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Articles 1 - 30 of 92
Full-Text Articles in Education
Educating For Equitable Voting, Leah M. Bueso, Erica R. Hodgin, Joseph Kahne, Abby Kiesa
Educating For Equitable Voting, Leah M. Bueso, Erica R. Hodgin, Joseph Kahne, Abby Kiesa
Democracy and Education
Voting instruction typically provided to students is focused on educating for informed voting, but we believe it is essential that schools educate for informed and equitable voting. Indeed, in a well-functioning democratic society, participants need to be prepared to engage in critical, but civil, discourse with and about people who look and think differently from themselves, which necessitates learning about issues of equity. Drawing on the efforts of 20 in-service educators to promote equitable voting ahead of the 2020 election, this study examines the ways in which participants incorporated issues of equity into their instruction and the conditions that supported …
Never Too Old For A Field Trip: Exploring Community Assets For Middle Grades Literacy Integration, Christine L. Craddock, Stacie K. Pettit 2949136
Never Too Old For A Field Trip: Exploring Community Assets For Middle Grades Literacy Integration, Christine L. Craddock, Stacie K. Pettit 2949136
Current Issues in Middle Level Education
Middle Grades teacher candidates participated in a “field trip” in an Integrated Reading course to model best practices in culturally responsive teaching. The college students visited their downtown city including a regional art museum and memorial sculpture garden commemorating local Black history to experience and contemplate possibilities for literacy integration in their pedagogy. Teacher candidates were encouraged to explore and understand community culture, history, and assets with respect to their future students’ lives, identities, interests, and experiences, and how these considerations should motivate their instructional decision making with literacy applications. A follow-up discussion was facilitated by the course professor along …
The Race, Social Class, And Place-Based Gap In Rural Turnaround Policy: A Policy Brief, Karynecia E. Conner
The Race, Social Class, And Place-Based Gap In Rural Turnaround Policy: A Policy Brief, Karynecia E. Conner
Journal of Multicultural Affairs
Abstract: For teachers, leaders, and policymakers To understand the factors that contribute to the successful implementation of rural school turnaround, there is a need to understand how turnaround leadership implements school improvement in different types of communities of color (Wright, 2019). Studies examining the implications of school turnaround in minoritized educational contexts have solely examined urban school contexts to exclude rural contexts (Mette & Stanoch, 2018). Rural schools of color undergoing turnaround face the fundamental unique educational challenges of rural schools and the education debt that has accumulated over time for people of color (Ladson-Billings, 2006). There is a greater …
Photovoice As An Act Of Agency To Decenter Whiteness In P-12 Classrooms, Crystal V. Shelby-Caffey, Jinan Al-Hunayan
Photovoice As An Act Of Agency To Decenter Whiteness In P-12 Classrooms, Crystal V. Shelby-Caffey, Jinan Al-Hunayan
Journal of Educational Research and Practice
Given the lack of diversity in the P–12 teaching force, we contend that white normativity is prevalent and remains mostly unchallenged in these settings. Acknowledging such inequities requires an intentional focus on equity in teacher education programs. The project described here facilitated in-service teachers’ growth in becoming culturally competent and critically conscious by using Photovoice in P–12 classrooms. Photovoice is a participatory action research method that uses photography to examine the lived experiences of participants. Photovoice was used to examine school-based practices that erased and silenced students while offering an inflection point from which the in-service teachers could develop and …
Giving And Taking Care During The Covid-19 Pandemic: Secondary Teachers’ Experiences Of Social Emotional Learning, Janna Jobel, Rebecca J. Lloyd
Giving And Taking Care During The Covid-19 Pandemic: Secondary Teachers’ Experiences Of Social Emotional Learning, Janna Jobel, Rebecca J. Lloyd
Journal of Contemplative and Holistic Education
