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Articles 1 - 30 of 62
Full-Text Articles in Education
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Northwest Journal of Teacher Education
Preparing teachers to meet the needs of multilingual students is the goal of TESOL and Bilingual education programs in higher education. What these programs use to determine what these needs are can vary by location, faculty, and population of learners. This qualitative study surveyed in-service teachers applying for their TESOL or Bilingual endorsements in a college in the southwest United States. Research questions asked about the challenges and successes teachers face in meeting the needs of multilingual students and used this data to determine themes. The data showed that teachers encounter challenges meeting the needs of multilingual students in the …
An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber
An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber
Northwest Journal of Teacher Education
While representation of teachers of color remains startlingly low nationwide, it is critical to recognize that increasing diversity is not enough to increase access to an inequitable system. Centering the strengths of Black students, on both an individual and institutional level, through culturally and historically-responsive pedagogical and curricular practices is a crucial step toward equitizing the teaching workforce. Using a culturally and historically-responsive literacy (HRL) framework, we discuss and reflect upon practical classroom-based approaches to engage community college preservice teachers in responsive pedagogical practices that are aligned with the legacy of Black literary societies. The paper is divided into four …
The Developmental Experiences Of Exemplary Statistics Teachers, Douglas Whitaker
The Developmental Experiences Of Exemplary Statistics Teachers, Douglas Whitaker
Northwest Journal of Teacher Education
There has been a trend of increased statistical expectations for students and calls for increased statistical preparation for their teachers in recent years, but preparation has not yet reached recommended levels. A similar preparation gap existed at the inception of the Advanced Placement Statistics program, and this study examines a group of statistics teachers identified as exemplary by experts in the field to determine what challenges they faced and how they overcame them. Semi-structured interviews using a Communities of Practice framework (Wenger, 1998) were conducted. The challenges and responses to those challenges are identified, and these have implications for supporting …
Teaching Content Methods In A High School Pds: Navigating Curricular Tensions, Richard Chant, Brian P. Zoellner
Teaching Content Methods In A High School Pds: Navigating Curricular Tensions, Richard Chant, Brian P. Zoellner
Northwest Journal of Teacher Education
As secondary methods instructors, we seek to integrate our courses within the context of our partner high school and to engage its staff in helping prepare our students. State and district mandates, however, often conflict with the pedagogy and content that guides our methods courses. In short, these mandates, whose ultimate goals are to increase student scores on high-stakes tests (especially at Title I schools), frequently do not align with the best practices described in contemporary educational research. In this article, we examine a highly rated unit plan developed by one teacher education candidate within a PDS-based methods course in …
Book Censorship And Its Threat To Critical Inquiry In Social Studies Education, Donald R. Mcclure
Book Censorship And Its Threat To Critical Inquiry In Social Studies Education, Donald R. Mcclure
Northwest Journal of Teacher Education
This article argues that recent advances in book censorship in the United States point to a threat to critical inquiry pedagogy in social studies education— a content area aiming to prepare learners for active and engaged citizenship in a pluralistic, democratic society. To support this argument, the article offers a description of critical inquiry pedagogy and explains how critical inquiry is connected to social studies education. It provides examples of two recently censored children’s literature books listed on Pen America’s (2022) Index of School Book Bans and it explains what these books may offer social studies education. It then suggests …
Preservice Teachers And Curricular Matters: A Reflection On Field Sites As Transformative Spaces, Annmarie Dull, Elizabeth Chase
Preservice Teachers And Curricular Matters: A Reflection On Field Sites As Transformative Spaces, Annmarie Dull, Elizabeth Chase
Northwest Journal of Teacher Education
Field experiences are essential to teacher preparation and education, and they are enriched by strong community partnerships where preservice teachers build knowledge from mentor teachers, families, students, and other stakeholders. The influence that the neoliberal agenda has on education forces preservice teachers and the preparation programs they attend to make difficult decisions about creating and sustaining these field experiences. In this paper, we call attention to the difficulties preservice teachers—and the preparation programs they attend—face when seeking to challenge social injustice and curriculum epistemicide. In so doing, we end with ideas for future consideration and scholarly inquiry.
