Digital Commons Network^™

Examining The Preparedness Of Educational Diagnosticians In Texas, Mertie Gomez, William H. Blackwell, Corinna Villar Cole, Chase Young

Journal of Human Services: Training, Research, and Practice

This study examined the extent to which educational diagnosticians in Texas perceived their certification program prepared them with the professional knowledge recommended by the Council for Exceptional Children’s Advanced Preparation Standards Specialty Set: Special Education Diagnostician Specialist (CEC, 2015). A total of 113 currently practicing educational diagnosticians in Texas responded to a 28-item survey based on the CEC standards for educational diagnosticians. Participants reported being less prepared to meet standards related to collaboration, vocational and assessment measures, behavior assessment measures, and language assessment measures. Diagnosticians working in urban school districts reported lower levels of preparation as compared to those working …

In This Spirit: Helping Preservice Teachers Thrive During The Pandemic Through Adaptation And Change, Novea Mcintosh, Rochonda Nenonene

COVID-19 and Catholic Schools

“New times demand new methods”, William Joseph Chaminade. These words reflect the lived experiences of two faculty women of color, identified as Afro Caribbean and African American scholar practitioners in education at a Marianist university. We share our different narratives of the experience from the dual lens of social emotional learning and culturally responsive pedagogy with our classes and students as they thrived during a pandemic. Included in these narratives will be a discussion of the continued community building process, exploration of efforts to learn more about the teaching profession, social justice and advocacy as we learn about others, and …

The Learner Profiles Of Novice Literacy Coaches, Lisa L. Ortmann, Katherine Brodeur, Susan Massey

Reading Horizons: A Journal of Literacy and Language Arts

Literacy coaches need support developing their professional capacities for coaching (Kern et al., 2018). This study explored the ways novice literacy coaches developed literacy coaching discourses during coursework in two reading specialist master’s degree programs. Through qualitative and discourse analysis of transcribed coaching videos and assignments, novice literacy coaching discourse was compared to professional literacy coaching discourse. Findings revealed candidates used coaching language and stances with varying degrees of success, but the discourse of novice and professional differed greatly. Five learner profiles of novice literacy coaching are presented: the interviewer, the role-player, the curious learner, the cheerleader, and the natural …

Bilingual Children's Talk About Informational Text: Focus On Ideas, Images, And Print, Laura Beth Kelly

Reading Horizons: A Journal of Literacy and Language Arts

Current standards push for elementary students to have text-based and text-centric discussions of what they read. This study explored what bilingual third-grade students talked about during small-group text-based discussions of informational texts. The author conducted a qualitative analysis of 10 video-recorded discussions, five of books matched to students’ reading levels and five of complex texts one year ahead of students’ reading levels. Two groups of three students participated. All students needed additional support to read successfully at grade level. Findings show that only a quarter of student talk clearly connected to printed text. Their talk oriented toward ideas, images, and …

In This Spirit: Helping Preservice Teachers Thrive During The Pandemic Through Adaptation And Change, Novea A. Mcintosh Ed.D, Rochonda L. Nenonene Ph.D.

Journal of Catholic Education

“New times demand new methods”, William Joseph Chaminade. These words reflect the lived experiences of two faculty women of color, identified as Afro Caribbean and African American scholar practitioners in education at a Marianist university. We share our different narratives of the experience from the dual lens of social emotional learning and culturally responsive pedagogy with our classes and students as they thrived during a pandemic. Included in these narratives will be a discussion of the continued community building process, exploration of efforts to learn more about the teaching profession, social justice and advocacy as we learn about others, and …

Back Matter-Jaepl Volume 25, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Invictus: Race And Emotional Labor Of Faculty Of Color At The Urban Community College, Kerri-Ann M. Smith, Kathleen T. Alves, Irvin Weathersby Jr., John D. Yi