Social Emotional Learning (SEL) has been primarily researched in elementary schools, and within this context, SEL curriculum is often presented as an isolated, preplanned curriculum, with a list of curricular objectives to be delivered. A phenomenological inquiry was conducted to better understand the ways in which SEL and SEL curriculum are understood and experienced in a high school context. Data gathered from close phenomenological observations and interviews with three high school teachers in mathematics and physical education afforded the opportunity to orient, interpret, and describe the phenomenon of SEL-in-action. Rich descriptions of SEL as it is lived were generated and …
Democratic Disagreements. A Book Review Of Lived Democracy In Education. Young Citizens’ Democratic Lives In Kindergarten, School And Higher Education, Sonja Helkala, Julia Jaakkola, Tuukka Tomperi
Democratic Disagreements. A Book Review Of Lived Democracy In Education. Young Citizens’ Democratic Lives In Kindergarten, School And Higher Education, Sonja Helkala, Julia Jaakkola, Tuukka Tomperi
Democracy and Education
As the title Lived Democracy in Education suggests, the predominantly Norwegian writers of the book share a deep and robust vision of democracy. Drawing on deliberative democratic theory and many other theoretical perspectives, the authors blend theory, practice, and empirical case studies to illuminate these modes of “lived democracy” in educational contexts. In particular, the book’s chapters examine different communicative interactions between children and young people, presenting these as examples of learning to live with controversies in communities of disagreement. The book contains valuable perspectives on democratic discussion in education. As several authors are experts in mathematics and science education, …
Learning From Literature And Legality: Supreme Court Cases And Young Adult Literature In A Social Foundations Of Education Course, Cody Miller
Democracy and Education
In this article, I detail how I revised a social foundations of education course to center major Supreme Court cases relating to K–12 public schools. Scholars in social foundations of education have articulated a vision for the field that fosters and promotes democracy and democratic dispositions. Focusing on the Supreme Court in a social foundations of education course is the result of two factors. First is the Supreme Court’s storied role in shaping K–12 public education. Second is the Supreme Court’s increasingly steep lurch toward antidemocratic jurisprudence, which many legal scholars and journalists covering the judicial branch are raising alarm …
Book Review Of Beyond Provincialism: Promoting Global Competencies In Teacher And Educator Preparation, David Sandles
Book Review Of Beyond Provincialism: Promoting Global Competencies In Teacher And Educator Preparation, David Sandles
Journal of Multicultural Affairs
With an increased emphasis on intercultural and global competence, teacher preparation programs around the world are stridently searching for growth opportunities for students in these areas. An important resource to this discussion is Beyond Provincialism: Promoting Global Competencies in Teacher and Educator Preparation, which supplies readers with scholarly, pragmatic approaches to developing students’ knowledge quotients with salient ideas that revolve around food insecurity, school improvement, communities of practice, mathematics education, internationalization of the curriculum, place-based education, and distance learning. Expertly linking these global issues to the United Nation’s Sustainable Developmental Goals (SDGs), the authors seek to educate educator preparation …
Positive Impacts Of Tilt: Two Professors’ Journeys In Creating More Student-Centered Teacher Education Courses, Michael Crosby, Rebecca Short
Positive Impacts Of Tilt: Two Professors’ Journeys In Creating More Student-Centered Teacher Education Courses, Michael Crosby, Rebecca Short
Perspectives In Learning
As the K-12 classroom changes to support the needs of our every-changing society, so should the teacher education courses change on the university level. Additionally, the focus on higher education has become more student-centered with an emphasis on transparency in teaching and learning (TILT). The purpose of this article is to highlight the positive experiences two teacher education professors had using TILT to examine assignments and course syllabi. The journey of developing transparent assignments and student-centered syllabi is time-consuming, challenging, and on-going, but the benefits of a student-centered classroom are invaluable.