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 …
Disrupting The Hegemonic Practices Way Of Knowing: Moving Toward A Posthuman Perspective, Jordan Gonzalez, Brett Elizabeth Blake
Disrupting The Hegemonic Practices Way Of Knowing: Moving Toward A Posthuman Perspective, Jordan Gonzalez, Brett Elizabeth Blake
Northwest Journal of Teacher Education
No abstract provided.
Of Back Stories, Byways & Entangled Aesthetics Of Epistemology: Teaching Art, Poetic Protest And Curricular Alterity In A Time Of Ethicide, Molly Quinn
Northwest Journal of Teacher Education
Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.
Listen, Laura Zucca-Scott
Listen, Laura Zucca-Scott
Northwest Journal of Teacher Education
This poem is an interpretive poetic transcription inspired by conversations I had with several children and adolescents from immigrant families. In teacher education programs, we often feel pressured to formalize curricula in a way that is oblivious to our students’ needs. Both our teacher candidates and their future students deserve more and better.
The Wrong Side, Laura Zucca-Scott
The Wrong Side, Laura Zucca-Scott
Northwest Journal of Teacher Education
This poem is an interpretive poetic transcription describing the experience of a young immigrant child. Being on the “wrong side” becomes a symbolic representation of an internal and external conflict between different ways to know. Schools are not always a safe place for children whose lives have been uprooted unless teachers become advocates and allies.
Challenging Epistemologies Of Objectivity Through Collaborative Pedagogy: Centering Identity, Power, Emotions, And Place In Teacher Education, Camille Ungco, Rachel S. Snyder Bhansari, Manka Varghese
Challenging Epistemologies Of Objectivity Through Collaborative Pedagogy: Centering Identity, Power, Emotions, And Place In Teacher Education, Camille Ungco, Rachel S. Snyder Bhansari, Manka Varghese
Northwest Journal of Teacher Education
In this essay, we discuss how we have attempted to counter the ongoing dominance and (re)inscription of White supremacist, ableist, and settler colonial ways of knowing and being within an elementary teacher education program (TEP) through a consideration of identity and power, emotions and place-based pedagogy. Our approaches indicate means for regenerating and expanding upon marginalized epistemologies in TEPs, challenging curricular epistemicide, while our stories also indicate that these approaches and related ways of knowing are intertwined with our own identities, histories and felt experiences as well as challenges to our enactment of this work.
“What Does Learning Sound Like?”: Reverberations, Curriculum Studies, And Teacher Preparation, Boni Wozolek
“What Does Learning Sound Like?”: Reverberations, Curriculum Studies, And Teacher Preparation, Boni Wozolek
Northwest Journal of Teacher Education
Using a project given to undergraduate students in a foundations of education course, this paper thinks through the assignment title, “What does learning sound like?” to explore the nexus of sound studies in education and curriculum studies. The central argument of this paper is that thinking through sound can be but one way for students to think through the forms of curriculum while examining their own bias in terms of Western privileging of the ocular.
'It’S Just Filth:’ Banned Books And The Project Of Queer Erasure, Caitlin O'Loughlin, Taylor Schmidt, Jocelyn Glazier
'It’S Just Filth:’ Banned Books And The Project Of Queer Erasure, Caitlin O'Loughlin, Taylor Schmidt, Jocelyn Glazier
Northwest Journal of Teacher Education
This paper seeks to explore the connection between the banning of queer books, the creation of discourses of controversy, and the erasure of queer knowledges and peoples from schools. Using a queer theory-informed approach to critical discourse analysis, we ask how these proposed bans seek to erase queer peoples, how this impacts teachers, and what teacher preparation programs can do to counter these acts of destruction.
Who Lives, Who Dies, Who Sings Which Story?: Narrative Production And Race In The Curriculum Of Film Musicals, Joanna Batt, Michael Joseph
Who Lives, Who Dies, Who Sings Which Story?: Narrative Production And Race In The Curriculum Of Film Musicals, Joanna Batt, Michael Joseph
Northwest Journal of Teacher Education
Film musicals serve as a tool to infuse historical and cultural content into social studies curricula towards greater student engagement—for example, Lin Manuel-Miranda's Hamilton has become a celebrated classroom piece due to its ability to blend history with hip-hop and pop culture. Yet beyond language and content scans, teachers rarely examine or utilize musicals for how their narratives (mis)represent racial communities. This critical film analysis of three film musicals, using the theoretical framework of history production, reveals themes of historical morality, romantic relationship and race, and implicit/explicit racial messaging. Although troubling in their overall contribution to racial projects, film musicals …
Foreword/Advancing Teacher Education: Promises And Challenges, Shain L. Wright
Foreword/Advancing Teacher Education: Promises And Challenges, Shain L. Wright
Northwest Journal of Teacher Education
Shain Wright, Associate Editor of the Northwest Journal of Teacher Education, frames Volume 17, Issue 2, a collection of eight articles that explore student experiences, educator responsibilities, teaching strategies, and modes of course delivery. Threaded through these articles are core themes of humanity, holistic approaches to teaching and learning, and solutions-focused research.
