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Articles 1 - 30 of 384
Full-Text Articles in Education
A Distributed Leadership Perspective For Critical Consciousness In Middle Grades, Kenneth M. Bond, Daniel P. Tulino
A Distributed Leadership Perspective For Critical Consciousness In Middle Grades, Kenneth M. Bond, Daniel P. Tulino
Middle Grades Review
In middle-grades settings, students are cultivating critical consciousness to apply general knowledge of equity to their local context(s) (Nojan, 2020). As educators work to foster environments that allow middle-grade students to cultivate critical consciousness, expectations have shifted in the area of leading for equity. We have outlined a leadership framework we believe will advance the collective critical consciousness with examples for middle-grade contexts. Our focus is working toward equitable outcomes through one’s sociopolitical development and creating ways to further the collective critical consciousness of the entire school community through a distributed leadership perspective. Through this lens, our hope is to …
Boundaries Of Empirical Approaches In Educational Research, Christopher Olusola Omoregie
Boundaries Of Empirical Approaches In Educational Research, Christopher Olusola Omoregie
Journal of Research Initiatives
This paper critically reviews the research done in education faculties in Nigerian universities. This research, though categorized in postgraduate schools or colleges as mainly in the liberal arts/humanities and the social sciences, depends on the theories and methodologies from other disciplines. The arts and social sciences are disciplines where undergraduates in education take courses in teaching to earn bachelor’s degrees, the postgraduate level offers varied opportunities for educational research to maximize the uniqueness of mixed method research for education.
Disrupting Pedagogy: High School Students Making Sense Of The Flipped Learning Instructional Videos, Celeca A. Sukra
Disrupting Pedagogy: High School Students Making Sense Of The Flipped Learning Instructional Videos, Celeca A. Sukra
Journal of Research Initiatives
Technology has impacted every aspect of modern culture, including education. The influx of educational technology in schools presents opportunities to explore ways to engage students in the learning process fully. Although students may enjoy using technology in their daily lives, it is necessary to carefully consider how these students make sense of technology in the learning environment. Using the theoretical framework of constructivism, this Interpretative Phenomenological Analysis (IPA) aimed to understand and describe the lived experiences of three students using technology to learn in a flipped classroom at a New York City public charter high school. The significant findings reveal …
Best Practices For English Learners With Disabilities In Us Schools – A Systematic Review, Samiratu Bashiru, Jennifer E. Smith
Best Practices For English Learners With Disabilities In Us Schools – A Systematic Review, Samiratu Bashiru, Jennifer E. Smith
Journal of English Learner Education
This systematic review investigated best practices for enhancing academic achievement among English Learners with Disabilities (ELDs) in US schools. By examining 17 peer-reviewed articles and comparing them to the CEC 2014 Quality Indicators, the study identifies significant practices, including culturally responsive methods, technology integration, evidence-based strategies, addressing service delivery challenges, and improving assessment tools. This review has limitations related to inconsistent terminology and highlights the need for standardized language and continued research. It recommends integrating culturally responsive practices, leveraging technology, and refining inclusive assessment tools. This review provides educators, policymakers, and researchers insights, emphasizing ongoing teacher development and policy alignment …
6 Strategies To Increase Your Classroom And School’S Culture And Climate, Stacey Keown-Murray, Rob Carroll, Kristi Livingston
6 Strategies To Increase Your Classroom And School’S Culture And Climate, Stacey Keown-Murray, Rob Carroll, Kristi Livingston
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Creating a positive culture and climate in the classroom and school environment is crucial for fostering student engagement, well-being, and academic success. This article presents six effective strategies that educators can implement to enhance the culture and climate within their classrooms and schools. The strategies focus on promoting a sense of belonging, establishing clear expectations, fostering positive relationships, celebrating diversity, empowering student voice, and encouraging collaboration and teamwork. By implementing these strategies, educators can cultivate a supportive and inclusive environment that nurtures the holistic development of students and promotes a positive learning experience. The abstract provides a concise overview of …
