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The Nebraska Educator, Volume 6, Issue 1 (2021) Oct 2021

The Nebraska Educator, Volume 6, Issue 1 (2021)

The Nebraska Educator: A Student-Led Journal

Contents:

• Again Awake: A White Researcher’s Iterative Positioning for Entering Black Spaces—Eileen Boswell, Teaching, Learning, and Teacher Education. (doi: 10.32873/unl.dc.ne021)

• Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study— Uma Ganesan, Teaching, Learning, and Teacher Education (doi: 10.32873/unl.dc.ne022)

• Confronting the Past, Challenging the Future: Linguistic Hegemony and Neoliberalism in TESOL— Crystal Bock Thiessen, Teaching, Learning, and Teacher Education (doi: 10.32873/unl.dc.ne023)

• The Effects of Self-Regulated Strategy Development on Students with Emotional/Behavioral Disorders: A Literature Review—Danika Lang, Special Education and ...


Confronting The Past, Challenging The Future: Linguistic Hegemony, Capitalism, And Neoliberalism In Tesol, Crystal Bock Thiessen Oct 2021

Confronting The Past, Challenging The Future: Linguistic Hegemony, Capitalism, And Neoliberalism In Tesol, Crystal Bock Thiessen

The Nebraska Educator: A Student-Led Journal

Western capitalistic values that have given shape to contemporary neoliberal ideologies have, for too long now, greatly influenced the field of teaching English to speakers of other languages (TESOL) as a whole, essentially working to continue cycles of injustice and inequality throughout the field despite well-meaning intentions to the contrary. Dominant language ideologies and linguistic hegemony have greatly shaped both socialized and institutional discourse in English and have worked together to help commodify the idea of upward mobility and success for anyone and everyone who “buys-in” to learning English, reflecting neoliberal selling points that are often taken for granted as ...


Multiracial Individuals And Educational Testing, Karen Alexander Oct 2021

Multiracial Individuals And Educational Testing, Karen Alexander

The Nebraska Educator: A Student-Led Journal

A literature review focused on quantitative measures and methods regarding multiracial individuals and educational testing revealed that multiracial individuals are uniquely different than monoracial individuals in terms of their racial identity and these unique identities interact with test scores. Until recently, this uniqueness has been ignored by institutions and within the field of educational testing. The uniqueness of multiracial identity should be taken into consideration when using test measures to make decisions for selection and when comparing group outcomes. The review provides a brief picture regarding the history of categorization of multiracial individuals and current research which connects the multiracial ...


Triangulating Research That Focuses On Decolonizing And Race-Based Educational Theories, Beth Dotan Oct 2021

Triangulating Research That Focuses On Decolonizing And Race-Based Educational Theories, Beth Dotan

The Nebraska Educator: A Student-Led Journal

The normalization of white cultural and societal educational standards often produce uniform consumers of knowledge. In an effort to seek modification from conventional educational belief systems, this literature review looks at a collection of critical, race-based, and anti-/ de-colonial epistemologies and challenges traditions of inquiry. The research: 1) articulates how national culture perpetuates divisiveness through race and racism in colonized American society and institutions, 2) contemplates the amalgamation of Jewishness and whiteness, and 3) considers utilizing critical theory and social justice views to decolonize educational methodologies as a path to implement change. Historical context and the diverse array of scholarship ...


Diversifying The Classroom: Masculinity And Intersectionality In (Teacher) Education: A Review Of Literature, Scott V. Gealy Oct 2021

Diversifying The Classroom: Masculinity And Intersectionality In (Teacher) Education: A Review Of Literature, Scott V. Gealy

The Nebraska Educator: A Student-Led Journal

While much has been written about the gender and demographic divide in the U.S. between the population of students and their teachers, complex gendered, cultural, and socioeconomic forces appear to be widening it. In an effort to reveal the many ways that teacher education programs can attract and retain a more diverse body of candidates, this literature review lays out a general overview of masculinity’s work as it pertains to the socialization of boys and young men in K-12 schools; it examines the influence of gendered, racial, and socio-economic assumptions on both teachers and learners; it looks at ...