Leveraging Communities Of Practice And Pedagogies Of Practice To Prepare Ambitious Teachers, Kathleen M. Nitta
Leveraging Communities Of Practice And Pedagogies Of Practice To Prepare Ambitious Teachers, Kathleen M. Nitta
Northwest Journal of Teacher Education
Ambitious teachers view students as sense makers in collaborative learning of disciplinary ideas and value students’ assets as resources for learning. Preparing teachers to enact ambitious instruction requires an approach to professional learning that constructs connections between instructional practice and a vision of principled teaching. This study explored how pedagogies of practice and communities of practice support prospective teachers’ development of a mathematics teaching practice. The study findings suggest pedagogical activities situated within a community of practice may provide opportunities for prospective teachers to build an understanding of the relationship between a core teaching practice and principles of ambitious teaching.
Headaches And Humility: Introducing Preservice Teachers To Undergraduate Research, J. Scott Baker
Headaches And Humility: Introducing Preservice Teachers To Undergraduate Research, J. Scott Baker
Northwest Journal of Teacher Education
For some teacher educators, the singular goal of teacher preparation is to license new teachers, not develop critical thinkers. This lack of thinking beyond lesson plans, course standards, and classroom management to explore high impact practices – such as undergraduate research – leads to the deterioration of the education field and limits preservice teachers’ understandings of their own curricular and pedagogical practices. This article is a poetic reflection – through headaches and humility – on how 157 preservice teachers (PTs) made connections between curricular research and practice. The article also addresses steps taken by a teacher educator to ensure their …
Student Perceptions Of Course Configuration: Hybrid And Face-To-Face Models, Vincent A. Aleccia, Tara Haskins
Student Perceptions Of Course Configuration: Hybrid And Face-To-Face Models, Vincent A. Aleccia, Tara Haskins
Northwest Journal of Teacher Education
Hybrid or blended learning has gained enormous popularity in higher education because of its demonstrated ability to increase student learning, reduce undergraduate attrition rates, and maintain costs in an era of relentlessly increasing tuition. This study reviews the literature on hybrid or blended learning, enumerating both the benefits and liabilities of this type of instruction and the controversies surrounding it. The researchers then describe the two forms of a mixed-methodology survey instrument used to determine the satisfaction of primarily undergraduate students who are enrolled in separate sections of an introduction to education course, one taught in a traditional face-to-face mode …
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Northwest Journal of Teacher Education
Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses. Odds of a correct answer on linguistic questions increased significantly in 28% of the areas tested. The inclusive course showed increased linguistic awareness compared to standard courses.
Trauma And Academic Impact: Stories From At-Risk Youth, Brenda M. Morton, Edd.
Trauma And Academic Impact: Stories From At-Risk Youth, Brenda M. Morton, Edd.
Northwest Journal of Teacher Education
Youth continue to leave school prior to earning a high school diploma, despite focused attention and resources on this population of students (Porche, et al., 2011), leaving unanswered questions as to what support this group of students need. Researchers identified attendance, disciplinary issues, and low grade point average, as prevalent in dropouts, but few have explored the story behind the statistics. This study sought to fill this gap in the literature by exploring the role of trauma and Adverse Childhood Experiences (ACEs) in the lives of students at risk for academic failure, by examining their lived experiences. To that end, …
Toward A Restorative Math Pedagogy: A Theoretical Overlay Between Two Relational Approaches To Schooling And Mathematics Instruction, Shanté Stuart Mcqueen
Toward A Restorative Math Pedagogy: A Theoretical Overlay Between Two Relational Approaches To Schooling And Mathematics Instruction, Shanté Stuart Mcqueen
Northwest Journal of Teacher Education
Emphasized by the fallout of the pandemic, critical math scholars have long-since called for resistance to the cultural marginalization, systemic racism and violence of math instruction by crafting a liberatory and humanizing mathematics education. In response to that call, this paper illuminates the theoretical connections between the frameworks of two relational approaches to schooling, Restorative Justice in Education (RJE) and Cognitively Guided Instruction in Mathematics (CGI). Through discussing the intersections of the components of both frameworks and their shared vision of equity and agency for all students, this paper argues that integrating restorative justice into math instruction is not only …
“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.