The Journal of the Assembly for Expanded Perspectives on Learning

This article shares the counter-stories of four junior faculty members of color, whose lived experiences provide concrete examples of what emotional labor sometimes entails in higher education. Grounded in Critical Race Theory and antiracist methodologies, these academics identify specific ways in which they experience emotional labor: guilt, silence, anger, navigating double-consciousness and liminality, and self-regulating physical and mental health. They seek to buttress their experiences with counternarratives and, consequently, recommendations for how community college leaders may help to alleviate the emotional labor associated with junior faculty members of color through promotion, leadership, mentoring, and recognition of diverse perspectives and contributions …

Seeing Writing Whole: The Revolution We Really Need, Keith Rhodes

The Journal of the Assembly for Expanded Perspectives on Learning

Composition classes have difficulty achieving the aims of the CCCC position statement entitled Students’ Right to Their Own Language, for reasons related to why we have difficulty integrating calls for building rhetorical listening more fully into our curricula. A fundamental assumption that writers alone are responsible for the success of written communication leads to results that sustain privileged discourse and upset any sense that readers, too, have an obligation in any written transaction. A field of Writing, properly constituted, needs to challenge that assumption of readerly privilege overtly so that we can shift toward teaching students better ways to manage …

“So, That’S Sort Of Wonderful”: The Ideology Of Commitment And The Labor Of Contingency, Sarah V. Seeley

The Journal of the Assembly for Expanded Perspectives on Learning

This article explores the emotional outcomes related to language commodification within an organizational context: the first-year writing program at Binghamton University, which is a public research university in upstate New York. In this setting, the meanings of effective writing instruction are discursively constructed in terms of a multi-faceted commitment to ‘the process.’ This entails an ideological commitment to both recursive process writing and the process of collaboratively evaluating the product that derives from it. I first offer an overview of the Binghamton context, including the details of collaborative portfolio assessment. I then analyze a specific sociolinguistic strategy: pep talking. I …

Translanguaging About, With, And Through Code And Computing: Emergent Bi/Multilingual Middle Schoolers Forging Computational Literacies, Sara Vogel

Dissertations, Theses, and Capstone Projects

As computing pervades more aspects of life, and as Computer Science for All (CS for All) initiatives roll out across the U.S., the field must understand the experiences and language practices of emergent bi/multilingual K-12 students and use that knowledge to drive equitable pedagogical and programmatic approaches. But little is known about how emergent bi/multilingual students — a growing population that school systems have often viewed with deficit-based lenses and have thus struggled to educate equitably — use language in the context of CS education. This dissertation addresses this gap by (1) qualitatively documenting and using asset-based frames to analyze …

Conducting Qualitative Longitudinal Research On Learning To Teach English Pronunciation: Challenges, Pitfalls…Coffee, And Bubbles!, Michael Burri

The Qualitative Report

Inquiries into the impact of second language teacher education on the development of teachers' practices, beliefs, and knowledge have increased substantially in the last few years. However, most studies tend to investigate the process of second language teacher learning over a relatively short period of time, and only limited literature addresses methodological considerations in longitudinal research, making the design of this type of study potentially challenging for researchers. The aim of this paper is to first describe an ongoing project which explores the process of teachers learning to teach English pronunciation over a period of six years. Following an overview …

Exploring Career Change Transitions Through A Dialogic Conceptualization Of Science Teacher Identity, Lara Smetana, Ali Kushki

Education: School of Education Faculty Publications and Other Works

Research into the construct of science teacher identity has gained momentum over the past decade in an effort to achieve a more comprehensive, holistic understanding of teacher learning and development. As yet few studies have examined the unique identity challenges of science teacher career changers. Akkerman and Meijer’s (2011) dialogical approach to the conceptualization of teacher identity informed this longitudinal, qualitative study exploring the different identity aspects, or I-positions, of two individuals who had changed careers to teach high-school biology. The study identified moments of disequilibrium experienced by the participants and explored how they each eventually restored equilibrium. Analysis included …