Exploration Of Lived Experiences Of Science Teachers Of English Language Learners: A Transcendental Phenomenological Study, Uma Ganesan Oct 2021

Exploration Of Lived Experiences Of Science Teachers Of English Language Learners: A Transcendental Phenomenological Study, Uma Ganesan

The Nebraska Educator: A Student-Led Journal

English language learners (ELLs) are a talented pool of culturally and linguistically diverse students who are persistently increasing both in absolute size and percentage in the U.S. school population; however, they are underrepresented in science, technology, engineering, and mathematics (STEM) fields in college as well as in the workforce (National Academies of Sciences, Engineering, and Medicine, 2018). Education and scientific communities have found it challenging to improve students’ participation in STEM fields (Martinez et al., 2011). Exploring science teachers’ experiences could aid in improving academic achievement of ELLs and promoting educational equity. The purpose of this transcendental phenomenological study ...


Assessments And Accommodations For English Language Learners: A Literature Review, Heidi Jo Bartlett Sep 2021

Assessments And Accommodations For English Language Learners: A Literature Review, Heidi Jo Bartlett

The Nebraska Educator: A Student-Led Journal

While research in how English language learners (ELLs) use assessment accommodations is lacking, there are some general conclusions that one can draw. First, teachers must know their students’ abilities. This includes knowledge of their English proficiency, knowledge of their first language skills, especially as it pertains to literacy skills, and knowledge of their content area understanding. If teachers are aware of areas of weakness in students’ assessments, they should work to compensate for them by either changing their instruction or providing assessment accommodations. Second, it is important for teachers to recognize the various types of assessment accommodations that are available ...


The History, Evolution, And Trends Of Academic Dishonesty: A Literature Review, Amy Zachek Oct 2020

The History, Evolution, And Trends Of Academic Dishonesty: A Literature Review, Amy Zachek

The Nebraska Educator: A Student-Led Journal

Academic dishonesty is a murky problem without a commonly agreed upon solution in American higher education. It has a long-standing history in higher education but a short history in academic literature, it has evolved rapidly and longitudinally (McCabe & Trevino, 1996), and it has several easily apparent trends and others that the majority of researchers are in disagreement about. While traversing this perilous landscape of dichotomies, this paper will examine connections and gaps in the literature, make suggestions and recommendations for future study based off of these results, and examine the implications that these recommendations could have on higher education policy ...


Seeing Formative Assessments From A Broad Perspective, Consuelo Marisol Gallardo Oct 2020

Seeing Formative Assessments From A Broad Perspective, Consuelo Marisol Gallardo

The Nebraska Educator: A Student-Led Journal

October 2020 | 194 Seeing Formative Assessments from a Broad Perspective Consuelo M. Gallardo Department of Teaching, Learning, and Teacher Education University of Nebraska-Lincoln Abstract Despite the fact that many experts in the assessment field have advocated for the use of formative assessments, little attention has been paid to their thorough elaboration and application in Ecuadorian English as Foreign Language (EFL) classrooms. Some teachers have overlooked the validity of formative assessment as tools to inform instruction and language learning growth, so its application has generated a big debate. Therefore, this paper presents a literature review of perceptions and experiences of diverse ...


Interval Estimation Of Proportion Of Second-Level Variance In Multi-Level Modeling, Steven Svoboda Oct 2020

Interval Estimation Of Proportion Of Second-Level Variance In Multi-Level Modeling, Steven Svoboda

The Nebraska Educator: A Student-Led Journal

Physical, behavioral and psychological research questions often relate to hierarchical data systems. Examples of hierarchical data systems include repeated measures of students nested within classrooms, nested within schools and employees nested within supervisors, nested within organizations. Applied researchers studying hierarchical data structures should have an estimate of the intraclass correlation coefficient (ICC) for every nested level in their analyses because ignoring even relatively small amounts of interdependence is known to inflate Type I error rate in single-level models. Traditionally, researchers rely upon the ICC as a point estimate of the amount of interdependency in their data. Recent methods utilizing an ...


Culturally Relevant Science Teaching: A Literature Review, Uma Ganesan Oct 2020

Culturally Relevant Science Teaching: A Literature Review, Uma Ganesan

The Nebraska Educator: A Student-Led Journal

This educational research literature review paper aims to discuss the rationale, review eight empirical research studies, and identify knowledge gaps in culturally relevant pedagogy in science education. This paper focuses on synthesis, review, and comparison of the findings of the empirical studies, and categorizes them into thematic heads such as similarities and differences between studies under the broad categories of professional development (PD) programs and case studies. Following these reviews, the author summarizes her reflections and thoughts about the literature to understand the big picture of culturally relevant pedagogy in science education. The basis of this literature review are various ...


