Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Inclusive education (8)
- Aesthetics (7)
- Disability studies (7)
- Early childhood (5)
- Special education (5)
-
- Teacher education (5)
- Argumentation (4)
- Disability (4)
- Academic achievement (3)
- Assessment (3)
- Community of inquiry (3)
- Educational policy (3)
- Gender (3)
- Self-regulation (3)
- Social justice (3)
- Symmetry (3)
- Teacher beliefs (3)
- Accountability (2)
- Achievement gap (2)
- Advocacy (2)
- Art perception (2)
- Behavioral self-regulation (2)
- Children with disabilities (2)
- Classroom dialogue (2)
- Community of philosophical inquiry (2)
- Complexity (2)
- Creativity (2)
- Democracy (2)
- Dialogic teaching (2)
- Dialogue (2)
- Publication Year
- Publication
-
- Department of Educational Foundations Scholarship and Creative Works (87)
- Department of Teaching and Learning Scholarship and Creative Works (49)
- Department of English Faculty Scholarship and Creative Works (2)
- Department of Counseling Scholarship and Creative Works (1)
- School of Communication and Media Scholarship and Creative Works (1)
Articles 1 - 30 of 140
Full-Text Articles in Education
Philosophizing With Children’S Literature: A Response To Turgeon And Wartenberg, Darren Chetty, Maughn Rollins Gregory, Megan Jane Laverty
Philosophizing With Children’S Literature: A Response To Turgeon And Wartenberg, Darren Chetty, Maughn Rollins Gregory, Megan Jane Laverty
Department of Educational Foundations Scholarship and Creative Works
Introduction: With the maturation of a field comes the opportunity and the responsibility to reflect on its sources, its areas and directions of development, debates among its proponents, and critiques originating from inside and outside the field. While early proponents of philosophy for children supported each other in the face of misunderstanding and misapprehension, differences inevitably arose among them, not only concerning materials and methods, but also concerning the very meanings of philosophy, childhood and education. These differences remain among contemporary scholars, educators and practitioners, who continue to engage in robust debates about how to research and practice philosophy with …
Frog And Toad At The Academy: Gareth B. Matthews On How Children’S Literature Goes Philosophical, Maughn Rollins Gregory, Megan Jane Laverty
Frog And Toad At The Academy: Gareth B. Matthews On How Children’S Literature Goes Philosophical, Maughn Rollins Gregory, Megan Jane Laverty
Department of Educational Foundations Scholarship and Creative Works
Gareth B. Matthews (1929–2011) inaugurated the study of philosophy in children’s literature by simultaneously arguing (1) that philosophy is essentially an encounter with certain kinds of perplexities, (2) that genuine philosophical perplexities are readily found in many children’s stories, and (3) that many children are capable of appreciating and enjoying them. He wrote 58 reviews of philosophical children’s stories and co-authored a series of teacher guides for using such stories. Following Matthews’ example, others have produced resources recommending children’s stories as stimuli for intergenerational philosophical dialog. In our research, we study and systematize the different ways that Matthews understood children’s …
The Story Circle As A Practice Of Democratic, Critical Inquiry, Natalie M. Fletcher, Maughn Rollins Gregory, Peter Shea, Ariel Sykes
The Story Circle As A Practice Of Democratic, Critical Inquiry, Natalie M. Fletcher, Maughn Rollins Gregory, Peter Shea, Ariel Sykes
Department of Educational Foundations Scholarship and Creative Works
The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in community with them makes growth and self-correction possible. As we continue to experiment and innovate in new contexts we …
Their American Dream, Danne Davis
Their American Dream, Danne Davis
Department of Teaching and Learning Scholarship and Creative Works
Centuries before W.E.B. DuBois named the colorline—i.e., racism—as the problem of the 20th century, skin color stratification was a persistent phenomenon. In 1983 Black feminist, scholar, and Pulitzer Prize winning author Alice Walker termed “colorism” as “prejudicial or preferential treatment of same-race people based solely on their [skin] color”. Using the tools of genealogy, I conducted a critical family history of my parents, Lem and Mae’s, pursuit of their American Dream. Such exploration digs deep to decipher the nexuses of a family’s evolution. Dr. Maya Angelou routinely shared stories about her past to impart the importance of embracing one’s history. …
Teaching School Finance To Preservice Teachers With A Team-Based Simulation, Douglas Larkin, Tanya Maloney
Teaching School Finance To Preservice Teachers With A Team-Based Simulation, Douglas Larkin, Tanya Maloney
Department of Teaching and Learning Scholarship and Creative Works
No abstract provided.