Internalized Oppression: Exploring The Nuanced Experiences Of Gender And Sexuality In Historically Black Colleges And Universities, Kathryn Kendal Ryan
Internalized Oppression: Exploring The Nuanced Experiences Of Gender And Sexuality In Historically Black Colleges And Universities, Kathryn Kendal Ryan
The Great Lakes Journal of Undergraduate History
In the American South at the turn of the century, quality education was scarce and legislative laws were put in place to ensure that African American individuals remained far away from Predominantly White Institutions (PWIs). As a result, Historically Black Colleges and Universities (HBCUs) became a catalyst for change in a “separate but equal” driven society. This article will explore the significance of Historically Black Colleges and Universities in elevating Black Americans throughout the twentieth century while assessing the conservative nature of the institutions and their inflexibility towards the various nuances of African American communities. While not particular to HCBUs, …
Alex Shevrin Venet’S Equity-Centered Trauma-Informed Education–A Book Review, Kimberly A. Mahovsky, Anne O. Davidson
Alex Shevrin Venet’S Equity-Centered Trauma-Informed Education–A Book Review, Kimberly A. Mahovsky, Anne O. Davidson
Journal of Educational Research and Innovation
This review provides an overview of Alex Venet’s Equity-Centered Trauma-Informed Education and a critical analysis by teacher educators charged to include equity-centered trauma-informed practices in all education courses. This book serves as a catalyst for conversations around equity-centered and trauma-informed education as many states push for all educators in K-12 schools to recognize the prevalence of adversity and create professional development for their instructors to incorporate these practices in their classrooms. The review will evaluate the author’s organization of the book and the five shifts Venet suggests for movement toward educational equity.
Engaging Community Partners To Enrich Preschoolers Learning Experiences With Dramatic Inquiry, Kathleen M. Farrand, Wendy Peia Oakes, Megan Troxel Deeg, Katelyn Jaworksi, Veronica Leon
Engaging Community Partners To Enrich Preschoolers Learning Experiences With Dramatic Inquiry, Kathleen M. Farrand, Wendy Peia Oakes, Megan Troxel Deeg, Katelyn Jaworksi, Veronica Leon
Journal of the Arts and Special Education
Interdisciplinary teams of adults are needed to enhance the capacity of schools to provide the most appropriate educational experiences for young children who have or are at risk for developmental delays and disabilities (Division for Early Childhood, 2014). When educators, families, and community partners connect around shared goals, we begin to reimagine instructional opportunities and create more equitable access to educational resources for children and families. We share insights from community partners who participated in a collaborative dramatic inquiry study designed to enrich preschoolers’ learning experiences and serve children and families.
Culturally Sustaining Math Word Problem Instruction With Hip-Hop Story Schemas, Michelle J. Cook, Jonte C. Taylor, Elizabeth M. Hughes, Thomas D. Deau
Culturally Sustaining Math Word Problem Instruction With Hip-Hop Story Schemas, Michelle J. Cook, Jonte C. Taylor, Elizabeth M. Hughes, Thomas D. Deau
Journal of the Arts and Special Education
On August 11, 2023, Hip-Hop celebrated its 50th anniversary. In honor of this milestone, we share an activity that is designed to harness the power and art of Hip-Hop to support learning in mathematics for students with and without exceptionalities. Using a vignette, we examine why culturally sustaining practices are pivotal to learning and how teachers can collaborate with middle-school students to strengthen an evidence-based practice such as schema-based instruction by honoring the funds of knowledge that students possess. The activity includes (a) the creation of culturally relevant word problems in mathematics, (b) schema-based instruction for solving additive-type word …
Multisensory Adaptations: Creating Art With Students Who Are Blind And Low Vision, Jasmine Begeske, Leslie Walsh, David Ray Miranda
Multisensory Adaptations: Creating Art With Students Who Are Blind And Low Vision, Jasmine Begeske, Leslie Walsh, David Ray Miranda
Journal of the Arts and Special Education
The main purpose of this article is to present approaches and strategies to making 2-D visual arts instruction meaningful and accessible for students who are blind or low vision. The suggestions provided within this article are based on current literature, researcher observations, and the contributions of an experienced, practicing art teacher at the Indiana School for the Blind and Visually Impaired.
