Don’T Risk It; Wait Until She’S Sober,
2016
Seattle University School of Law
Don’T Risk It; Wait Until She’S Sober, Patrick John White
Seattle Journal for Social Justice
No abstract provided.
Let’S Talk About Sex: A Call For Guardianship Reform In Washington State,
2016
Seattle University School of Law
Let’S Talk About Sex: A Call For Guardianship Reform In Washington State, Sage Graves
Seattle Journal for Social Justice
No abstract provided.
Living Under The Boot: Militarization And Peaceful Protest,
2016
Seattle University School of Law
Living Under The Boot: Militarization And Peaceful Protest, Charlotte Guerra
Seattle Journal for Social Justice
No abstract provided.
Let’S Invest In People, Not Prisons: How Washington State Should Address Its Ex-Offender Unemployment Rate,
2016
Seattle University School of Law
Let’S Invest In People, Not Prisons: How Washington State Should Address Its Ex-Offender Unemployment Rate, Sara Taboada
Seattle Journal for Social Justice
No abstract provided.
His Feminist Facade: The Neoliberal Co-Option Of The Feminist Movement,
2016
Seattle University School of Law
His Feminist Facade: The Neoliberal Co-Option Of The Feminist Movement, Anjilee Dodge, Myani Gilbert
Seattle Journal for Social Justice
No abstract provided.
In Her Words: Recognizing And Preventing Abusive Litigation Against Domestic Violence Survivors,
2016
Seattle University School of Law
In Her Words: Recognizing And Preventing Abusive Litigation Against Domestic Violence Survivors, David Ward
Seattle Journal for Social Justice
No abstract provided.
Persistence And Resistance: Women’S Leadership And Ending Gender-Based Violence In Guatemala,
2016
Seattle University
Persistence And Resistance: Women’S Leadership And Ending Gender-Based Violence In Guatemala, Serena Cosgrove, Kristi Lee
Seattle Journal for Social Justice
No abstract provided.
Creating The Capable Public: A Call For Liberal Arts Education In Public Schools,
2016
Ursinus College
Creating The Capable Public: A Call For Liberal Arts Education In Public Schools, Olivia R. Keithley
Educational Studies Honors Papers
I argue that liberal arts education is critically important to the creation of a capable public in a democratic society. I draw on David Labaree and Henry Giroux to assert that education is a public good and must serve the purpose of promoting democratic equality. By promoting democratic equality, public education is capable of creating publicly minded citizens. Publicly minded citizens of a democracy must also be free-thinking. Liberal arts education has at its core the aim of creating individuals who are able to think freely and autonomously. In a democratic society where freethinking citizens are necessary in order to …
Annotated Bibliography: Humane Education (2014-2015),
2016
Humane Society Institute for Science and Policy
Annotated Bibliography: Humane Education (2014-2015), Erich Yahner
BIBLIOGRAPHIES
No abstract provided.
Annotated Bibliography: Moral And Character Education (2014-2015),
2016
Humane Society Institute for Science and Policy
Annotated Bibliography: Moral And Character Education (2014-2015), Erich Yahner
BIBLIOGRAPHIES
No abstract provided.
Annotated Bibliography: Altruism, Empathy, And Prosocial Behavior (2014-2015),
2016
Humane Society Institute for Science and Policy
Annotated Bibliography: Altruism, Empathy, And Prosocial Behavior (2014-2015), Erich Yahner
BIBLIOGRAPHIES
No abstract provided.