Measuring Australian Preservice Teachers’ Asia Capability And Perceived Readiness To Teach The Asia Cross-Curricular Priority., James F. Toohey, Peter R. Grainger, Michael Carey
Measuring Australian Preservice Teachers’ Asia Capability And Perceived Readiness To Teach The Asia Cross-Curricular Priority., James F. Toohey, Peter R. Grainger, Michael Carey
Australian Journal of Teacher Education
Preservice teachers are soon-to-be graduates expected to deliver the Cross-Curricular Priority ‘Asia and Australia’s Engagement with Asia’. Teachers of all learning areas are expected to teach about Asia, irrespective of their knowledge or capabilities in Asian contexts. The curriculum review has revised expectations for ‘Asia literacy’ in graduates. The changes de-emphasise cultural knowledge, and instead, promote relationship-building and intercultural understanding. This research identified 31 preservice teachers’ perceptions of their Asia literacy and preparedness to teach the related curriculum initiative. Grainger and Christie’s (2016) linguistic model was used to define and measure Asia literacy. Thematic analysis identified (1) how participants conceptualised …
Pandemic As Portal: Disrupting The Violence Of Epistemicide In Teacher Education, Ramon Vasquez
Pandemic As Portal: Disrupting The Violence Of Epistemicide In Teacher Education, Ramon Vasquez
Northwest Journal of Teacher Education
Epistemicide involves more than just the accidental displacement of different knowledges. By its very nature, epistemicide involves the intentional silencing, devaluing, and violent destruction of knowledge systems (Mignolo, 2007). While much has been written about radically altering education by including other knowledge in schools, what this entails within the context of teacher education methods courses, particularly during the pandemic, has received less attention. This paper examines and discusses what creating another teacher education might involve by probing some of the spaces and openings for epistemic disobedience exposed and made visible during the pandemic. My conceptualization of another teacher education simultaneously …
A Glimpse Behind The Curtain: The Detailed Structure Of The May Literacy Center, A University-Based Literacy Clinic, Brian M. Flores, Amber Meyer
A Glimpse Behind The Curtain: The Detailed Structure Of The May Literacy Center, A University-Based Literacy Clinic, Brian M. Flores, Amber Meyer
Journal of Research Initiatives
Literacy centers have existed in the United States since the 1920s and have seen many changes over their vast and essential history. Initially, clinics focused on remediation with a deficit view that positioned struggling readers as lazy and unmotivated. Over time, clinics shifted to a medical model, which also held a deficit view that involved pathologizing, testing, and diagnosing to "fix what was wrong" with the struggling reader. Today, university-based reading clinics focus on research-based literacy practices providing opportunities for undergraduate teacher candidates and graduate students to support struggling readers. Research on literacy clinics primarily focused on funding, student demographics, …
Implementation Of A Student Research Group With Undergraduate Preservice Teachers, Melissa S. Martin, Alison Puliatte, Emily Blankenship Bostedor
Implementation Of A Student Research Group With Undergraduate Preservice Teachers, Melissa S. Martin, Alison Puliatte, Emily Blankenship Bostedor
Excelsior: Leadership in Teaching and Learning
The purpose of this paper is to describe the implementation of an undergraduate student research group with preservice teachers at a university in the Northeastern United States. Following the guidelines of Shanahan et al. (2015), university faculty provided intensive mentoring, scaffolded support, and instruction related to research evaluation and methodology. Undergraduate students completed literature reviews of a specific topic related to education and conducted their own research studies. This article describes a model of undergraduate research the authors developed for elementary and special education preservice teachers.