Difficulty And Distance In Educational Encounters With Historical Violence, Grant Scribner Oct 2020

Difficulty And Distance In Educational Encounters With Historical Violence, Grant Scribner

The Nebraska Educator: A Student-Led Journal

This article reviews recent literature that addresses historical violence, difficult history, and the production of historical distance in teaching and learning about past violence. The author argues that based on the literature, the processes by which certain violent histories become “difficult” while others are aestheticized deserve greater attention. As violent histories become more or less difficult, the production of nuanced, contextually contingent historical distances may have serious implications for teachers’ pedagogical decisions as well as students’ reactions and understanding. The author argues further that historical violence not considered difficult or traumatic in a given moment and context deserves greater attention ...


Empower: An Adaptable Writing Intervention, Carly Dinnes Oct 2020

Empower: An Adaptable Writing Intervention, Carly Dinnes

The Nebraska Educator: A Student-Led Journal

EmPOWER is a six-stage writing intervention designed by speech-language pathologists to improve the expository writings of school-aged children with language learning and executive function disabilities. The intervention uses scaffolded instruction to transform struggling students into independent and self-regulating writers by training the students to use a variety of supports (e.g., graphic organizers, checklists) and strategies (e.g., referring back to the writing prompt) throughout the writing process. Many key features of the EmPOWER approach to writing instruction directly support components described in cognitive models of writing, which indicates that EmPOWER is a theory-guided writing intervention that may benefit a ...


The Current State Of Assessing Historical Thinking: A Literature Analysis, Taylor S. Hamblin Oct 2020

The Current State Of Assessing Historical Thinking: A Literature Analysis, Taylor S. Hamblin

The Nebraska Educator: A Student-Led Journal

In American schools since the mid 2000’s, social studies departments and state departments of education have created goals and updated standards prioritizing critical thinking engagement. Promotion of critical thinking has created a wealth of scholarship on developing a specific type of critical thinking, or cognition, called historical thinking. Imperative to the promotion of teaching historical thinking is in how teachers can assess the inquiries that make it up. Unfortunately, standardized social studies assessments have failed to measure the acquisition of the new historical thinking standards. In order to improve the assessment practices of history teachers, I wish to do ...


Bilingual Acculturation Assessment: An Overview Of Current Developments, Donna Chen Oct 2020

Bilingual Acculturation Assessment: An Overview Of Current Developments, Donna Chen

The Nebraska Educator: A Student-Led Journal

Assessments are often used for decision-making in education, mental health practices, and industry. Consequently, decisions based on these assessments affect multiple aspects of a person’s life. Given the increase of ethnic minorities in the U.S., factors concerning the appropriateness and interpretation of tests based on norms must be reconsidered. The multifaceted effects of culture are just one factor to consider so as to not overlook important cultural components that may negatively impact the decision-making process. Additionally, language, with close ties to culture, must also be considered. Thus, the complexity of culture and language in tandem to assessment-based decision-making ...


Resources For Content-Area Teachers Educating Ells: A Literature Review, Heidi Jo Bartlett Oct 2020

Resources For Content-Area Teachers Educating Ells: A Literature Review, Heidi Jo Bartlett

The Nebraska Educator: A Student-Led Journal

Educating English Language Learners (ELLs) is a rapidly growing need in K-12 schools. While often viewed as a homogeneous group, in reality this population is varied in terms of prior knowledge, access to formal education, age, and native language. Despite these differences, students must be taught first social, and then academic, English in order for them to be successful in their classes and graduate. While in previous decades, ELLs were isolated from the mainstream population, common education practices now integrate them into their grade-level classes. However, while working with this high-need population, mainstream content-area teachers often lack the time, professional ...