Rethinking “We Are All Special”: Anti-Ableism Curricula In Early Childhood Classrooms, Priya Lalvani, Jessica Bacon
Rethinking “We Are All Special”: Anti-Ableism Curricula In Early Childhood Classrooms, Priya Lalvani, Jessica Bacon
Department of Teaching and Learning Scholarship and Creative Works
No abstract provided.
“Orange Is The New Black” Comes To New Jersey’S Public Schools: Black Girls And Disproportionate Rates Of Out‑Of‑School Suspensions And Expulsions, Dierdre Paul, Jacqueline Araneo
“Orange Is The New Black” Comes To New Jersey’S Public Schools: Black Girls And Disproportionate Rates Of Out‑Of‑School Suspensions And Expulsions, Dierdre Paul, Jacqueline Araneo
Department of Teaching and Learning Scholarship and Creative Works
This paper explores out-of-school suspensions and expulsions among Black females, who have often been ignored in the extant educational research literature. More specifically, the authors explore the question of whether Black females have been overrepresented in out-of-school suspensions and expulsions in New Jersey public schools. Using data from the Civil Rights Data Collection (CRDC), the authors found that Black females in New Jersey have in fact been overrepresented in both, out-of-school suspensions and expulsions. The extent of that overrepresentation of Black females has not only worsened over time but could also be considered graver in New Jersey than in the …
"'Who’S There?' 'Nay, Answer Me. Stand And Unfold Yourself' : Attending To Students In Diversified Settings", Naomi C. Liebler
"'Who’S There?' 'Nay, Answer Me. Stand And Unfold Yourself' : Attending To Students In Diversified Settings", Naomi C. Liebler
Department of English Faculty Scholarship and Creative Works
Teaching Shakespeare at secondary or undergraduate university levels is remarkably variegated. Students bring their lives and experiences to their understanding, making it an unpredictably rich experience, regardless of the “level” of the class. I aim to tap into what they already know to enable them to find a path for them to forge their own connections. I want them to own what they read, to make it their own.
Merit In Meritocracy: Uncovering The Myth Of Exceptionality And Self-Reliance Through The Voices Of Urban Youth Of Color, David T. Lardier, Kathryn Herr, Veronica R. Barrios, Pauline Garcia-Reid, Robert Reid
Merit In Meritocracy: Uncovering The Myth Of Exceptionality And Self-Reliance Through The Voices Of Urban Youth Of Color, David T. Lardier, Kathryn Herr, Veronica R. Barrios, Pauline Garcia-Reid, Robert Reid
Department of Educational Foundations Scholarship and Creative Works
A disproportionate number of urban youth attend underresourced and segregated schools. While tenets of the American Dream are inculcated in urban youth, a dearth of educational resources is available to help realize this dream. This qualitative study explored the narratives of urban youth (N = 85), many of whom sought to be the exceptions, embracing higher education as a pathway to successful futures, yet few identified resources that would make access to higher education possible. The capital accrued in their communities allowed them to navigate their social environment; however, it was an insufficient bridge for future success in higher education. …
Literacy Teachers’ Beliefs About Data Use At The Bookends Of Elementary School, Nicole Barnes, Catherine M. Brighton, Helenrose Fives, Tonya R. Moon
Literacy Teachers’ Beliefs About Data Use At The Bookends Of Elementary School, Nicole Barnes, Catherine M. Brighton, Helenrose Fives, Tonya R. Moon
Department of Educational Foundations Scholarship and Creative Works
The purpose of this investigation was to explore elementary teachers’ beliefs about data and data use. Archived data from 2 research projects were used to address the following research questions: What are kindergarten and fifth-grade literacy teachers’ beliefs about data and data use? What functions do the beliefs serve in teachers’ actual use of data? Using a multicase study approach, 2 research teams carried out qualitative data analysis. Findings revealed that kindergarten and fifth-grade teachers held similar “macro” beliefs, and these beliefs were shaped and contextualized in response to their settings. The study’s implications suggest that teachers’ beliefs about data …
The Impact Of Neoliberal School Choice Reforms On Students With Disabilities: Perspectives From New York City, Jessica Bacon
The Impact Of Neoliberal School Choice Reforms On Students With Disabilities: Perspectives From New York City, Jessica Bacon
Department of Teaching and Learning Scholarship and Creative Works