Language And Identity: Multilingual Immigrant Learners In South Africa, Saloshna Vandeyar, Theresa Catalano

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Increased multilingualism and mobility have witnessed an increased focus on multilingual immigrant learners. This study aims to help educators understand experiences of immigrant students in South Africa that relate to language and identity by comparing such experiences across three different school settings: an urban school with a high (Black) immigrant and indigenous population, a former Indian school, and a former White school. Drawing on semi-structured interviews from a larger case study, this study makes visible the immigrant learner experience in multilingual settings in which xenophobic conditions arise. The findings reveal similarities as well as differences in individual identity construction and …

Civic Engagement Amid Civil Unrest: Haitian Social Scientists Working At Home, Nadège Nau

USF Tampa Graduate Theses and Dissertations

Unlike many of the autoethnographic accounts in world anthropologies discourse, this study employs critical educational ethnography to both address the geopolitics of Haitian anthropology while also spotlighting an understudied group: university faculty. This study addresses: What are the conditions of academic labor for anthropology professors working in Haiti? Moreover, what is the price of being an anthropology professor at the School of Ethnology at the State University of Haiti (UEH), and how do professors add meaningful value to their labor through sacrifice, ingenuity, and civic engagement? Despite professors’ work-related challenges and Haiti’s severe “brain drain” levels, for many professors, their …

Eradicating Anti-Black Racism In U.S. Schools: A Call-To-Action For School Leaders, Altheria L. Caldera

Diversity, Social Justice, and the Educational Leader

This manuscript is a theoretical treatise that examines anti-Blackness in the nation’s schools and contributes to the ongoing discussion about how schools can better serve Black students. It is a three-pronged call-to-action for social justice-oriented school leaders. I urge school leaders to 1) examine anti-Black racism as a distinct form of racial discrimination, 2) imagine ways educators can fully humanize Black children in U.S. schools through a disposition characterized by Black cultural reverence, and 3) connect with existing efforts to counter anti-Black racism in schools. To accomplish these goals, I investigated the historical socio-political context that has shaped the educational …

Reading Instruction Evidence Guide Map, Prue Anderson, Dan Cloney, Greta Rollo, Kellie Picker, Pru Mitchell, Jenny Trevitt

Initial Teacher education

The evidence map of literature is provided to illustrate some of the different kinds of evidence that can be used to inform early reading instruction: systematic review; literature review; meta-analysis; original research; and professional opinion. The citations given here are examples only. They are not definitive, prescriptive, or ordered in any kind of hierarchy but provided to support the AITSL Reading Instruction Evidence Guide.

Classroom To Classroom: How Many Do You See? The Lack Of African American Teachers In K-12 Public Schools And How To Address This Issue Through Diverse Curriculum Development In Teacher Education Programs, Deonna Starks

Honors Theses

This study provides a descriptive study of DEI courses and admissions requirements among 4-year public universities and colleges. Using data and formation collected from Georgia State University, University of Georgia, Kennesaw State University, Fort Valley State University, the University of Tennessee at Knoxville, the University of Tennessee at Chattanooga, University of Memphis and Middle Tennessee State University, this thesis will examine the diversity, equity, and inclusion (DEI) courses offered at each individual university and propose a ClearPath and recommendations for further implementation of DEI curriculum and the retention and recruitment of preservice African American teachers. Previous research shows that the …

Social Justice Mathematical Modeling For Teacher Preparation, Patrick L. Seegmiller

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Today's math teachers face significant social and political challenges for which they receive little preparation. Mathematics content courses can potentially provide additional preparation in this regard by providing future teachers with experiences to mathematically explore social justice issues. This provides them with opportunities to increase their awareness and sensitivity to social justice issues, develop greater empathy for their future students, and serve as examples for high quality instruction that they can emulate in their future careers. This dissertation recounts the development and revision of three social justice mathematical modeling projects, and shares evidence from student work samples of the ways …