Exploring Relations Between Teachers’ Beliefs, Instructional Practices, And Students’ Beliefs In Statistics,
2016
McGill University
Exploring Relations Between Teachers’ Beliefs, Instructional Practices, And Students’ Beliefs In Statistics, Melissa C. Duffy, Krista R. Muis, Michael J. Foy, Gregory Trevors, John Ranellucci
Publications and Research
We examined the epistemic climate of statistics classrooms across two different classrooms by measuring teachers’ espoused beliefs about teaching statistics and observing their teaching practices. We then explored whether students’ beliefs became more aligned with the epistemic climate of the classroom over time. Post-secondary students’ beliefs were measured at the beginning and end of the semester. To measure the epistemic climate, teachers completed self-reports of their beliefs about teaching and learning, and participated in two semi-structured interviews at the beginning and end of the semester. Moreover, several classroom observations were conducted over the course of the semester. Analyses of the …
Yorba Times: Special Edition On Safety,
2016
Chapman University
Yorba Times: Special Edition On Safety, Noah Asher Golden, Facundo Acevedo, Jesse Alonzo, Henessy Arana, Leslie Arriaga, Michelle Brait, Amy Chau, Ashley Diaz, Jeremiah Dille, Sierra Durand, Beberly Espinoza, Elora Estes, Lesley Fernandez, Darshan Gamma, Cassandra Garcia, Karla Garcia, Yasmin Garcia, Neko Gianquinto, Gisselle Gonzalez, Jacob Gonzales, Sakina Jaffery, Adrianna Herrera, Allie Hoch, Victoria Hulett, Anthony Jaimes, Leilani Lagunes, Sandra Loredo, Kate Markey, Joshua Marmolejo, Faith Martin, Melissa Medina, Layla Melendez, Dylan Moses, Michaela Moses, Brooklynn Payne, Michelle Perez, Brianna Quirarte, Ieleen Ramirez, Edwin Reyes, Jehu Sandoval, Jaqueline Ramirez, Jonathan Sanchez, Nathalie Sanchez, Christopher Santibanez, Kaylin Seeley, Genevieve Stothers, Miranda Valdez, Christopher Velasquez
Yorba-Chapman Writing Partnership Anthology of Journalistic Writing
During the Spring 2016 semester, Dr. Noah Asher Golden's Teaching of Writing K-12 students partnered with the Journalism class at Yorba Academy for the Arts. Through collaboration over a four-month period, Chapman's future teachers and Yorba's junior high journalists engaged a deep writing process to write a series of features, editorials, and news articles, all connected in some way to the overarching theme of safety. Thank you to Ms. Andrea Lopez, Ms. Tracy Knibb, and the Lloyd E. and Elisabeth H. Klein Family Foundation for supporting this project.
Inclusive Pedagogy: Beyond Simple Content,
2016
Bucknell University
Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky
Faculty Journal Articles
We have learned from feminist philosophy and critical theory that neutrality is a myth; this applies also to the seemingly neutral ways we structure our courses, design our assignments, and assess student achievement and mastery of material. Despite efforts to diversify the content of philosophy classes by ensuring that philosophy written by a diverse and representative selection of philosophers is studied, students still may be alienated when required to participate in a discourse that is not their own. We explore and argue the need for decentering playfulness in philosophy classrooms.