This disability studies in education informed study unpacks effects of neoliberal reforms on students with disabilities in New York City schools. These reforms proliferated small themed schools, dismantled many large schools, and required students to apply to high school. This multi-site case study researched two high schools, one large and one small, with data from interviews and document review. Findings reveal how reforms forced large schools to accept many marginalized students with disabilities, while small schools employed tactics to avoid accepting many students with disabilities seen as having intensive needs. Finally, contextual analysis reveals how larger city politics perpetuated segregative …
Community Coalitions As Spaces For Collective Voice, Action, And The Sharing Of Resources, David T. Lardier, Carrie Bergeson, Autumn M. Bermea, Kathryn Herr, Bradley Forenza, Pauline Garcia-Reid, Robert Reid
Community Coalitions As Spaces For Collective Voice, Action, And The Sharing Of Resources, David T. Lardier, Carrie Bergeson, Autumn M. Bermea, Kathryn Herr, Bradley Forenza, Pauline Garcia-Reid, Robert Reid
Department of Educational Foundations Scholarship and Creative Works
This study examined how a community coalition, focused on prevention efforts, can aid in bridging resources between community organizations in a resource-deprived area. We also explored how it may serve as a venue to support significant changes to the community, adults, and youth who live there. Drawing on 18 individual interviews with adult coalition members from various community organizations, in a large, underserved city in the northeastern United States, we examined these data for narrations of the coalition's place within the broader prevention community and how the coalition may be an organizational venue for collective voice. We were specifically interested …
On The Relevance Of Cognitive Neuroscience For Community Of Inquiry, Mark Weinstein, Dan Fisherman
On The Relevance Of Cognitive Neuroscience For Community Of Inquiry, Mark Weinstein, Dan Fisherman
Department of Educational Foundations Scholarship and Creative Works
Community of inquiry is most often seen as a dialogical procedure for the cooperative development of reasonable approaches to knowledge and meaning. This reflects a deep commitment to normatively based reasoning that is pervasive in a wide range of approaches to critical thinking and argument, where the underlying theory of reasoning is logic driven, whether formal or informal. The commitment to normative reasoning is deeply historical reflecting the fundamental distinction between reason and emotion. Despite the deep roots of the distinction and its canonization in current educational thought contemporary cognitive neuroscience presents a fundamental challenge to the viability of the …
Symmetry Is Not A Universal Law Of Beauty, Helmut Leder, Pablo Tinio, David Brieber, Tonio Kröner, Thomas Jacobsen, Raphael Rosenberg
Symmetry Is Not A Universal Law Of Beauty, Helmut Leder, Pablo Tinio, David Brieber, Tonio Kröner, Thomas Jacobsen, Raphael Rosenberg
Department of Educational Foundations Scholarship and Creative Works
Scientific disciplines as diverse as biology, physics, and psychological aesthetics regard symmetry as one of the most important principles in nature and one of the most powerful determinants of beauty. However, symmetry has a low standing in the arts and humanities. This difference in the valuation of symmetry is a remarkable illustration of the gap between the two cultures. To close this gap, we conducted an interdisciplinary, empirical study to directly demonstrate the effects of art expertise on symmetry appreciation. Two groups of art experts—artists and art historians—and a group of non-experts provided spontaneous beauty ratings of visual stimuli that …
The Impact Of Surface Cleaning Restoration Of Paintings On Observers' Eye Fixation Patterns And Artworks' Pictorial Qualities, Paul J. Locher, Pablo Tinio, Elizabeth A. Krupinski
The Impact Of Surface Cleaning Restoration Of Paintings On Observers' Eye Fixation Patterns And Artworks' Pictorial Qualities, Paul J. Locher, Pablo Tinio, Elizabeth A. Krupinski
Department of Educational Foundations Scholarship and Creative Works
Surface cleaning is a restoration process that involves the removal of dirt, grime, and discolored varnish from a damaged painting's surface film, thereby presumably enhancing the visual clarity of its pictorial features and aesthetic effects. However, whether surface restoration really has these desired effects is an open question addressed in the present research. We report results of 2 studies, the first of which examined participants' visual exploration (scanpath) using eye tracking of 10 prerestored paintings and their postrestored counterparts. Participants in both studies rated the paintings on items of the Information Rate Scale, a measure of a painting's physical, structural, …
