Social and Philosophical Foundations of Education Commons^™

The Emory-Tibet Science Initiative: Rethinking Cross-Cultural Science And Teaching, Kelsey Marie Gray, Arri Eisen

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The Emory-Tibet Science Initiative was founded when the Dalai Lama invited Emory to develop and teach a comprehensive curriculum in modern science to Tibetan Buddhist monks and nuns. The project was built to grow and nurture a two-way exchange between complementary systems of knowledge. In the 10 years since the first days of the pilot, the interactions between people and places and the scientific and learning processes have served as a platform for exploring teaching across cultures and enriching approaches to teaching and science more generally. As a result of these interactions, we expand our definition of inclusivity in the …

The Effects Of Poverty: Children And Education, Elizabeth Hamilton

Undergraduate Research Conference

At the Boys and Girls Club of Nacogdoches, it is obvious that poverty is well known to the children, as this program aims to help low-income families. The concept addressed in the following presentation is the affect poverty has on a child and their education. Through academic literature and personal experience, the author was able to explain how poverty can affect a child’s development, academic performance, and behavior. Lastly, recommendations will be made on how the Boys and Girls Club can improve parent and school involvement, as well as improve the volunteer experience.

Book Review: Seeds Of Greatness By Denis Waitley, Jennifer Maynard

Marriott Student Review

Book review of Seeds of Greatness by Denis Waitley, personal anecdotes and summaries of research on the secrets to success in life and in the business world.

Progressive Practices In Public Schools

Occasional Paper Series

No abstract provided.

Constructivists Online: Reimagining Progressive Practice

Occasional Paper Series

No abstract provided.

Claiming The Promise Of Place-Based Education

Occasional Paper Series

No abstract provided.

Living A Philosophy Of Early Childhood Education: A Festschrift For Harriet Cuffaro

Occasional Paper Series

No abstract provided.

Language Matters: What Are The Primary School Teachers' Perspectives And Lived Experiences Of Burundi's Language Policy?, Leah Passauer

Capstone Collection

Burundi is a small country in the Great Lakes region of Africa. Burundian language policy dictates that four languages, Kirundi, French, English, and Kiswahili, must be taught starting in the second trimester of grade one. The language policy decision is not an obvious one since the country is linguistically homogenous, meaning that almost the entire population speaks Kirundi as their first language. Primary school teachers in the public education system typically receive training in a vocational setting that may not fully prepare them for the complex multilingual classroom environment they are expected to cultivate. The aim of this small-scale mixed-methods …

Coherent Schools, Powerful Learning: When Shared Beliefs Fuse School Culture, Structures, And Instruction, Douglas R. Knecht

All Faculty and Staff Papers and Presentations

Describes the evolution of a theoretical model of school quality drawn from my experiences teaching at different schools, pursuing graduate studies, leading district policy and support networks, and partnering with school systems, as I presently do at Bank Street College of Education. The model positions schools as the key lever for improvement and equity in our public system and focuses on the coherence of school culture, structures, and instructional approach grounded in beliefs of human development and learning. Using two contrasting schools as cases to explore and develop this model, I offer one as an example of incoherence and the …

On The Lived Experience Of Truth In An Era Of Educational Reform: Co-Responding To Anti-Intellectualism, Matthew J. Kruger-Ross

Educational Foundations & Policy Studies Faculty Publications

The severity of the challenges made to traditionally and historically accepted understandings of truth, what is true, what is false and “fake,” and even what is real, continues unabated in American public discourse. Nevertheless, the primary argument in this paper does not aim to identify the causes of the breakdown of representation (i.e. in the Trump administration, within the education reform movement) and the correspondence-based conceptions of truth. Instead, the focus is on discussing the hermeneutic phenomenology of Martin Heidegger and offering a conceptualization of truth as lived and experienced. Challenges to truth are to be understood not as an …

Critical Embodied Praxis For Social Justice And Peace Educators: A Story Of Personal Transformation Through Analysis Of My Jewish And Settler Identities, Cara Michelle Silverberg

Capstone Collection

In this paper, I examine definitions of and relationships between violence, oppression, peace, liberation, and embodiment in the context of critical pedagogy in order to construct a theory of critical embodied praxis for social justice and peace educators. Considering the body to be a tangible vessel through which narratives and mechanisms of violence are expressed and maintained, I explore the potential of the body to be a vessel through which liberatory narratives may be generated and shared. After constructing a theory of critical embodied praxis, I illustrate this framework in action through a personal narrative that explores the intersections …

