for the target year. This inventory ...

The Lady’S Museum Project: A Digital Critical Edition In Phase 1 Of Its Development, Now Available For Teachers And Students To Learn Collaboratively Through Charlotte Lennox’S Lady’S Museum (1761-62), Kelly Plante

ABO: Interactive Journal for Women in the Arts, 1640-1830

This announcement informs readers on how they can use, and participate in, the Lady's Museum Project (ladysmuseum.com). It discusses the work completed and the forthcoming updates planned for teachers', scholars', and students' use of this first critical edition of Charlotte Lennox's the Lady's Museum, as of spring 2022.

Arabella In The Salon: Teaching Charlotte Lennox’S Female Quixote With Madeleine De Scudéry’S “Carte De Tendre,” Clélie, And Conversations, Nicole Horejsi

ABO: Interactive Journal for Women in the Arts, 1640-1830

No abstract provided.

Teaching The Lady’S Museum And Sophia Imperialism, Early Feminism, And Beyond, Karenza Sutton-Bennett, Susan Carlile

ABO: Interactive Journal for Women in the Arts, 1640-1830

This essay argues for the value of teaching Charlotte Lennox’s periodical The Lady’s Museum (1760-61) in undergraduate literature, history, media studies, postcolonial, and gender studies classrooms. Lennox’s magazine, which includes one of the first serialized novels “Harriot and Sophia” (later published as the stand-alone novel Sophia (1762)) encouraged debate of the proto-discipline topics of history, geography, literary criticism, astronomy, botany, and zoology. This essay offers a flexible teaching module, which can be taught in one to five days, that focuses on the themes of early female education and imperialism using full or excerpted portions of essays from ...

Mapping The Geographic Imagination In Harriot Stuart And Euphemia At An Hbcu, Leah M. Thomas

ABO: Interactive Journal for Women in the Arts, 1640-1830

Teaching Charlotte Lennox’s Harriot Stuart (London, 1750) and Euphemia (London, 1790) offers a transatlantic perspective of the New York region and its diverse population of African Americans, Native Americans, and European Americans as understood from a British woman novelist who lived in New York in the 1740s during the time in which both novels are set. In addition to this diversity, her novels demonstrate the conflicts and networks within this part of America, all of which can be explored through historical and geographical contexts of contemporaneous maps. These maps not only engage the science, technology, engineering, and mathematics (STEM ...

Teaching Charlotte Lennox’S Harriot Stuart: Romance, The Eighteenth-Century Novel, And Transatlantic Fictions, Marta Kvande

ABO: Interactive Journal for Women in the Arts, 1640-1830

Harriot Stuart is well worth teaching because it offers rich possibilities both for discussing literary forms such as heroic romance, epistolary form, and women’s narrative voices, and for investigating topics such the transatlantic experience, colonialism, and representations of Native Americans. Whether in a course focused specifically on Charlotte Lennox’s works or in a more broadly focused course in eighteenth-century fiction, Harriot Stuart can help students learn about the possibilities for women’s empowerment and about transatlantic and racial ideas during the period.