How Relationship Status And Sociosexual Orientation Influence The Link Between Facial Attractiveness And Visual Attention, Aleksandra Mitrovic, Juergen Goller, Pablo Tinio, Helmut Leder
How Relationship Status And Sociosexual Orientation Influence The Link Between Facial Attractiveness And Visual Attention, Aleksandra Mitrovic, Juergen Goller, Pablo Tinio, Helmut Leder
Department of Educational Foundations Scholarship and Creative Works
Facial attractiveness captures and binds visual attention, thus affecting visual exploration of our environment. It is often argued that this effect on attention has evolutionary functions related to mating. Although plausible, such perspectives have been challenged by recent behavioral and eye-tracking studies, which have shown that the effect on attention is moderated by various sex- and goal-related variables such as sexual orientation. In the present study, we examined how relationship status and sociosexual orientation moderate the link between attractiveness and visual attention. We hypothesized that attractiveness leads to longer looks and that being single as well as being more sociosexually …
A Person-Centered Approach To Understanding Teachers' Classroom Practices And Perceived School Goal Structures, Nicole Barnes, Helenrose Fives, Jamaal Matthews, Kit Marie Saizdelamora
A Person-Centered Approach To Understanding Teachers' Classroom Practices And Perceived School Goal Structures, Nicole Barnes, Helenrose Fives, Jamaal Matthews, Kit Marie Saizdelamora
Department of Educational Foundations Scholarship and Creative Works
We examined 179 teachers' perceptions of their own classroom practices and their school's motivational climate to illuminate the ways these perceptions work in concert. Using teachers' responses to two scales of the Patterns of Adaptive Learning Survey, a cluster analysis revealed three profiles of teachers described as cluster 1: Aligned: Performance Moderate, Mastery High: We agree with everything!; cluster 2: Aligned: Performance Low, Mastery High: Yea to Mastery! Nay to Performance!; and cluster 3: Unaligned: Classroom Mastery with School Performance: We're Mastery Structured in a Performance School. Cluster analyses revealed significant differences suggesting these teacher groups had distinct profiles. This …
Adult Youth Workers’ Conceptions Of Their Work In An Under-Resourced Community In The United States, David T. Lardier, Kathryn Herr, Pauline Garcia-Reid, Robert Reid
Adult Youth Workers’ Conceptions Of Their Work In An Under-Resourced Community In The United States, David T. Lardier, Kathryn Herr, Pauline Garcia-Reid, Robert Reid
Department of Educational Foundations Scholarship and Creative Works
This study examined adult workers’ conceptions of their work with youth in a large, underserved, urban region in the northeastern United States. Drawing on qualitative interviews with 18 youth workers from various organizations, affiliated with a community coalition focused on substance abuse prevention, we explored how adults viewed their role of working with youth. We were particularly interested in whether these workers saw youth empowerment and collaboration with youth for community change as part of their role. Our data suggested that while workers in this study were very supportive of youth, the support and actions they provided were on behalf …
Community Of Philosophical Inquiry And The Play Of The World, David Kennedy
Community Of Philosophical Inquiry And The Play Of The World, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
This paper seeks to identify the role of play in the design and function of Socratic dialogue as practiced in community of philosophical inquiry (CPI) in classrooms. It reviews the ideas of some major play theorists from various fields of study and practice-philosophy, cultural anthropology, evolutionary psychology, cognitive psychology, psychoanalysis, and education-and identifies the epistemological, ontological, and axiological judgments they share in their analyses of the phenomenon of play. It identifies five psychodynamic dimensions in which the Socratic play of "following the argument where it leads" can be identified: the "play space," the "time of play," "the rules of the …
Capturing Aesthetic Experiences With Installation Art: An Empirical Assessment Of Emotion, Evaluations, And Mobile Eye Tracking In Olafur Eliasson’S “Baroque, Baroque!”, Matthew Pelowski, Helmut Leder, Vanessa Mitschke, Eva Specker, Gernot Gerger, Pablo Tinio, Elena Vaporova, Till Bieg, Agnes Husslein-Arco