Technology In Teacher Education: Student Perceptions Of Instructional Technology In The Classroom, Jennifer Zakrzewski, Brianne Newton
Technology In Teacher Education: Student Perceptions Of Instructional Technology In The Classroom, Jennifer Zakrzewski, Brianne Newton
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
Instructional technology continues to become more prevalent in classrooms around the globe. However, it is unclear whether teachers are prepared and have the self-efficacy to incorporate instructional technology into the classroom. This study reviews an instructional technology course for preservice teachers and whether student comfort increased with instructional technology throughout the course. In addition, data were collected regarding preferences pertaining to instructional technology. The data shows preservice teachers’ comfort increased throughout this course in terms of instructional technology. In addition, the data show preservice teachers are more comfortable working with instructional …
Full Issue: Journal On Empowering Teaching Excellence, Volume 6, Issue 1, Spring 2022
Full Issue: Journal On Empowering Teaching Excellence, Volume 6, Issue 1, Spring 2022
Journal on Empowering Teaching Excellence
The full-length 2022 Special Issue (Volume 5, Issue 3) of the Journal on Empowering Teaching Excellence
Access the online Pressbooks version (with downloadable EPUB format) here.
The Spring 2022 issue begins with research that explores the perceptions of pre-service teachers relative to learning mathematics and science, with suggestions for how findings can impact curriculum and further research. The focus on pre-service teachers continues with research into their sense of self-efficacy with instructional technologies and whether specific techniques increase comfort level with technologies. Next, researchers explore the products that Generation Z students value most in their learning of a second language, …
Fostering And Maintaining Relationships: Teacher Education During Covid-19, Jessica Vanvalkenburgh, Aaron R. Gierhart
Fostering And Maintaining Relationships: Teacher Education During Covid-19, Jessica Vanvalkenburgh, Aaron R. Gierhart
Current Issues in Middle Level Education
This article expounds how our pedagogical practices have changed in the wake of the COVID-19 pandemic. Many of these effects others have contended with in the education community. The authors share pedagogical strategies they have found to be effective in terms of building and supporting relationships with teacher candidates. They suggest using digitally-mediated teaching and learning strategies, staying connected with students, and badge-based assessment and feedback approaches to build and support relationships with students; examples of the instructional design and implementation strategies are described. The authors propose that when looking forward, teachers at any level may benefit from providing students …
Lesson Plan Template For Clinical Practice, Teaching Performance Assessment, And In-Service Teaching, Karen Escalante
Lesson Plan Template For Clinical Practice, Teaching Performance Assessment, And In-Service Teaching, Karen Escalante
Teacher Education and Technology Faculty Publications
Becoming an effective teacher takes time, preparation, purposeful planning and deep knowledge of your students and the content / curriculum. Purposeful lesson planning supports you in your development as an educator and it works to ensure PK-12 students are being taught to think and engage with the content area, with the ultimate goal of transferring that knowledge to global understandings and patterns.
“A Tale Of Two Classrooms”: Designing Culturally-Relevant Hip Hop Curriculum To Support Stem Identity Of Underrepresented Students, Jessica Mcclain, Rebecca Colina Neri Ph.D
“A Tale Of Two Classrooms”: Designing Culturally-Relevant Hip Hop Curriculum To Support Stem Identity Of Underrepresented Students, Jessica Mcclain, Rebecca Colina Neri Ph.D
Northwest Journal of Teacher Education
This article explores how educators can contribute to the development of STEM identity in historically marginalized groups by using critical frameworks and pedagogies like Funds of Knowledge and Critical Hip-Hop Pedagogy as a curricular tool to counter traditional teaching practices. The authors amplify the importance of cultural spaces that support educators in examining aspects of power, access, and cultural awareness in STEM classrooms to increase student participation and acquisition of STEM knowledge. This article provides a guided activity named “A tale of two citiez” as an example of how educators can act towards (re)conceptualizing and (re)imagining STEM classrooms.