The [Dis] Advantage Of Studying Higher Education (He) With Dyslexia, Keith Murphy
The [Dis] Advantage Of Studying Higher Education (He) With Dyslexia, Keith Murphy
Journal of Franco-Irish Studies
Contemporary discourse and literature surrounding dyslexia is often dominated by notions of disability, deficit, lack, vulnerability, and social expectancies around achievement in education. This paper explores that when students identify dyslexia as a limitation, it becomes a barrier to successful learning and has a negative effect on their identity, which impacts them socially and academically, leading to vicissitudes, voice suppression and what I term, academic imprisonment. Accepting dyslexia as an integral part of the self and viewing it through a prism of difference as opposed to a deficit, are emerging themes for students with dyslexia to help achieve, while studying …
Beauty Is In The Eye Of The Beholder: Reframing The Possible Employment Outcomes Of Leaving Certificate Applied (Lca) Students From Disadvantaged Communities, Vicki O'Reilly
Journal of Franco-Irish Studies
Researching disadvantage can potentially make a difference to the lives of those who are involved. Can we research disadvantage without adding to an already negative narrative or appearing to be condescending? Application of Active Research as a methodology can bring an inclusive and participatory approach to studying disadvantage. Comprehension of the impact of theories such as social reproduction and possible selves, their interaction and how one could be used to counteract the other, will allow an opportunity for conversation around positive solutions. Through understanding the language used to describe disadvantage we can bring an openness to challenge how we look …
Dealing With The Trauma Of Undiagnosed Dyslexia, Aisling Dolan
Dealing With The Trauma Of Undiagnosed Dyslexia, Aisling Dolan
Journal of Franco-Irish Studies
The theme of my Master’s by research is an investigation into the condition and effects of dyslexia on one’s personality, academic experience and professional growth. I wish to examine and acknowledge the effects dyslexia has on an individual’s ability to learn and grow in a “typical” twenty-first-century society. I intend also to highlight the emotional impact this disability can have on a person’s sense of self and how they develop through childhood. I hope to demonstrate the link dyslexia has in fostering a visual form of thinking and expression. I also hope to evaluate how one’s dyslexia reveals itself in …
Educator Preparedness To Leverage Assistive Technologies In The Classroom, Sean Masterman
Educator Preparedness To Leverage Assistive Technologies In The Classroom, Sean Masterman
Doctorate in Education
The fourth industrial revolution (4IR) is driving a compelling need for pedagogical change, yet there is disjuncture between the capacity of emerging technologies to address this need and their actual use in the American classroom. These technologies can enable personalization to meet each student’s individualized learning needs. Educator preparedness is the first step toward embracing and integrating the broad capabilities of emerging technologies to help build the future workforce. This qualitative, phenomenological case study assessed the preparedness of middle school general educators in two Minnesota school districts to leverage assistive technologies (ATs) to improve student learning from the perspective of …
Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek
Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek
Electronic Theses and Dissertations
The purpose of this study was to investigate the beliefs K-12 teachers have when working with students with disabilities in a rural Pennsylvania school district. This study aimed to identify if teachers’ personal beliefs created biases about their students and school systems; thus, forming barriers and preventing an inclusive education when working with disabled students. Instrumentation for this quantitative study is the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) survey. Findings suggest that some teachers at Sunnyside School District (pseudonym) hold personal beliefs that could create biases about their students and school system that may form barriers when working with …
Changing The Face Of Reading Instruction: Do Culturally Relevant Passages Increase The Effects Of The Repeated Reading Intervention For Middle School Black Girls With Reading Difficulties (Bgrds)?, Olajumoke Edith Oshokoya