The Roles Of Language, Communication, And Discourse In Power: A Series Of Critical (Reaction) Essays, Alessia Barbici-Wagner Oct 2020

The Roles Of Language, Communication, And Discourse In Power: A Series Of Critical (Reaction) Essays, Alessia Barbici-Wagner

The Nebraska Educator: A Student-Led Journal

The following is a conceptual paper consisting of a series of short, critical essays written for the “Language and Power” course taught by Professor Loukia K. Sarroub at the University of Nebraska-Lincoln during Fall 2019. The purpose of these essays is to understand the power of language, communication, and discourse in society and in education. Each essay is itself unique and connected to the others and explores the role of language in community and institutional settings. Language is intrinsically connected to culture, and most societies show their hierarchal power through it. For example, the short essay “‘Ketchup’ with Social Norms ...


The Nebraska Educator, Volume 5: 2020, College Of Education And Human Sciences University Of Nebraska-Lincoln Oct 2020

The Nebraska Educator, Volume 5: 2020, College Of Education And Human Sciences University Of Nebraska-Lincoln

The Nebraska Educator: A Student-Led Journal

Contents

Letter From The Editor

EmPOWER: An Adaptable Writing Intervention Carly Dinnes, Teaching, Learning, and Teacher Education

Learning to Lesson Plan: A Mentor’s Impact on Pre-service Teachers Kelly M. Gomez, Connie L. Schaffer, Lela E. Nix, & H. Emily Hayden

Difficulty and Distance in Educational Encounters with Historical Violence Grant Scribner, Teaching, Learning, and Teacher Education

Culturally Relevant Science Teaching: A Literature Review Uma Ganesan, Teaching, Learning, and Teacher Education

Interval Estimation of Proportion of Second-level Variance in Multi-level Modeling Steven Svoboda, Education Psychology

The History, Evolution, and Trends of Academic Dishonesty: A Literature Review Amy Zachek, Educational Administration

Bilingual ...


Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly M. Gomez Johnson, Connie L. Schaffer Dr, Lela E. Nix, H. Emily Hayden Oct 2020

Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly M. Gomez Johnson, Connie L. Schaffer Dr, Lela E. Nix, H. Emily Hayden

The Nebraska Educator: A Student-Led Journal

Lesson planning is considered an essential skill of teachers. As pre-service teachers first encounter the fundamental principles of planning for instruction, the complexity of planning to support the rigorous learning goals of content, curriculum, and individual student needs could be daunting. The mixed methods study explored how mentoring influenced early-program pre-service teachers’ self-efficacy (Bandura, 1997) and progression through stages of concerns (Fuller, 1969) in relation to lesson planning. Participants, secondary early-program pre-service teachers enrolled in a Midwestern teacher preparation program, included a target group who received mentoring and a comparison group who did not. Using constant comparison techniques guided by ...


Students On The Edge: Evaluating An Academic Support Group, Benjamin P. Heinisch, Nicole M. Smith Dec 2017

Students On The Edge: Evaluating An Academic Support Group, Benjamin P. Heinisch, Nicole M. Smith

The Nebraska Educator: A Student-Led Journal

This qualitative case study evaluated the effectiveness of the Academic Skills Discussion Group, a new retention intervention targeting undergraduate students on academic probation. This intervention utilized a support group structure to provide social and academic supports to academically-poor students. These supports incorporated didactic educational presentations and interpersonal discussions relating to life change and college expectations. The case comprised one pilot administration of the intervention for three student group members. Data was collected from pre/post-intervention resiliency surveys, grade point average comparisons, journal-entry analysis and semi-structured exit interviews. The researcher conducted inductive data analysis by coding participant statements for meaning, calculating ...


Applying Encoding And Retrieval Techniques To Chinese Rhyme Reading In Advanced Placement Chinese Instruction, Nan Wang Jan 2017

Applying Encoding And Retrieval Techniques To Chinese Rhyme Reading In Advanced Placement Chinese Instruction, Nan Wang