Increasing Awareness Of Inclusive Stem Education Through A College-Level Student Research Group, Sami Kahn, Tiffany Agyarko, Grace Lanouette, Sean Lee, Courteney Wiredu
Increasing Awareness Of Inclusive Stem Education Through A College-Level Student Research Group, Sami Kahn, Tiffany Agyarko, Grace Lanouette, Sean Lee, Courteney Wiredu
Journal of Science Education for Students with Disabilities
The underrepresentation of persons with disabilities in STEM reflects not only a moral failing in society’s commitment to equity but also a practical dilemma as science benefits from the contributions of people with diverse perspectives. While teacher education programs attempt to address equity at the K-12 level, societal biases and misconceptions about who is “able” in science present persistent barriers for people with disabilities throughout the STEM pipeline, in higher education, employment, and beyond. How can we ensure that students with disabilities will encounter professors, employers, coworkers, and peers who are supportive of their efforts in STEM? To address this …
The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt
The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt
Journal of Multicultural Affairs
On March 18, 2020, many universities and university systems had or were in their initial stages of transitioning to virtual teaching as a result of COVID-19. This transition had varied effects on all aspects of the university community. This paper explores this transition through the teaching experiences of a tenure-track professor during the pandemic. The examination of six sections of a capstone undergraduate course over the course of three semesters was conducted. Through self-reflection, many of the challenges faced shifting from face-to-face to a virtual environment were discussed. Among some of the challenges and limitations experienced when teaching nontraditional and/or …
Unlearn: Preparing Preservice Teachers As Antiracist Educators, April Eddie
Unlearn: Preparing Preservice Teachers As Antiracist Educators, April Eddie
Northwest Journal of Teacher Education
This paper explores a Teacher Education faculty member’s approach in providing preservice teachers a holistic, antiracist preparation that includes prioritizing the hiring of Black and Brown faculty, teaching critical pedagogies, and providing diverse experiences to enhance their theoretical and classroom learning. Although research that explores the impact of race and education exists, more is needed if we are to deconstruct the impact of antiblackness in Teacher Education programs.
Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden
Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.
Creating Democratic Classroom Communities With Morning Meeting Humanizing Social Practices. A Response To "The Morning Meeting: Fostering A Participatory Democracy Begins With Youth In Public Education", Maureen P. Boyd, Brian Edmiston
Creating Democratic Classroom Communities With Morning Meeting Humanizing Social Practices. A Response To "The Morning Meeting: Fostering A Participatory Democracy Begins With Youth In Public Education", Maureen P. Boyd, Brian Edmiston
Democracy and Education
In our response to Tilhou’s article published last issue, “The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education,” we share and discuss ethnographic data from Morning Meetings in two U.S. elementary classrooms. We detail ways the democratic potential of Morning Meetings is being cultivated in these classroom communities where one teacher has extended the Responsive Classroom model while the other has developed his own structures. We show how classroom democratic norms are established through humanizing community-building social practices as we argue that Morning Meetings must be understood across time and activities that may have an academic …
Insights From Academics Teaching International Students In Australia, Dawn Joseph Dr, Kay Hartwig Dr
Insights From Academics Teaching International Students In Australia, Dawn Joseph Dr, Kay Hartwig Dr
The Qualitative Report
Australia continues to be an attractive destination in the world for international students. For higher education institutions to remain globally competitive there is a need to deliver high quality teaching and learning programs and adequate support structures. This paper forms part of a wider study on improving work placement for international students, their mentors and other stakeholders at Deakin University (Australia) and adds to the body of knowledge on international students as seen through the eyes of academic staff. It explores the lived experiences of seven academics as they navigate what is required of them when teaching international students in …
Understanding Conflict In Education For Democracy. A Response To "The Value Of Conflict And Disagreement In Democratic Teacher Education", Steven P. Camicia
Understanding Conflict In Education For Democracy. A Response To "The Value Of Conflict And Disagreement In Democratic Teacher Education", Steven P. Camicia
Democracy and Education
Teachers are often apprehensive about facilitating deliberation in classrooms because conflicts can develop when deliberations surround issues of authentic concern to students. However, conflict is central to deliberation, and the identities and experiences of participants must be reflected in deliberation. These differences challenge the assumptions of neutrality and a common good that can restrain conflict. Harell’s article focuses upon many of these aspects of deliberation and the essential role of facilitators as conflicts emerge from deliberation. In my response to Harell, I extend his findings by developing the themes of conflict, identity, and inclusion. These themes are conceptually linked and …
Title I Schools And Strategies That Work, Michelle Manriquez
Title I Schools And Strategies That Work, Michelle Manriquez
Dissertations
Purpose: The purpose of this study was to identify and describe the strategies principals of Title I schools perceived as most effective in improving English language arts (ELA) scores by at least 10 points, through the lens of WestEd’s Four Domains of Rapid School Improvement.
