Social and Philosophical Foundations of Education Commons^™

Unwrapping The Comfort Of Sameness With Spanish Immersion Elementary School, Christin N. Taylor

English Faculty Publications

I watched my 6-year-old hover around the periphery of the table, unable to find somewhere to sit. The cafeteria was a cacophony of little voices, Spanish and English, tumbling over each other, her classmates sitting close and waiting to be dismissed to homeroom.

I couldn’t help but notice how different Noelle looked from most of the children, with her liquid blond hair and saucerlike blue eyes. [excerpt]

A Gift We Can't Keep Giving: An Analysis Of The Prevalence And Consequence Of Educators' Unpaid Labor, Jared Martin Hanneman

Dissertations, Theses, and Capstone Projects

Unpaid labor by educators is an important topic of social inquiry. With over half of all urban teachers leaving the profession within five years, it is of vital importance to examine the current U.S. educational system and take steps in minimizing the teacher burnout and attrition that is so costly to both students and the educational institutions. Most of the previous literature on unpaid labor focuses on domestic labor in the home rather than work performed by an employee above and beyond their ordinary contractual obligations - either by arriving early, staying late, or bringing work into the home. With …

Litigation And Organization: Educational Rights In A Deliberative Democracy. A Book Review Of Realizing Educational Rights: Advancing School Reform Through Courts And Communities, Todd A. Demitchell, Winston C. Thompson

Democracy & Education

Realizing Educational Rights: Advancing School Reform through Courts and Communities by Anne Newman advances an important argument for the establishment of education as a right. Her argument asserts that a fair, deliberative democracy cannot be sustained without a right to education. She builds an argument for a right to an an education in response to the U.S. Supreme Court case San Antonio Independent School District v. Rodriguez denial of education as a fundamental federal right.

Recognizing The Intellectual Complexity Of Teaching. A Response To “Democratic Teaching: An Incomplete Job Description”, Alisa J. Bates

Democracy & Education

This response to “Democratic Teaching: An Incomplete Job Description” explores the intellectual work that teachers must do to achieve the goal of preparing citizens for a flourishing democracy. This piece analyzes the rigor of such a teaching task and asks questions about what it means to engage in the intellectual work of teaching for democracy. Public perceptions of teaching as an intellectual practice and the impact this has on teaching as both a profession and element of fostering democracy are explored.

Flying Sandwiches And Broken Glasses. A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Sigal R. Ben-Porath

Democracy & Education

The authors of the feature article provide a sound analysis of the shortcomings of the new teacher training model in preparing professional teachers rather than technicians, in getting them ready to teach in varied environments, and in helping teachers and students develop their skills of participation in a democratic society. In this response I outline an additional key issue related to apprenticeship-based teacher training models of the type that Match and Relay represent, namely, the matter of accountability.

Critical Discomfort And Deep Engagement Needed For Transformation. A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Rick Ayers

Democracy & Education

This essay seeks to engage the discussion about how to successfully conduct social justice and critical pedagogy classes for teacher candidates. Because the identity and consciousness of teachers is such a crucial factor in equity education, teacher-educators seek to challenge and transform hegemonic assumptions. The essay seeks to engage some of the main points of Sensoy and DiAngelo and to extend the conversation to other considerations and issues that arise in the work to develop educators committed to equity and justice.

Hold That Thought! A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Barbara Applebaum

Democracy & Education

This is a response to Sensoy and DiAngelo's (2014) critique of common guidelines used in social justice education and their justification for the use of silencing the voice of systemically privileged students. I expand their argument by posing some questions about the risks of silencing and also suggesting an alternative strategy to the one Sensoy and DiAngelo recommend.

Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw

Democracy & Education

The importance of public education in democratic states is almost beyond dispute. Too often, though, discussions of democratic education focus solely on policies and systems, forgetting the individual teachers who are ultimately responsible for educating future citizens. This paper attempts to illustrate just how complex and significant the role of teachers in a democratic republic can be.

Motivating Young People To Be Active Citizens, William Damon

Brigham Young University-Public School Partnership Occasional Papers

No abstract provided.

Civic Charity And The Making Of America, Matthew S. Holland

Brigham Young University-Public School Partnership Occasional Papers

No abstract provided.