Capturing Aesthetic Experiences With Installation Art: An Empirical Assessment Of Emotion, Evaluations, And Mobile Eye Tracking In Olafur Eliasson’S “Baroque, Baroque!”, Matthew Pelowski, Helmut Leder, Vanessa Mitschke, Eva Specker, Gernot Gerger, Pablo Tinio, Elena Vaporova, Till Bieg, Agnes Husslein-Arco
Department of Educational Foundations Scholarship and Creative Works
Installation art is one of the most important and provocative developments in the visual arts during the last half century and has become a key focus of artists and of contemporary museums. It is also seen as particularly challenging or even disliked by many viewers, and-due to its unique in situ, immersive setting-is equally regarded as difficult or even beyond the grasp of present methods in empirical aesthetic psychology. In this paper, we introduce an exploratory study with installation art, utilizing a collection of techniques to capture the eclectic, the embodied, and often the emotionally-charged viewing experience. We present results …
We Are Victorious: Educator Activism As A Shared Struggle For Human Being, Carolina Valdez, Edward Curammeng, Farima Pour-Khorshid, Rita Kohli, Thomas Nikundiwe, Bree Picower, Carla Shalaby, David Stovall
We Are Victorious: Educator Activism As A Shared Struggle For Human Being, Carolina Valdez, Edward Curammeng, Farima Pour-Khorshid, Rita Kohli, Thomas Nikundiwe, Bree Picower, Carla Shalaby, David Stovall
Department of Teaching and Learning Scholarship and Creative Works
This article shares national models of educational activism that center the experiences of People of Color but are diverse in that they serve students, parents, preservice teachers, teachers, and/or community educators and meet frequently in small groups or annually/biannually. Included narratives embody the humanization process, and situate that in the purpose of each project. Our aim is to complicate and extend the definition of activism as a shared struggle for the right to feel human.
When Am I Ever Going To Use This In The Real World? Cognitive Flexibility And Urban Adolescents' Negotiation Of The Value Of Mathematics, Jamaal Matthews
When Am I Ever Going To Use This In The Real World? Cognitive Flexibility And Urban Adolescents' Negotiation Of The Value Of Mathematics, Jamaal Matthews
Department of Educational Foundations Scholarship and Creative Works
Many adolescent learners have difficulty understanding the relevance of mathematics for their lives. This problem is particularly pernicious among Black and Latino adolescents who often face cultural stigma that can affect their perceived value of mathematics. The present study used concurrent nested mixed methods to explore this issue in 419 urban Black and Latino adolescents. Structured classroom observations, a computerized cognitive assessment, and surveys were used to examine how teacher math applications (TMAs) and adolescent cognitive flexibility interact to predict students' valuing of mathematics. From a subset of the larger sample (n = 37), semistructured qualitative interviews were used to …
Black And Belonging At School: A Case For Interpersonal, Instructional, And Institutional Opportunity Structures, De Leon L. Gray, Elan C. Hope, Jamaal Matthews
Black And Belonging At School: A Case For Interpersonal, Instructional, And Institutional Opportunity Structures, De Leon L. Gray, Elan C. Hope, Jamaal Matthews
Department of Educational Foundations Scholarship and Creative Works
This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity structures. We provide a set of guiding questions for scholars seeking to advance educational psychology research at the intersection of race, belonging, and motivation. We end by describing specific research directions for an inclusive examination of …
Where Is The Love? Developing Loving Relationships As An Essential Component Of Professional Infant Care, Susan L. Recchia, Minsun Shin, Carolina Snaider
Where Is The Love? Developing Loving Relationships As An Essential Component Of Professional Infant Care, Susan L. Recchia, Minsun Shin, Carolina Snaider
Department of Teaching and Learning Scholarship and Creative Works
Using a grounded theory approach, this study explores the ways a diverse group of pre-service student caregivers, new to teaching and caring for infants, come to understand notions of ‘love’ during an infant practicum course in the United States. Through analysing weekly dialogue journals and course assignments produced by each of the 8 participants, we captured their unique and complex experiences of love and care in the infant room. Results revealed that for love and trust between student caregivers and babies to evolve, caregivers need to acknowledge babies as unique individuals, and commit to getting to know and understand them …