Methodology: This study utilized a qualitative methodology to gather data via the California Dashboard and semi-structured interviews of 11 principals from 11 different sites in northern California that showed at least 10-point growth on the Smarter Balanced Assessment Consortium (SBAC) standardized test. The interview questions were based on the Four Domains for Rapid School Improvement: …
The Foot And The Flag: Patriotism, Place, And The Teaching Of War In A Military Town, Brian Gibbs
The Foot And The Flag: Patriotism, Place, And The Teaching Of War In A Military Town, Brian Gibbs
Democracy and Education
This manuscript describes the patriotism taught and not taught by nine teachers to the children of soldiers near a military base in the American South. The nine teachers, all participants in a qualitative study, detail the pressures endured and the pedagogical and curricular decisions made as result. The teachers experienced social and political pressure from the broader community to avoid controversial or complex issues, fear that complicated teaching troubling more simple notions of patriotism would stress or possibly traumatize their students (the children of soldiers), and pressure to teach within the district-assigned curriculum map. The teachers responded in different ways. …
Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese
Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese
Democracy and Education
In Educating for Empathy: Literacy Learning and Civic Engagement, Mirra describes the value of teaching “critical civic empathy” in K–12 literacy classrooms. Distinguished from standard curricular uses of empathy that stress politeness at the level of the individual, critical civic empathy challenges students to take active steps toward questioning how imbalances of power and privilege arise and what assumptions should be questioned in order to address those imbalances. Mirra examines various teachers who center social issues in their literacy classrooms through the use of literature, the techniques of high school debate, research methodologies that see students as knowledge producers, …
Beyond The Invisible Barriers Of The Classroom: Iengage And Civic Praxis, Kevin Russel Magill, Victoria Davis Smith, Brooke Blevins, Karon N. Lecompte
Beyond The Invisible Barriers Of The Classroom: Iengage And Civic Praxis, Kevin Russel Magill, Victoria Davis Smith, Brooke Blevins, Karon N. Lecompte
Democracy and Education
Research literature suggests students need to engage in actual civic experiences; however, in most cases, teachers feel unwilling or unable to facilitate experiences beyond the formal classroom setting. In this project, we sought to understand the relationship between social studies teachers’ civic ideology, pedagogical approaches, and instructional decision-making through their engagement in an action civics camp. The project is part of a more significant effort to help critically minded teachers engage in more activist praxis by moving past the often-limiting ideological barriers of the classroom. By activist praxis, we refer to the ways a teacher’s ideology informs pedagogy related to …
The Cultural Relevance Of Music Education As It Relates To African American Students In South Carolina, Felicia Denise Denise Myers Bulgozdy
The Cultural Relevance Of Music Education As It Relates To African American Students In South Carolina, Felicia Denise Denise Myers Bulgozdy
Theses and Dissertations
In this study, Critical Race Theory is used to examine the current curriculum that preservice music teachers are taught, and are consequently teaching K-12 students, in an effort to illustrate the need for Culturally Relevant Pedagogy. Documents such as the S.C. All-State Choral rubric, as well as a list of required courses for future music educators at a local university, are studied to show the overwhelming European influence on the curriculum that is being taught in music classes daily across the state, and demonstrate the lack of cultural relevance to the African American students in those classes. Culturally Relevant Pedagogy …