Changing The Face Of Reading Instruction: Do Culturally Relevant Passages Increase The Effects Of The Repeated Reading Intervention For Middle School Black Girls With Reading Difficulties (Bgrds)?, Olajumoke Edith Oshokoya
Electronic Theses and Dissertations
Research has shown that fewer studies have focused on improving the reading abilities of middle school Black girls (Morris, 2007). As BGRDs progress through K – 12 grades, they increasingly rely on basic and advanced reading skills (i.e., oral reading fluency [ORF] and comprehension) to learn. Providing BGRDs with engaging reading passages that are relevant to their prior knowledge, background, interests, and experiences, is more likely to motivate them to read, and eventually improve their reading skills (Cartledge et al., 2015). While there is a growing body of literature focused on Black students’ experiences, currently no study has explored the …
Enhancing Inclusion: Neurodiversity In The Workplace, Micah Cox
Enhancing Inclusion: Neurodiversity In The Workplace, Micah Cox
Dissertations, Theses, and Projects
Neurodiverse individuals have long been viewed negatively, particularly in the workplace. Many recruiters or hiring managers have never considered the benefits that hiring a neurodiverse candidate could bring to their organization, rather looking at the additional costs of accommodation. The results of analyzing several case studies show that companies who incorporate neurodiverse candidates into their labor pool have seen increased productivity, creativity, process innovation, and cost reductions. This paper reviews several case studies combined with data obtained from interviews with a neurodiverse individual and a direct support care professional to develop a list of methods to be used in the …
Letter From The Editor In Chief, Jeffrey Lee
Letter From The Editor In Chief, Jeffrey Lee
Transform
The TRANSFORM journal is a space for leaders, mentors, researchers, and practitioners of transformational leadership to be seen, heard, and valued; it is a place for making connections. Relationship-building is central to transformational leadership at all levels of an organization; this fundamental truth is a trending topic in literature. Otherwise, however, leadership can be an isolating experience.
As an ethnographer, I believe the best way to launch an academic, peer-reviewed journal is to do what I do best: storytelling. I want to share my thoughts on transformational leadership through a story in the form of a letter to my younger …
Exploring The Impact Of Extracurricular Activities On Adolescent Development: A Study Of Students Attending Schools In Poverty And Non-Poverty Areas, Clifton B. Thames
Exploring The Impact Of Extracurricular Activities On Adolescent Development: A Study Of Students Attending Schools In Poverty And Non-Poverty Areas, Clifton B. Thames
Theses and Dissertations
Previous literature has indicated a relationship between poverty, participation in extracurricular activities, and developmental outcomes. The current study aimed to investigate and develop a deeper understanding of extracurricular activities (ECAs) and their impacts on adolescent development using two self-report tools, the YES 2.0 and the Delinquent Attitude Scale (DAS). The researcher surveyed 174 high school seniors from students attending schools in poverty areas and students attending schools not located in poverty areas in Mississippi, examining disparities in ECA opportunities, barriers to participation, and the positive and negative impacts of ECAs on development. Additional data were collected from school administrators, allowing …
Book Review Rural Education In America: What Works For Our Students, Teachers, And Communities, Sunshine L. Brosi, Marilyn M. Cuch, Spencer Spotted Elk, Julie Stevens, Gustavo A. Ovando-Montejo
Book Review Rural Education In America: What Works For Our Students, Teachers, And Communities, Sunshine L. Brosi, Marilyn M. Cuch, Spencer Spotted Elk, Julie Stevens, Gustavo A. Ovando-Montejo
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
Book review of Marietta, G. & S. Marietta. (2020). Rural Education in America, What works for our students, teachers, and communities, Harvard Education Press. Statewide faculty teaching in rural Utah review this book and focus on actions to meet the specific needs of their demographic of rural students in rural communities. The reviewer’s reflections on the book developed from a Spring 2022 Empowering Teaching Excellence Learning Circle led by the primary author.