Bilingual Student's Perceptions Of English-Only Education: A Study Of Hispanic Students In Central Florida, Lilliam Roman

Doctor of Education (Ed.D)

In higher education, the number of Hispanic immigrant students has steadily increased, particularly in central Florida. The purpose of this quantitative study was to analyze the perceptions of higher education Hispanic students whose home language is Spanish and who are enrolled in English-only and bilingual degree programs in two central Florida universities. A quantitative, non-experimental survey research approach was utilized. A variety of descriptive, associative, and inferential statistical techniques were used to answer the research questions. A response rate of 12.7% (n = 71) was achieved. There was no difference in the overall perception of course efficacy between participants enrolled …

Epistemological Developmental Level And Critical Skill Thinking Level In Undergraduate University Students, Monnie Huston Wertz

USF Tampa Graduate Theses and Dissertations

Epistemological development and its relationship to critical thinking has been postulated in educational psychology since the 1970’s. By empirically examining epistemological development in relationship to thinking critically, a richer understanding of overall student development and instructional needs could be achieved. By taking into account a student’s epistemological development, issues unique to these stages could inform how to most effectively work with students to promote critical thinking development.

The purpose of this study was to explore the potential relationship between collegiate epistemological development and critical thinking skills by examining differences in critical thinking skills at different levels of epistemological development. The …

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 …

Twenty Years In The Trenches: A Fight For Equitable And Adequate School Funding In Ohio, Connor J. Fewell, Michael E. Hess, Charles L. Lowery

Journal of Research Initiatives

Abstract

This single case study examined the perceptions of William L. “Bill” Phillis, the Executive Director of the Ohio Coalition for Equity and Adequacy of School Funding, concerning an unconstitutional funding model, subsequent sociopolitical barriers, and their impact on students and school districts from underprivileged socioeconomic background within the context of the DeRolph v. State of Ohio legal battle. This research adds to the extant literature on the educational implications of the property tax and foundation model of school funding. As well, we discuss William’s insights regarding the politics, nature, and development of the current state of public school financing …

Becoming A Culturally Relevant Feminist Teacher: An Autoethnography Of An Exchange Student, Astri Napitupulu

Theses and Dissertations

This thesis recounts the journey of an exchange student at a public university in Central Illinois on becoming a feminist teacher. By reflecting on her experiences as a Master’s student in the United States and high school teacher in Indonesia, the author unpacks her journey on becoming a feminist teacher. The author argues for the need of a feminist lens to understand the White supremacist heteropatriarchal capitalist system that is also infused in United States educational system. Finally, this research contends for a culturally relevant feminism as viable in her home institution in North Sumatra, Indonesia.

2nd Place Contest Entry: International Adoption: Its Rise In The United States And Downfall In The Education System, Nicole Williams

Kevin and Tam Ross Undergraduate Research Prize

This is Nicole Williams' submission for the 2019 Kevin and Tam Ross Undergraduate Research Prize, which won second place. It contains her essay on using library resources, a three-page sample of her research project on developmental challenges and its implication on education for international adoptees, and her works cited list.

Nicole is a junior at Chapman University, majoring in Psychology and Integrated Educational Studies. Her faculty mentor is Dr. Anne Steketee.

A Critical Conceptual Dialogue On E. G. White's Admonition: "Not Mere Reflectors", Jay Brand, Randy J. Siebold

Andrews University Teaching and Learning Conference

White's challenge, that 'Youth should be … thinkers, and not mere reflectors of other men's thoughts' can be misinterpreted. Often, individuals criticize education’s focus on scholarly sources instead of personal creativity. However, to avoid reflecting other men’s thoughts, students must be aware of what those men – and women – have said. In fact, in my understanding, it is impossible to contribute original, fresh ideas and insights WITHOUT awareness of what others have already said. To think originally, one must be familiar with previous ideas; otherwise, s/he will be in danger of merely reflecting the ideas of others - even …

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.

#Sayhername: Making Visible The T/Terrors Experienced By Black And Brown Girls And Women In Schools

Occasional Paper Series

No abstract provided.