The Nebraska Educator: A Student-Led Journal

Learning Chinese as a foreign language is increasingly prevalent in public school districts in the U.S. As ACTFL (2011) reported, an increasing number of enrollments of Advanced Placement Chinese courses indicate a growing demand for Chinese language courses in U.S. public school districts (ACTFL, 2011; ACTFL, 2017). AP foreign language exams indicate that students from the mainstream culture in the U.S. do not perform as well as racial minority test takers (Brown & Thompson, 2016). Therefore, implementing appropriate teaching strategies in a student-centered foreign language environment is a desperate need. This is a pragmatic instructional design proposal, which emphasizes the importance of using encoding and retrieval strategies on Chinese rhyme reading in AP Chinese courses at the secondary level. The pragmatic proposal is established based on two primary concerns. First, with the calling for student-centered teaching strategies in primary education, it is necessary for instructors to understand how learners learn, and to apply appropriate strategies accordingly to instruct students’ learning. Second, standardized tests are often criteria for evaluating students’ learning; it is practical to conduct student-centered teaching, acknowledging an exam-driven educational environment. If the instructor can apply strategies from a cognitive psychology perspective, teachers can ...


The Nebraska Educator, Volume 4: 2017 (Complete Issue), Abraham Flanigan, Zoe Falls, Carin Appleget, Lyrica Lucas, Sarah Mcbrien, Markeya Peteranetz, Shuling Yang Jan 2017

The Nebraska Educator, Volume 4: 2017 (Complete Issue), Abraham Flanigan, Zoe Falls, Carin Appleget, Lyrica Lucas, Sarah Mcbrien, Markeya Peteranetz, Shuling Yang

The Nebraska Educator: A Student-Led Journal

Effects of Environment on Depressive Symptoms on Chinese Left-Behind Children Lanyan Ding & Eric S. Buhs, Ph.D. .....4

Students on the Edge: Evaluating an Academic Support Group Ben Heinisch & Nicole M. Smith.....26

Examining Inequalities in Science Literacy by Religious Affiliation Among Adults Alexis Swendener ........47

Applying Encoding and Retrieval Techniques to Chinese Rhyme Reading in Advanced Placement Chinese Instruction Nan Wang....64

There are not many student-run academic journals, so The Nebraska Educator is excited to provide a forum for researchers, scholars, policymakers, practitioners, teachers, students, and informed observers in education and related fields in educational settings in the United States and abroad. Now in our fourth year, it is exciting to see the work that continues to be accomplished when those interested in educational research have a venue to share their contributions. To date, articles published in the previous three volumes of our journal have been downloaded more than 14,000 times by readers all across the globe.

The Nebraska Educator is an open-access peer-reviewed academic education journal at the University of Nebraska-Lincoln. This journal is produced by UNL graduate students and publishes articles on a broad range of education topics that are timely have relevance at all levels of education. We seek original research that covers topics which include, but are not limited to: (a) curriculum, teaching, and professional development; (b) education policy, practice, and analysis; (c) literacy, language, and culture; (d) school, society, and reform; and (e) teaching and learning with technologies. If you are interested in submitting your work to The Nebraska Educator, please submit online using: http://digitalcommons.unl.edu/nebeducator/


Fostering Metacognition In K-12 Classrooms: Recommendations For Practice, Markeya S. Peteranetz Mar 2016

Fostering Metacognition In K-12 Classrooms: Recommendations For Practice, Markeya S. Peteranetz

The Nebraska Educator: A Student-Led Journal

This article makes the case for why it is important for educators to intentionally foster students’ metacognition. Metacognition is often defined as thinking about thinking, but it is more complete to describe it as including knowledge, awareness, and control of one’s own cognition and human cognition in general. Two primary components of metacognition, knowledge of cognition and regulation of cognition, are presented and described with regard to learning contexts. Metacognition grows as part of cognitive development and can also be further enhanced through instruction at all levels of schooling. Research that indicates metacognition can be increased through instruction and ...


Korea And The Dominican Republic: A Transnational Case Study-Analysis, Aprille J. Phillips Jan 2016

Korea And The Dominican Republic: A Transnational Case Study-Analysis, Aprille J. Phillips

The Nebraska Educator: A Student-Led Journal

The study of transnational movement and the lives of individuals who cross nation-state boundaries has grown in recent decades. Transnational study regarding the Dominican Republic has continued since migrations to the U.S. in the 1960s and has primarily focused on “transnationalism from below” (Smith & Guarnizo, 2002) narratives, while study of South Korean transnationalism has focused on movement motivated by access to English in order to assure access to the competitive job market and opportunities for social mobility. This pair of case studies examines the lives of two relatively privileged Korean students who lived transnationally between Korea and the Dominican ...