The New School, David Kennedy
The New School, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
This paper traces the changing status of the school as a counter culture in the anthropological and historical literature, in particular from the moment when compulsory mass schooling assumed the function of ideological state apparatus in the post-revolutionary 19th century West. It then focuses attention on what may be called the New School, which could be said to represent an evolved, postmodern embodiment of the social archetype of the school as interruption of the status quo. It emerged in the form of schools initially associated with Romanticism and with socialist libertarian or ‘anarchist’ impulses, and moved, if temporarily, into the …
Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education, Edwin Mayorga, Bree Picower
Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education, Edwin Mayorga, Bree Picower
Department of Teaching and Learning Scholarship and Creative Works
In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. …
Bridging The Research-To-Practice Gap Through Effective Professional Development For Teachers Working With Students With Emotional And Behavioral Disorders, Talida State, Brandi Simonsen, Regina G. Hirn, Howard Wills
Bridging The Research-To-Practice Gap Through Effective Professional Development For Teachers Working With Students With Emotional And Behavioral Disorders, Talida State, Brandi Simonsen, Regina G. Hirn, Howard Wills
Department of Teaching and Learning Scholarship and Creative Works
Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for …
Truth Matters: Teaching Young Students To Search For The Most Reasonable Answer, Alina Reznitskaya, Ian A.G. Wilkinson
Truth Matters: Teaching Young Students To Search For The Most Reasonable Answer, Alina Reznitskaya, Ian A.G. Wilkinson
Department of Educational Foundations Scholarship and Creative Works
Learning how to formulate, comprehend, and evaluate arguments is an essential part of helping students develop the ability to make better, more reasonable judgments. The Common Core identified argumentation as a fundamental life skill that is broadly important for the literate person. According to the authors, having students engage in an inquiry dialogue oriented toward finding the most reasonable answer is key to developing the skills of argumentation. Inquiry dialogue starts with a contestable, big question that is relevant to student interests and addresses a central issue raised in a text. Such questions invite students to take part in a …
Using The Discourse Domain Hypothesis Of Interlanguage To Teach Scientific Concepts: Report On A Case Study In Secondary Education, Fernando Naiditch, Larry Selinker
Using The Discourse Domain Hypothesis Of Interlanguage To Teach Scientific Concepts: Report On A Case Study In Secondary Education, Fernando Naiditch, Larry Selinker
Department of Teaching and Learning Scholarship and Creative Works
This paper reports work-to-date on a particular practical context, applying one approach to interlanguage, the discourse domains approach, merged with the rhetorical-grammatical approach, involving both language and content. The context is an MA course for teacher residents placed in urban schools, and their English language learners (ELLs) in math and science classes, providing content area teachers the linguistic support they need to teach the language of their content, and thus the content itself. We were interested in how exactly learners' interlanguage creation interacts with their understanding of scientific concepts. We primarily look at the rhetorical function "definition," with discourse level …
A Disability Studies In Education Analysis Of The Edtpa Through Teacher Candidate Perspectives, Jessica Bacon, Sheila Blachman
A Disability Studies In Education Analysis Of The Edtpa Through Teacher Candidate Perspectives, Jessica Bacon, Sheila Blachman
Department of Teaching and Learning Scholarship and Creative Works
This analysis of the Special Education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported the first groups of teacher candidates required to submit the edTPA for certification in New York State. Data were gathered over three semesters and included open-ended student surveys, student journals, and public documents. Findings describe (a) how the edTPA requirements impacted teacher candidate learning, (b) the emphasis on one focus learner in the exam, (c) the discourse and language demands in the edTPA, and (d) how the edTPA and videotaping impacted fieldwork. We describe these findings and …