Evaluating The Perceived Preparedness Of Pre-Service Music Educators To Teach Students With Disabilities, Emily Jarvis
Evaluating The Perceived Preparedness Of Pre-Service Music Educators To Teach Students With Disabilities, Emily Jarvis
Honors Projects
This study evaluated the perceived preparedness of pre-service music educators to teach students with disabilities based on their university’s curriculum. Ten participants responded to a survey that asked questions on their feelings of preparedness in classroom management, teaching students with disabilities, university education, and personal perspectives. Overall, participants indicated they felt comfortable with teaching students with disabilities, but felt unprepared to teach specific components of disability education based on their program studies alone. Suggestions to improve university programs are based on implementing Universal Design Learning (UDL) practices.
Call For Manuscripts, Todd Pagano
Call For Manuscripts, Todd Pagano
Journal of Science Education for Students with Disabilities
No abstract provided.
Copyright, Todd Pagano
Copyright, Todd Pagano
Journal of Science Education for Students with Disabilities
No abstract provided.
Global Educational Ramifications Of Covid-19 On Minorities And Students Living In Poverty Or Extreme Poverty: A Literature Review, Jessie S. Thacker-King
Global Educational Ramifications Of Covid-19 On Minorities And Students Living In Poverty Or Extreme Poverty: A Literature Review, Jessie S. Thacker-King
Journal of Global Education and Research
Public education requires all stakeholders to collaborate as a community and focus on the essential factors that create a path for student progress, growth, and maturity. The result nurtures students from kindergarten to graduation and beyond and affords them opportunities to become efficacious members of their communities. Schools are a business operating on the premise of the service industry, working collectively with and for the communities they serve. Their operational parameters are to work with all stakeholders to successfully facilitate excellence in education for all students regardless of gender, race, or socioeconomic status. Recent COVID-19 school closures have opened dialogues …
Disrupting Childhood Trauma With Holistic Health Practices In Low Ses Elementary Schools, Unna G. Burns, Ketzia Kogan, Sarah M. Wingerden, Hannah Meck
Disrupting Childhood Trauma With Holistic Health Practices In Low Ses Elementary Schools, Unna G. Burns, Ketzia Kogan, Sarah M. Wingerden, Hannah Meck
Psychology and Child Development
It is evident that adverse childhood experiences (ACE) are a large challenge to tackle in the U.S., with 61% of adults reporting that they’ve experienced one ACE and 16% reporting four or more ACEs by age 18 (Centers for Disease Control and Prevention, 2019). ACE score items include, but are not limited to experiencing verbal, physical, sexual abuse, physical and/or emotional neglect, having a mentally ill family member, witnessing violence in the home towards a parent, and/or having a family member in prison. Such experiences serve as a public health threat that, without early intervention, bring about long-term effects biologically, …
Front Matter - Jaepl - Volume 28, Wendy Ryden
Front Matter - Jaepl - Volume 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Front Matter
Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine
Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine
The Journal of the Assembly for Expanded Perspectives on Learning
James Porter Moffett (1929–1996) was a ground-breaking teacher, author, and theorist of language learning who had a profound impact on the fields of English Education, Language Arts, Composition, and Educational Psychology in the mid to late 20th century and was the first member of the Assembly for Expanded Perspectives on Learning (AEPL). In the inaugural Moffett’s Corner, Steve Lafer and Jonathan Marine discuss how they came together, why they wanted to start this column, and what they hope to accomplish.
Jaepl - Volume 28, Wendy Ryden
Jaepl - Volume 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Full Issue of The Journal of the Assembly for Expanded Perspectives on Learning Volume 28.
Table Of Contents - Jaepl - Volume 28, Wendy Ryden
Table Of Contents - Jaepl - Volume 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Table of Contents
Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin
Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin
The Journal of the Assembly for Expanded Perspectives on Learning
Communicating about science with public audiences is becoming increasingly important for STEM students, both during their studies and once they enter a specific scientific workplace. Using two different general education writing courses as case examples, one at Middle Tennessee State University and one at the United States Air Force Academy Preparatory School, this article offers a model for how the rhetorical structure of the TED(x) presentation genre can be used to prepare STEM-focused students to better engage with non-expert audiences. Through narrative reflection and assignment examples, we build on Joshua Schimel’s framework for communicating science and provide a replicable model …