Critical Language Awareness Pedagogy In First-Year Composition: A Design-Based Research Study, Megan Michelle Weaver

English Theses & Dissertations

In this design-based research (DBR) study, I collaborated with two first-year composition (FYC) instructors in designing and implementing Critical Language Awareness (CLA) pedagogy to promote students’ linguistic consciousness while strengthening and enhancing their postsecondary writing skills. I designed and implemented this study by drawing on a critical theory of language, informed by literature on language ideologies (Silverstein, 1979; Irvine & Gal, 2000; Kroskrity, 2010) and raciolinguistics (Flores & Rosa, 2015; Alim, 2016), and a critical theory of pedagogy, informed by literature on critical pedagogy (Freire, 1970, 1973; Giroux, 2011) and critical race pedagogy (Ladson-Billings & Tate, 1995; Lynn, 1999). After …

The International Conference On Creative Mathematical Sciences Communication: Online Event (Cmsc'20) And Cmsc'21, Frances Rosamond

Journal of Humanistic Mathematics

You are warmly invited to register now for the 5th International Conference on Creative Mathematical Sciences Communication (CMSC’21) which will be held at Adam Mickiewicz University in Poznań, Poland, 2–6 July, 2021.

The International Conference on Creative Mathematical Sciences Communication (CMSC) is a unique gathering of computer scientists and mathematicians, teachers, musicians, dancers, dramatists, game designers, educators and communicators of all sorts.

Due to the pandemic, the in-person event scheduled for 2020 has been post- poned and a short CMSC Online Event was organized as a “teaser” or trailer in order to feel the spirit of the full 5th CMSC …

Uprooted Rhizomes: Collaborating In Times Of Troubling Transitions, Corine Labridy-Stofle

Teaching and Learning Together in Higher Education

No abstract provided.

Astrodance: Engaging Deaf And Hard-Of-Hearing Students In Astrophysics Via Multimedia Performances, Jason Nordhaus, Manuela Campanelli, Joe Bochner, Thomas Warfield, Hans-Peter Bischof, Jake Noel-Storr

Journal of Science Education for Students with Disabilities

The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe AstroDance, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. AstroDance incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ~20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the AstroDance project, we surveyed ~1000 audience members roughly split …

Supplemental Online Learning Tools (Solts) To Support Deaf And Hard Of Hearing Students In Introductory Statistics Courses, Jacqueline Mcclive, Keith Mousley, Carol E. Marchetti, David Simkins, Gary Blatto-Vallee, Jane Jackson, Sue Foster

Journal of Science Education for Students with Disabilities

Research in most Science, Technology, Engineering, and Mathematics (STEM) disciplines uses statistical methods. Thus as students develop into research scientists, introductory statistics serves as a gateway course. If students struggle to incorporate statistics into their knowledge base, they may be effectively kept from careers that rely on statistics. DHH students learn differently and thus may lag behind their hearing counterparts in mainstream classrooms. In part, a gap in language knowledge can impede the understanding of statistics topics. What is a variable? What does it mean to have a distribution? With sign language interpreters and other support services, many mainstream instructors …

Progress Monitoring Through The Lens Of Distance Learning, Jeremy Beulah

Dissertations, Theses, and Projects

Abstract

In this project, the topic discussed is progress monitoring in the lens of distance learning, specifically for those students qualifying for special education services under the umbrella of Emotional Behavioral Disorders (EBD). Additionally, this project focuses on students who qualify for Emotional Behavioral Disorders (EBD), the characteristics of EBD and the procedures and assessments that have students’ qualify for special education services under EBD. The reason why progress monitoring is important for distance learning and what that will look like for students who qualify for EBD will be addressed. Peer-reviewed articles that addressed distance learning and how it might …

Analysis Of Linguistic Inclusion In Tesol Courses For Teacher Candidates, Dylan Thibaut, Irina Mclaughlin