Language, Literacy And Dewey: "Experience" In The Language Arts Context, Jessica E. Masterson Jan 2016

Language, Literacy And Dewey: "Experience" In The Language Arts Context, Jessica E. Masterson

The Nebraska Educator: A Student-Led Journal

Blending the Deweyan idea of “experience” with the work of contemporary literacy pedagogues and classroom examples, this paper explores the implications of Dewey’s principles upon today’s classroom contexts. If experience is a central component to education, how might Dewey’s ideas help to re-focus our scattered perceptions of what literacy learning “ought” to be in the 21st century? Furthermore, what possibilities are created therein for language arts teachers and students?


The Nebraska Educator, Volume 3: 2016 (Complete Issue), Abraham Flanigan, Kristine Sudbeck, Jeff Beavers, Sarah Mcbrien, Jessica Sierk Jan 2016

The Nebraska Educator, Volume 3: 2016 (Complete Issue), Abraham Flanigan, Kristine Sudbeck, Jeff Beavers, Sarah Mcbrien, Jessica Sierk

The Nebraska Educator: A Student-Led Journal

There are not many student-run academic journals, so The Nebraska Educator is excited to provide a forum for researchers, scholars, policymakers, practitioners, teachers, students, and informed observers in education and related fields in educational settings in the United States and abroad. Now in our third year, it is exciting to see the work that continues to be accomplished when those interested in educational research have a venue to share their contributions. To date, articles published in the previous two volumes of our journal have been downloaded more than 7,000 times by readers all across the globe.

The Nebraska Educator ...


An Exploration Of Voice In Second Language Writing, Dwi Riyanti Jan 2015

An Exploration Of Voice In Second Language Writing, Dwi Riyanti

The Nebraska Educator: A Student-Led Journal

Writing with strong voice is desirable in the U.S. mainstream culture, yet it is not necessarily easy to accomplish it. This is even harder for second language writers who are new to the culture. The different cultural expectation and the knowledge of the language presumably become some of the obstacles for them to write in the expectation of the U.S. mainstream. Even the notion of voice in writing itself is often confusing. This paper, focusing on exploring what voice is and how it is manifested in second language writing, reviews related literature on voice and second language writing ...


Learning Vocabulary With Apps: From Theory To Practice, Qizhen Deng, Guy Trainin Jan 2015

Learning Vocabulary With Apps: From Theory To Practice, Qizhen Deng, Guy Trainin

The Nebraska Educator: A Student-Led Journal

English vocabulary acquisition is a major challenge for English as a second or foreign language learners to become proficient in English. It is also a major challenge for English speakers who are at risk. With the increasing use of various mobile devices (e.g., iPad) for educational purposes, we have a new opportunity to support vocabulary learning. Mobile devices have considerable potential for enhancing vocabulary acquisition and English learning among English learners. This article focuses on how mobile devices can be used to facilitate vocabulary learning for English learners. While there is a paucity of research on mobile platforms that ...


Educational Language Planning And Policy In Nebraska: An Historical Overview, Kristine M. Sudbeck Jan 2015

Educational Language Planning And Policy In Nebraska: An Historical Overview, Kristine M. Sudbeck

The Nebraska Educator: A Student-Led Journal

Historically, educational language policies have been utilized in order to eradicate, subjugate, and marginalize certain language varieties. Therefore, they have become "instruments of power that influence access to educational and economic resources" (Johnson, 2013, p. 54). More recently, educational language policies have also been used to "develop, maintain, and promote" minoritized languages (p. 54). The role of language policy and planning with educational settings, therefore, should be crtiically examined. This manuscript features two key components. First, the term language planning and policy will be (re) conceptualized as both a field of inquiry and a social practice involving three core activities ...


Volume 2 Of The Nebraska Educator: Full Issue, Kristine Sudbeck Editor-In-Chief, Jeff Beavers, Abraham Flanigan, Sarah Mcbrien, Jessica Sierk Jan 2015

Volume 2 Of The Nebraska Educator: Full Issue, Kristine Sudbeck Editor-In-Chief, Jeff Beavers, Abraham Flanigan, Sarah Mcbrien, Jessica Sierk

The Nebraska Educator: A Student-Led Journal

No abstract provided.