Service And Learning For Whom? Toward A Critical Decolonizing Bicultural Service Learning Pedagogy,
2016
Loyola Marymount University
Service And Learning For Whom? Toward A Critical Decolonizing Bicultural Service Learning Pedagogy, Kortney Hernandez
LMU Theses and Dissertations
The notion of service has enjoyed historical longevity—rooted deeply within our institutions (i.e., churches, schools, government, military, etc.), reminiscent of indentured servitude, and rarely questioned as a colonizing practice that upholds oppression. Given the relentless insertion of service learning programs into working class communities, the sacrosanctity awarded and commonsensically given to service is challenged and understood within its colonial, historical, philosophical, economic, and ideological machinations. This political confrontation of service learning practices serves to: (a) critique the dominant epistemologies that reproduce social inequalities within the context of service learning theory and practice; and (b) move toward the formulation of a …
Does Global Citizenship Education Predict Identification With All Humanity?,
2016
Western Kentucky University
Does Global Citizenship Education Predict Identification With All Humanity?, Alpha Amber Scott Belt
Dissertations
Scholars and leaders agree institutions of higher education must prepare students to live, work and thrive in a global community. Nevertheless, there remains much discourse and debate surrounding what it actually means to be a global citizen, and what are the appropriate learning opportunities that will best serve to achieve this goal. This quantitative study examined whether or not participation in global citizenship education opportunities predicts how a student identifies him- or herself in relation to all humanity as measured using the Identification with All Humanity (IWAH) scale (McFarland et al., 2012). Four research questions were examined 1) does participation …
Why Do They Stay? A Phenomenological Study On The Lived Experiences Of Teachers Who Persist In Urban K-12 Christian Education,
2016
Liberty University
Why Do They Stay? A Phenomenological Study On The Lived Experiences Of Teachers Who Persist In Urban K-12 Christian Education, Marie Teodori
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the lived experiences of teachers who persist in urban K-12 Christian education at five Association of Christian Schools International schools located in the United States. The central research question was: What are the lived experiences of teachers who persist in urban K-12 Christian education? Sub-questions explored the source of motivation, role of intrinsic goals, and contextual/environmental supports for teachers who persist in this setting. Methodology utilized a transcendental phenomenological design, purposeful participant sampling, data collection primarily through in-depth interviews and focus groups, and data analysis using Moustakas’ (1994) recommended procedures. …
The Creation And Assessment Of A Social Integration Predictive Model For A Large Suburban Community College,
2016
Liberty University
The Creation And Assessment Of A Social Integration Predictive Model For A Large Suburban Community College, Bob Bade
Doctoral Dissertations and Projects
The purpose of this predictive correlation study was to create and assess a model of programs and activities to predict student social integration at a large suburban community college. This study’s model was based upon Tinto’s student integration theory (1975, 1987, 1993) and employed hierarchical multiple regression to analyze the data. The data for this study was archival Community College Survey of Student Engagement (CCSSE) self-report data from students at a large suburban community college in Florida. Predictor variables included participation in extended orientation programs and student success courses, participation with classmates inside and out of class on academic related …
The Predictive Relationship Between Specific Teacher Characteristics And The Perceived Sense Of Teacher Self-Efficacy Of Non-Native English Speaking Teachers Of English As A Foreign Language In Rural Thailand,
2016
Liberty University
The Predictive Relationship Between Specific Teacher Characteristics And The Perceived Sense Of Teacher Self-Efficacy Of Non-Native English Speaking Teachers Of English As A Foreign Language In Rural Thailand, Cheri Crook
Doctoral Dissertations and Projects
The goal of this quantitative, predictive correlational study is to investigate an often overlooked area of research, teacher self-efficacy among nonnative English-speaking teachers (NNESTs) who teach English as a Foreign Language (EFL). This study examines the relationship between specific teacher characteristics and perceived teacher self-efficacy among NNESTs of EFL in rural Thailand. The convenience sample in this study includes first through twelfth grade public sector NNESTs of EFL in Nan, Thailand, and represents the larger population of Northern Thai NNESTs of EFL. Data were collected from the sample via a combined Thai-language version of the paper-based Teachers’ Sense of Efficacy …
Teacher Understanding Of Curricular And Pedagogical Decision-Making Processes At An Urban Charter School,
2016
Loyola Marymount University
Teacher Understanding Of Curricular And Pedagogical Decision-Making Processes At An Urban Charter School, Rodolfo Cuevas Jr.
LMU Theses and Dissertations
This qualitative study featured two research endeavors. The first was a narrative inquiry of six teachers at Weedpatch Charter School as they understood curricular and pedagogical decisionmaking. These teachers, along with the Weedpatch Charter School founder, participated in this study soon after the curriculum and instruction decision-making had undergone a democratization effort whereby a top-down administrative approach was replaced by a teacher-led effort. Ironically, WCS school leadership welcomed the latter effort, despite the antiteacher legacy of the charter movement, which has long featured “at will” employment and no collective bargaining. The second component of this study was critical discourse analysis …