Journal of English Learner Education

According to TESOL standard 1, teacher candidates are required to have knowledge about language including: having knowledge in foreign language grammar and how English develops in ELLs (standard 1a), comprehension of language acquisition and how L1 influences learning (standard 1b), and understanding of the language process where an interlanguage develops as ELLs become comfortable using English (standard 1c) (TESOL International Association, 2018). To identify whether teacher candidates in TESOL courses are prepared to meet TESOL standards 1a, 1b, and 1c, a study was conducted to test one hundred teacher candidates’ knowledge of basic linguistic features of English and the five …

Taiwanese Efl Teachers’ Perceptions And Designs Of Contextualized Vocabulary And Grammar Instruction, Chin-Wen Chien

Journal of English Learner Education

This case study used documents, observations, and questionnaires to explore nineteen participants’ perception and designs of contextualized vocabulary and grammar instruction. This study has the following major findings. First, although the analysis of the questionnaires revealed that participants had better perceptions in learning and teaching vocabulary in context, they struggled in designing authentic contexts during the co-planning process. Participants’ status, teaching experience, and hours of English instruction affected their perceptions. Secondly, there was a lack of coherence of tasks and clear directions on completing the tasks based on the authentic language contexts. A model on contextualized vocabulary and grammar instruction …

Supporting Social And Emotional Learning In The Efl/Esl Classroom: How The New Science Of Child Development Can Inform Second Language Acquisition Theory And Practice, Matthew Nall

Journal of English Learner Education

Research in the field of Second Language Acquisition (SLA) generally falls within two categories: the cognitive/psycholinguistic camp, and the sociocultural camp (Fazel, 2014). These distinct approaches to empirical research in SLA have diverse epistemologies, methods, and implications for the second language classroom. Scholars within the sociocultural camp have made significant contributions to the field concerning social and emotional learning in the second language classroom. Concerning this, the current paper reviews recent developments in the field of developmental psychology and examines ways in which the new science of child development can inform SLA theory and practice in regard to social and …

Sel For Culturally And Linguistically Diverse Students, Sophie Cuocci, Rebeca Arndt

Journal of English Learner Education

There is abundant research about the benefits of SEL programs on social and emotional core competencies (e.g., increase in self-esteem, improvement of academic performance); however, general SEL programs are not necessarily designed with the English learners’ (ELs) needs in mind. Aiming at exploring valid and reliable SEL programs that meet the needs of the ELs, the article first examines the theoretical groundwork on which SEL is built upon. Next, this paper will first discuss Piaget’s, Vygotsky’s, and Dörnyei’s theories surrounding the cognitive, emotional, and sociocultural aspects involved in the learning process and language learning. It will then consider the needs …

Social Emotional Learning And Hope Theory Connections: Perceptions Of Teachers And School Counselors In Training, Donita Grissom Ph.D., Viki Kelchner

Journal of English Learner Education

This qualitative survey study explored the interrelationship between hope as defined by Hope Theory (HT) and social emotional learning (SEL). Participants (N=161) were teachers and counselors in training (TCT) learning to work with English learners (ELs) in K-12 settings. Participants' perspectives of hope, strategies and future plans to integrate hope into the classroom were explored. Findings indicated that TCT in training have some knowledge of hope. Participants’ knowledge was limited in applications of hope in the classroom. There is a need for increased training of SEL and HT to prepare TCT to work with ELs and all students …

Social-Emotional Learning In Tesol: What, Why, And How, Luis Javier Pentón Herrera

Journal of English Learner Education

In this article, I advocate for the adoption of SEL in Teaching English to speakers of other languages (TESOL) as a promising pedagogy for ESOL educators and ELs. For this, I divide the remainder of the manuscript into four sections in addition to the introduction. In the first section—What is SEL? —I provide a brief theoretical description of SEL as it remains a fairly new concept in the ESOL field. In the second section—Why SEL in TESOL? —I elucidate my position of why we (ESOL educators) should embrace SEL pedagogies in our learning spaces using personal vignettes as support. The …