Connecting The “Real-World” To The Math Classroom: Implementing Professional Development For Mathematical Modeling, Rejoice Akapame
Connecting The “Real-World” To The Math Classroom: Implementing Professional Development For Mathematical Modeling, Rejoice Akapame
Northwest Journal of Teacher Education
This qualitative research study focused on the changes in classroom pedagogy and content of rural mathematics teachers who engaged in a year-long professional development project focused on mathematical modeling. During a 2-week summer institute, teachers solved mathematical modeling problems as learners and then went through an iterative design process of creating, testing and refining lessons for classroom implementation. The lessons were implemented during the academic year. Results of this study indicate that teachers developed a willingness to move from traditional lecture and replication as the main form of pedagogy. Instead they incorporated more group tasks, alternate assessments, and created their …
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.
Beyond Brutality: Addressing Anti-Blackness In Everyday Scenes Of Teaching And Learning, Karen Zaino, Jordan Bell
Beyond Brutality: Addressing Anti-Blackness In Everyday Scenes Of Teaching And Learning, Karen Zaino, Jordan Bell
Northwest Journal of Teacher Education
While scenes of incredible and troubling violence, such as that of Black children handcuffed or brutalized by school security officers, have sometimes been leveraged to highlight the anti-Blackness endemic in schools, Saidiya Hartman’s (1997) book Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America suggests that we must also attend to scenes in which terror can hardly be discerned to identify and unravel the subtle threads of anti-Blackness that pervade contemporary schooling. That is this paper’s aim: to look beyond the scenes of spectacular suffering and to locate the pervasiveness of anti-Blackness in the mundane routines of teaching and …
Voices Of Teacher Graduates: Preparation For Black Mattering In Schools, Loyce E. Caruthers, Jennifer Waddell, Bradley Poos, Ashley N. Smith
Voices Of Teacher Graduates: Preparation For Black Mattering In Schools, Loyce E. Caruthers, Jennifer Waddell, Bradley Poos, Ashley N. Smith
Northwest Journal of Teacher Education
The Institute for Urban Education (IUE) began in 2005, following unitary status of Kanas City Public Schools in 2003, as a four-year undergraduate urban teacher preparation program to prepare students to interrupt school-centered practices of Eurocentric identity and antiblackness. A program feature entails recruitment of high school students from urban communities and scholarships to support fulltime preparation without employment distractions. Graduates commit to teach for a minimum of four-years in an urban school. Our investigation incorporated BlackCrit with in-depth interviews to capture the experiences of nine graduates in the schools where they teach or engage in school leadership. While testimonials …
Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley
Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley
Northwest Journal of Teacher Education
Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black …
Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson
Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson
Northwest Journal of Teacher Education
As Black educators, we are implanted with testimonies of how our pedagogies remained in close proximity to whiteness. We employ antiblackness and critical race theory frameworks. Through what we call vignettes of repair we address ourselves and our students to first, repair the harm we caused and second, to engage in collective witnessing that makes room for (re)claiming and (re)membering our own knowledge. From our critical reflection, we propose that teacher educators engage in a similar practice for their prospective teachers.
Zero Tolerance Policies Are Anti-Black: Protecting Racially Profiled Students From Educational Injustice, Jonathan Lightfoot
Zero Tolerance Policies Are Anti-Black: Protecting Racially Profiled Students From Educational Injustice, Jonathan Lightfoot
Northwest Journal of Teacher Education
When students are tracked from their schools into the juvenile and adult criminal justice system, primarily because of zero-tolerance policies, they fall victim to a practice that is now widely known as the school-to-prison pipeline. President Obama urged educators to abandon severe disciplinary policies that criminalize students for offenses that could be handled without law enforcement (Du, 2015). A review of the literature indicates a disproportionate number of Black students are at a greater risk of being adversely impacted by such policies thus increasing their chances of having a negative educational experience. Research shows that Black students receive higher rates …