Annotated Bibliography: Altruism, Empathy, And Prosocial Behavior (1998-2013), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Annotated Bibliography: Humane Education (1998-2013), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Annotated Bibliography: Moral & Character Education (1998-2013), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

The Challenges Of Rewarding New Forms Of Scholarship: Creating Academic Cultures That Support Community-Engaged Scholarship, A Report On A Bringing Theory To Practice Seminar Held May 15, 2014, John Saltmarsh, John Wooding, Kat Mclellan

New England Resource Center for Higher Education Publications

The need for and value of civic engagement is widely acknowledged and frequently advocated by students and faculty at American universities. Over the last several decades, recognizing the variety of forms of scholarly research and academic achievement has become commonplace on many campuses. The Carnegie Foundation now assesses and validates community engagement as one critical measure of a university’s identity and success. Many faculty stress community involvement, internships, and various forms of experiential learning in their courses and view them as critical components of a university education. Numerous faculty engage in communityengaged research, working with local organizations, local businesses, and …

The Civics Of Getting Along, Gregory Clark

Brigham Young University-Public School Partnership Occasional Papers

No abstract provided.

School Type And Structure As Predictors Of Perceived School Climate And Student Academic Achievement Among Middle School Students In Baltimore City Public Schools, Rhonda L. Richetta

Seton Hall University Dissertations and Theses (ETDs)

This study examined the impact of school type and school structure on perceived school climate and student achievement, for middle grades students in a large urban school district. The specific school types examined were charter schools, transformational schools, and traditional schools. For school structure, the grade configurations of K-8, 6-8, and 6-12 were examined. The total sample number for the first data set, the climate survey, was 12,258 students, and for the second data set, test scores, it was 17,472, and a total of 103 schools.

Multiple linear regression analyses were conducted to measure the association among school types, school …

Adolescent Behavioral Adjustment In Girls Adopted From China: Examining Pre-Adoption And Post-Adoption Factors, Derek Justin Powers

USF Tampa Graduate Theses and Dissertations

Despite research that indicates that internationally adopted children are at greater risk for poor developmental outcomes than their non-adopted peers (Bimmel, Juffer, IJzendoorn, Bakermans-Kranenburg, 2003; Juffer, & van IJzendoorn, 2005), girls adopted from China into Western culture tend to thrive, exhibiting high self-esteem, low behavior problems (i.e., both externalizing and internalizing), and excelling academically (Rojewski, Shapiro, & Shapiro, 2000; Tan & Jordan-Arthur, 2012). However, few studies have examined whether this trend continues into adolescence, as well as to what factors lead to these positive outcomes. The purpose of this study was to investigate predictors of mental health outcomes among internationally …

Perspective: A Game Changer In The Classroom And In Our Lives, Lori Desautels

Scholarship and Professional Work – Education

What is perspective? What does it have to do with teaching, leadership, and learning? The Oxford English Dictionary defines perspective as: "A particular attitude toward or way of regarding something; a point of view." Blending this definition into our instruction, classroom cultures, and relationships, perspective drives all we are and do in our classrooms. Perspectives are bundles of beliefs, a mindset that we each embrace determining how we see one another, our experiences, and possibilities or lack thereof. As teachers, our perspectives directly impact student emotions and their learning, because emotions are contagious.

Implementation Of Statway For Non-Stem Majors At Two-Year Community Colleges With Focus On The Teacher’S Experience, Joan Carter

Mathematics Graduate Theses

"A Research Paper Submitted to the Faculty of the DEPARTMENT OF MATHEMATICS & COMPUTER SCIENCES In Partial Fulfillment of the Requirements For the Degree of MASTER OF SCIENCE IN MATHEMATICS"

A Story Of Virtue: Moral Identity Development In Students Attending A Midwestern Evangelical College, Wendy Lundberg

Doctoral Dissertations and Projects

This qualitative phenomenological study discussed the essence of moral identity and provided an understanding of the context in which it was experienced by emerging adults attending a Midwestern evangelical college. Since a primary objective in Christian education today is the formation of moral character in students, this study provided a rich description of moral identity within the emerging adult and a deeper understanding of moral identity formation during adolescence by examining the life narratives of 11 students attending an evangelical college in the Midwest. This phenomenological study used semi-structured interviews and document analysis to describe the essence of the moral …